Program Report for the Preparation of English
Language Arts Teachers
National Council of Teachers of English (NCTE)
Option C
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
COVER SHEET
1. Institution Name
Edinboro University of PA
2. State
PA
3. Date submitted
MM
DD YYYY
09
/ 15
/ 2012
4. Report Preparer's Information:
Name of Preparer:
Dr. Kathleen Benson
Phone:
Ext.
( 814 ) 732 - 2788
E-mail:
kbenson@edinboro.edu
5. NCATE Coordinator's Information:
Name:
Dr. Gwyneth Price
Phone:
Ext.
( 814 ) 732 - 1542
E-mail:
gprice@edinboro.edu
6. Name of institution's program
Secondary - Comprehensive English
7. NCATE Category
English Education
8. Grade levels(1) for which candidates are being prepared
7-12
(1) e.g. 7-12, 9-12, K-12
9. Program Type
i First teaching license
j
k
l
m
n
10. Degree or award level
i Baccalaureate
j
k
l
m
n
j
k
l
m
n
Post Baccalaureate
j Master's
k
l
m
n
11. Is this program offered at more than one site?
j Yes
k
l
m
n
i No
j
k
l
m
n
12. If your answer is "yes" to above question, list the sites at which the program is offered
13. Title of the state license for which candidates are prepared
Secondary - English
14. Program report status:
j Initial Review this cycle, Continuing Recognition
k
l
m
n
j Response to One of the Following Decisions: Further Development Required or Recognition with
k
l
m
n
Probation
i Response to National Recognition With Conditions
j
k
l
m
n
15. State Licensure requirement for national recognition:
NCATE requires 80% of the program completers who have taken the test to pass the applicable
state licensure test for the content field, if the state has a testing requirement. Test information and
data must be reported in Section IV. Does your state require such a test?
i Yes
j
k
l
m
n
j No
k
l
m
n
SECTION I - CONTEXT
1. Description of any state or institutional policies that may influence the application of NCTE
standards. (Response limited to 4,000 characters)
Edinboro University of Pennsylvania is an NCATE accredited Master’s Level I Comprehensive
institution with approximately 8,000 students, 2,200 of which are enrolled in graduate and
undergraduate programs in the preparation of school personnel. There are no institutional impediments
to the acquisition of National Council for Teachers of English (NCTE) recognition. In fact, the pursuit of
accreditation at every level is a specific component of Edinboro University’s strategic plan. Resources
allocated to the NCATE Unit are more than adequate to support the accreditation process.
The Pennsylvania Department of Education completed a major five-year site visit in April 2004, which
resulted in the reaccreditations of all certification programs, including Secondary Education- English.
Pennsylvania is an NCATE partner state with program standards that are closely aligned with the
standards of specialized professional associations, including the NCTE.
2. Description of the field and clinical experiences required for the program, including the
number of hours for early field experiences and the number of hours/weeks for student teaching or
internships. (Response limited to 8,000 characters)
PA state requirements, as delineated in legislation known as Chapter 49-2, indicate that 4 stages of field
must apply to all teacher certification programs. Stage 1 is observational, Stage 2 is exploratory
(aid/help/observe), Stage 3 is pre-student teaching (pre-clinical), and Stage 4 is student teaching
( clinical experience).
There is an initial field experience component in SEDU 271 Education in a Multicultural Society. This
experience provides middle and secondary teacher education majors with their introductory field
experience with special emphasis on observation of an English Language Learner environment. The
field experiences are mainly observational in nature and occurs virtually as well as in area public
schools.
Another field is completed in SPED 210, a special education course focused on the needs of all children
including those with disabilities.
The following courses listed below are identified as the Secondary Education Block. Students may not
register for Secondary Education Block courses, with the exception of SEDU 183 Educational
Technology/Computer Literacy and SEDU 271 Education in a Multicultural Society, until they have
been formally admitted to teacher preparation.
SEDU 465/471/472/473/474 Instructional Techniques for Subject Area
SEDU 306 Teaching Reading in the Subject Area
SEDU 381 Measurement and Evaluation in the Middle and Secondary School
SPED 330 Adaptive & Accommodations in the Inclusive Classroom
SEDU 475 Secondary Education Field Experience
These courses are typically taken in this major during the second semester of the junior year or the first
semester of the senior year, following the completion of at least 18 semester hours in the student's field
of specialization. The four classroom courses are taken intensively during the first nine weeks of the
semester followed by SEDU 475 Secondary Education Field Experience for the remainder of the
semester (six weeks).
SEDU 475 Secondary Education Field Experience, the Stage 3 field experience, provides secondary
education majors with a pre-student teaching field experience with cooperating teachers in the public
schools. Students teach a minimum of eight full-period lessons, preferably from lessons prepared during
Secondary Education Block, and complete various professional development activities. All SEDU 475
field placements are content appropriate with all science candidates being placed in science classrooms.
SEDU 495 Student Teaching, the culminating, Stage 4 field experience, coordinated and supervised by
University faculty in the Department of Elementary, Middle and Secondary Education provides
opportunities to display competency in middle and secondary schools under the direct, daily supervision
of a qualified cooperating teacher. The experience is a semester in length and content specific. In order
to be eligible for student teaching, students must:
• maintain a 2.8 QPA,
• have earned 96 semester hours
• have taken/passed the Praxis II exam
• completed with a grade of C or better all of the Secondary Education Block classes
Selection of the sites is made with the purpose of providing students with the opportunities to experience
urban/rural/suburban and middle/high school settings. This is achieved through collaboration of the
Department of Elementary, Middle and Secondary Education and the Student Teaching Office.
3. Description of the criteria for admission to the program, including required overall GPAs and
minimum grade requirements for English content courses accepted by the program. Also describe
any other requirements such as standardized testing results, recommendations, and/or entrance
portfolios. (Response limited to 4,000 characters)
Pennsylvania Department of Education standards for the preparation of teachers, commonly referred to
as Chapter 354, require a formal admission process that allows a student with a major in teacher
education to take advanced methods classes and begin student teaching. This process is referred to as
candidacy. To become a teacher candidate, a student must have a minimum of 48 hours of
undergraduate credits and meet all of the conditions listed below.
1. Earned a minimum undergraduate cumulative quality point average of 2.80. Transfer students must
establish their quality point average at Edinboro University by taking a minimum of 15 semester hours.
2. Achieved passing scores on all of the PAPA tests (formerly the Praxis I )
3. Successfully completed a Level I field experience as required by the individual's curriculum with a C
or better grade. The Level I field experiences for Secondary Education majors is embedded in SEDU
271 Education in a Multicultural Society.
4. Successfully completed six semester hours of college level mathematics and six semester hours of
English, three hours of which must be literature.
5. Completed a minimum of 18 credits in course work in the student's major field.
6. Completed, with a grade of C or better, the course SPED 210 Introduction to Exceptionalities and
Special Education or SPED 710 Seminar in Exceptionalities.
Students are not eligible to enroll in the Level II field experience until they have been admitted to
candidacy. Students must submit the Admission to Teacher Candidacy form to the Office of Student
Teaching and Student Assistance (Miller Research Learning Center) no later than October 1 for
admission in spring, no later than July 1 for admission in fall and March 1 for admission in summer.
Retention
Following admission to candidacy, students must maintain a cumulative quality point average of 2.80. If
a student's cumulative quality point average falls below 2.80, the student may be dismissed from the
program at the discretion of the dean of the School of Education pending recommendations from the
student's advisor and department chair. Students enrolled in programs leading to teacher certification
must earn a grade of C or better for each course in their major. Unless otherwise specified in the
Undergraduate Catalogue, this provision applies to all courses in a student's program except for general
education requirements and electives.
Admission to Student Teaching
Student teaching represents the culmination of the program of professional preparation. It is an
important requirement for the Bachelor of Science in Education degree and for graduate students
seeking initial certification. No undergraduate candidate will be considered for the degree or
recommended for a teaching certificate who has not completed, under the supervision of Edinboro
University, at least 12 semester hours of student teaching. Applications for student teaching are available
in the Office of Student Teaching and Student Assistance (Miller Research Learning Center). Student
teaching is a full-time activity in which students are given experience in most of the activities a
classroom teacher might encounter. The student is expected to devote full time and energies to the
student teaching assignment. Careful planning is necessary on the part of students during the first three
years of their college careers in order to complete their program on schedule. Student teaching is to be
scheduled during the student's senior year and the student must pass the respective Praxis II exam before
scheduling the course.
4. This system will not permit you to include tables or graphics in text fields. Therefore any
tables or charts must be attached as files here. The title of the file should clearly indicate the
content of the file. Word documents, pdf files, and other commonly used file formats are
acceptable.
5. Please attach files to describe a program of study that outlines the courses and experiences
required for candidates to complete the program. The program of study must include course titles.
(This information may be provided as an attachment from the college catalog or as a student
advisement sheet.)
English Program
See Attachments panel below.
6. Candidate Information
Directions: Provide three years of data on candidates enrolled in the program and completing the
program, beginning with the most recent academic year for which numbers have been tabulated.
Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate
routes, master's) being addressed in this report. Data must also be reported separately for
programs offered at multiple sites. Update academic years (column 1) as appropriate for your data
span. Create additional tables as necessary.
Program:
Secondary - English
Academic Year
# of Candidates
Enrolled in the
Program
# of Program
Completers(2)
2011-2012
18
6
2010-2011
23
6
2009-2010
97
18
(2) NCATE uses the Title II definition for program completers. Program completers are persons who have met all
the requirements of a state-approved teacher preparation program. Program completers include all those who are documented
as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential,
transcript, or other written proof of having met the program's requirements.
7. Faculty Information
Directions: Complete the following information for each faculty member responsible for key
content and professional coursework, clinical supervision, or administration in this program.
Faculty Member Name
Bethany Scullin
Highest Degree, Field, &
University(3)
MED, Educational Leadership, University of South Florida
Assignment: Indicate the role
Teach two ELED 102 courses and supervises student teachers
of the faculty member(4)
Faculty Rank(5)
Temporary Full Time
Tenure Track
c YES
d
e
f
g
(6)
Scholarship , Leadership in
Professional Associations, and
Chair-Accuplacer/MyFoundations Lab Grant Pilot, Presenter-Perseus House
Service (7):List up to 3 major Faculty, Committee Member- NCATE Standard 1 Committee
contributions in the past 3
years(8)
Teaching or other
professional experience in P12 schools(9)
Teacher, 10 years-urban setting, K-8, Supervises student teachers, 2 years
Faculty Member Name
Charles Cross
Highest Degree, Field, &
University(3)
Ph.D. Curriculum and Instruction, University of Maryland
Assignment: Indicate the role Teach 2 SEDU 271 Multiculturalism in American Schools, teach 1 SEDU 702
Teaching in the Contemporary Multicultural Classroom, and supervising SEDU
of the faculty member(4)
495 Student Teaching
Faculty Rank(5)
Tenure Track
Professor
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and
Service (7):List up to 3 major
contributions in the past 3
years(8)
Presenter, National Middle School Association 36th Annual Conference and
Exhibit, Indianapolis, Indiana, November 7, 2009 "Right Brain Teacher in a Left
Brain Classroom: Strategies to Engage All Learners. Teacher Education Program
Reviewer, National Council for the Social Studies/National Council for the
Accreditation of Teacher Education, 1999-present. Manuscript Reviewer, Social
Education, official journal of NCSS, 1992-present.
Teaching or other
professional experience in P12 schools(9)
Supervision of student teachers 1989-present, in Iowa (Briar Cliff College), Ohio
(Mount Union College), and Pennsylvania (Edinboro University of PA for the last
16 years). High School Social Studies Teacher 1975-1985, Wicomico County, MD.
Faculty Member Name
Darcie Moseley
Highest Degree, Field, &
University(3)
Master's in Educational Leadership from Edinboro University
Assignment: Indicate the role
SEDU 774
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Instructor, PT Temp
c YES
d
e
f
g
(6)
Scholarship , Leadership in
Professional Associations, and 1. Working towards course completion for doctorate in the Administration of
Service (7):List up to 3 major Teaching and Learning 2. Board Member of Northwest PA Middle School
Association 3. Service = Volunteer for various charitable organizations
contributions in the past 3
(8)
years
Teaching or other
professional experience in P12 schools(9)
2 years teaching 4th grade at a magnet school for the gifted in Maryland 2 years
teaching ESL in a K-2 combination classroom in Erie City SD 8 1/2 years teaching
Spanish 1-4H at East High School 1 1/2 years teaching Read 180 at East High 1
1/2 years assistant principal at East High 2 years assistant principal at Walnut
Creek Middle School 6 years principal at Walnut Creek 5 semesters as adjunct
professor at EUP (SEDU 774 and 702)
Faculty Member Name
Dennis E Buckwalter
Highest Degree, Field, &
University(3)
Phd, curriculum and instruction, Virginia Tech
Assignment: Indicate the role
Teaching undergraduate and graduate courses, supervise student teachers
of the faculty member(4)
Faculty Rank(5)
Tenure Track
associate
b YES
c
d
e
f
g
(6)
Scholarship , Leadership in
Professional Associations, and
Service (7):List up to 3 major
contributions in the past 3
years(8)
Teaching or other
professional experience in P12 schools(9)
9 years teaching physics, chemistry and math in ghigh school, Roanoke Va
Faculty Member Name
Gwyneth Price
Highest Degree, Field, &
University(3)
PhD. Educational Psychology PSU
Assignment: Indicate the role
Unit Accreditation Coordinator. Coordinate NCATE and PDE accreditation efforts.
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Assistant Professor
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and
Service (7):List up to 3 major
contributions in the past 3
years(8)
National Middle School Association: Baltimore, MD - Teaching in the Woods:
What a Teacher can Learn about Adolescent Development by Participating in
Wilderness Quest (November 2010) PAC-TE Planning Committee: Member of the
committee to plan future PAC-TE conferences and act as a reviewer of
conference proposals. (Fall 2010 Present) Assistant Chair: Elementary, Middle, &
Secondary Education Department In charge of Junior Field Experience and the
Professional Block Courses. (Fall 2009 Fall 2011)
Teaching or other
professional experience in P12 schools(9)
Taught Chemistry, Physics, and Physical Science to 8, 11 & 12 grades for 14
years in PA public school.
Faculty Member Name
Heather-Lee M. Baron
Highest Degree, Field, &
University(3)
Ph.D., Interdisciplinary: Reading Education and Linguistics, University of Alaska
Fairbanks
Assistant Professor; University Student Teaching Supervisor; University Field
Assignment: Indicate the role Experience Supervisor; Director and Facilitator of Collaboratve Grant with the
Perseus House Charter School; Co-Chair of the NCATE Diversity Committee;
of the faculty member(4)
NCTE/NCATE Reviewer
Faculty Rank(5)
Tenure Track
Scholarship (6), Leadership in
Professional Associations, and
Service (7):List up to 3 major
contributions in the past 3
years(8)
Assistant Professor
b YES
c
d
e
f
g
TESOL Core: Young Learners Certification; "The influence of positive motherchild verbal interactions on adolescent mothers' literacy" (dissertation); Two
chapters in Best Practices for Teaching Reading: What Award-Winning Teachers
Do by Randi Stone
Teaching or other
professional experience in P12 schools(9)
K-2 Reading Specialist, West Riviera Beach, FL; 7-10 Reading Teacher, Literacy
Coach, K-12 ESL Teacher-Coordinator, Union City, PA; University Student
Teaching Supervisor; University Field Experience Supervisor; Director and
Facilitator of Collaboratve Grant with the Perseus House Charter School of
Excellence; ESL Consultant for the Perseus House Charter School of Excellence
Faculty Member Name
James Dailey
Highest Degree, Field, &
University(3)
MBA-Gannon University
Assignment: Indicate the role
University Supervisor and Teach 2 sections of SEDU 271
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Full Time Temp
c YES
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and
ASCD member, Member of ELL Task Force, Conducted Training for Cooperating
Service (7):List up to 3 major Teachers-Summer 2011
contributions in the past 3
years(8)
Teaching or other
professional experience in P12 schools(9)
Classroom Teacher Middle and Secondary as well as Post-Secondary -33 years 2.
Served as Peer Coach for 4 years MTSD School District
Faculty Member Name
James E. Piekanski
Highest Degree, Field, &
University(3)
Master of Education, Special Education, Edinboro University
Assignment: Indicate the role
Supervise student teachers
of the faculty member(4)
Faculty Rank(5)
Tenure Track
instructor
c YES
d
e
f
g
(6)
Scholarship , Leadership in
Professional Associations, and Member of the Governor's Council on Special Education, Presenter on Urban
Service (7):List up to 3 major Education for Student Teaching seminar, Author of a chapter on Special
Education for a behavior management textbook(in publication).
contributions in the past 3
(8)
years
Teaching or other
professional experience in P12 schools(9)
Director of Special Education, Director of District facilities, Director of Early
Intervention, Coordinator of Special Education, Supervisor of Special Education,
Minority faculty recruiter, Educational Specialist, IEP facilitator, Work Study
coordinator, Special Education teacher, various curriculum, grant, standards and
instructional committees. (all work accomplished in an urban public school
system of 12,000 + students)
Faculty Member Name
Jo Ann Holtz
Highest Degree, Field, &
University(3)
Ph.D. C & I with emphasis on literacy Kent State University, Kent, Ohio
Assignment: Indicate the role teach three graduate classes , Graduate Program Head for M.Ed. in Middle and
Secondary Instruction
of the faculty member(4)
Faculty Rank(5)
Professor
Tenure Track
b YES
c
d
e
f
g
(6)
Scholarship , Leadership in
Professional Associations, and Director, PennLake National Writing Project; Case Study published in Henson, J.
Service (7):List up to 3 major (2012). Methods for Teaching in the Diverse Middle and Secondary Classrooms.
Kendel Hunt Publications; sesrve on the University Wide Curriculum Committee
contributions in the past 3
years(8)
Teaching or other
professional experience in P12 schools(9)
Pedagogy Director for Teaching America's History (TAH) Grant. Northwest TriCounty Intermediate Unit, 2006-2009; Consultant on Content Literacy for
Lakeside High School, Ashtablula, Ohio School District, 2006-2007 schhol year;
Presented at the National Middle School Association Annual Conference,
Houston, TX (Nov. 9, 2007): Using backward design to plan lessons for the
middle level classroom.
Faculty Member Name
Joseph Johnson
Highest Degree, Field, &
University(3)
PhD, Science Education, State University of New York at Buffalo
Assignment: Indicate the role Teaching SEDU183, SEDU594, and SEDU692 (online). Supervising 6 student
teachers.
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Assistant Professor
c YES
d
e
f
g
Science is for Me: A case study of English language learner achievement,
Scholarship , Leadership in discourse and attitudes within an urban, middle school science classroom,
Professional Associations, and dissertation defended July 26, 2011; Yerrick, R. & Johnson, J. (2011).
Negotiating white science in rural Black America: A case for navigating the
Service (7):List up to 3 major landscape of teacher knowledge domains. Cultural Studies in Science Education.;
contributions in the past 3
Yerrick, R. K., & Johnson, J. A. (2009). Meeting the needs of middle grade
years(8)
science learners through pedagogical and technological intervention.
Contemporary Issues in Technology and Teacher Education, 9 (3).
(6)
Teaching or other
professional experience in P12 schools(9)
2009-2010 After school ELL assistant, West Hertel Elementary School, Buffalo,
NY; 2010 Professional development facilitator, Multimodal Multidimensional
Model Project, Buffalo City School District; 2004-2007 Physics teacher, Cathedral
Preparatory School; 2004 Long-term substitute science teacher, Harbor Creek
Junior High School
Faculty Member Name
Kathleen H. Benson, Ph. D.
Highest Degree, Field, &
University(3)
Ph.D. Middle Level, University of Akron
Assignment: Indicate the role Department Chair, Student Teaching Director, teach courses in middle level and
secondary education
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Full Professor
b YES
c
d
e
f
g
Serve as one of five members of the Leadership Team for Schools To Watch for
Scholarship (6), Leadership in the State of Pennsylvania. Train members of STW teams for the State. Received
Professional Associations, and a Professional Development grant worth over $200,000 to work with Perseus
Service (7):List up to 3 major House Charter School faculty and students. Students at this school where the
majority of students are of low SES and diverse backgrounds. Presented at the
contributions in the past 3
(8)
National Middle School Association on preservice field model in November 2010
years
the content of which was also published in the NMSA journal, Middle Ground.
Teaching or other
Classroom teacher with middle school students for ten years. Served as a
reading specialist with the Intermediate Unit for three years. Served as a School
professional experience in P12 schools(9)
Director in a local school district as well as for the Intermediate Unit for 8 years.
Served as a university supervisor of student teachers in P-12 schools for 20
years.
Faculty Member Name
Ms. Shirley Ann Winschel
Highest Degree, Field, &
University(3)
BA in Elementary Education, Masters of ED in Elementary Education,
Administrative Certificate
Assignment: Indicate the role
Instructor - Professional Performance in Middle and Secondary Schools
of the faculty member(4)
Faculty Rank(5)
Tenure Track
adjunct faculty member
c YES
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and
Service (7):List up to 3 major
contributions in the past 3
years(8)
1. Member of the Executive Board of the Northwest PA Middle School Association
(NWPMSA) 2. As a member of NWPMSA, I served on the committee that planned
and hosted the first ever Student Leadership Conference in our area. Students
from 17 schools in our area participated in this conference. 3. Community
Service - have planned and hosted an annual fund-raising event for a local
organizations (Mercy Center for Women) to assist needy women and children.
Teaching or other
professional experience in P12 schools(9)
Teacher - Our Lady's Christian School - 1977 to 1988 Teacher - Tracy
Elementary School - 1988 to 1993 Teacher - Walnut Creek Middle School - 1993
to present Department chairman of middle school mathematics - 1990-1995
Faculty Member Name
Nicholas Stupiansky
Highest Degree, Field, &
University(3)
Ph.D.
Assignment: Indicate the role Teach math and science elementary methods courses, teach graduate action
research course, supervise student teachers
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Professor
b YES
c
d
e
f
g
(6)
Scholarship , Leadership in
Professional Associations, and Presenter, 2010 NCTM Annual Conference, San Diego; Presenter, 2009 NCTM
Service (7):List up to 3 major Annual Conference, Washington, DC; Presenter, 2010 NAEYC Annual
Conference, Anaheim
contributions in the past 3
years(8)
Teaching or other
professional experience in P12 schools(9)
Teacher, Cleveland Public Schools, Grade 2, 1 year; Teacher, Lakewood Public
Schools, Grades 3, 4, 5, 2 years
Faculty Member Name
Stacie M. Wolbert
Highest Degree, Field, &
University(3)
D.Ed., Curriculum and Instruction, Indiana University of Pennsylvania
Assignment: Indicate the role
Serves as assistant chairperson for the EMSE Department
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Assistant
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and
Service (7):List up to 3 major Fall 2012, PAC-TE Article published, Schools To Watch Leadership Team, PDS co-
contributions in the past 3
years(8)
director
Teaching or other
professional experience in P12 schools(9)
PDS-co-director for Middle and secondary, supervision
Faculty Member Name
Whitney M. Wesley
Highest Degree, Field, &
University(3)
D.Ed. Curriculum and Instruction, Indiana University of Pennsylvania
Assignment: Indicate the role Teach 2 sections of Assessment & Evaluation in Elementary School, Teach 1
section of Methods for Teaching Math & Science in Elementary School
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Assistant Professor
c YES
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and
Service (7):List up to 3 major
contributions in the past 3
years(8)
Closing the Achievement Gap: The Use and Effectiveness of Research-Based
Practices in Middle Schools (Dissertation, Defended June 2011); PAGE
Conference Presentation, What are Colleges and Universities Teaching Their
Students About Gifted Education?; Corbett, F. & Wesley, W. (in press)
Autoethnography of an online course: Theory and practice at a crossroad. In Q.
Lin, Advancement in online education: International perspectives and practices.
New York: Nova Science.
Teaching or other
professional experience in P12 schools(9)
Classroom teacher grades 11-12 mathematics 2004-2011; Assessment
Coordinator grades 7-12, 2004-2011
Faculty Member Name
William R. Weber
Highest Degree, Field, &
University(3)
Ed.D. Reading-Curriculum-Assessment
Assignment: Indicate the role Teach Reading and Language Arts Courses; Assessment Course; Field
Placement; Student Teacher Supervisor
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Professor
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and
Collaboration with Elementary Schools-Reading Buddies;Consultant General
Service (7):List up to 3 major Mclane School District; Story Book Theater- Mckean Elementary School;
contributions in the past 3
years(8)
Teaching or other
professional experience in P12 schools(9)
Design on-line courses; Consultant School Districts
(3) e.g., PhD in Curriculum & Instruction, University of Nebraska.
(4) e.g., faculty, clinical supervisor, department chair, administrator
(5) e.g., professor, associate professor, assistant professor, adjunct professor, instructor
(6) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of
teachers and other school personnel.
Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the
application of current research findings in new settings. Scholarship further presupposes submission of one's work for
professional review and evaluation.
(7) Service includes faculty contributions to college or university activities, schools, communities, and professional
associations in ways that are consistent with the institution and unit's mission.
(8) e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school
program.
(9) Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a
PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if
any.
SECTION II - LIST OF ASSESSMENTS
In this section, list the 6-8 assessments that are being submitted as evidence for meeting the NCTE
standards. All programs must provide a minimum of six assessments. If your state does not require a
state licensure test in the content area, you must substitute an assessment that documents candidate
attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the
assessment and when it is administered in the program.
1. In this section, list the 6-8 assessments that are being submitted as evidence for meeting the
NCTE standards. All programs must provide a minimum of six assessments. If your state does not
require a state licensure test in the content area, you must substitute an assessment that documents
candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or
form of the assessment and when it is administered in the program.(Response limited to 250
characters each field)
Type and
Number of
Assessment
Assessment
#1:
Licensure
assessment,
or other
contentbased
assessment
(required)
Assessment
#2:
Assessment
of content
(required)
Assessment
#3:
Assessment
of candidate
ability to
plan
(required)
Assessment
#4:
Assessment
of clinical
practice
(required)
Name of
Assessment
(10)
When the
Type or Form
Assessment Is
of Assessment
Administered
(11)
(12)
Since the
Since the previous Since the previous
submission is this submission is this
previous
assessment
assessment Not
submission is
Substantially
Substantially
this assessment
Changed
Changed
New
PRAXIS II
Exam
State
Licensure
Exam
Prior to
student
teaching
X
Content
Knowledge
Grades
Final Grades
from content
courses
During the
semester the
course is
being taken
X
Unit Plan
During SEDU
465 Instructional
Techniques
course
Instructional
Techniques
Unit Plan
Discipline
Secondary
English
Specific
Competnecies Competencies
X
X
At the
completion
of
SEDU 475
Secondary
Education
Field and
SEDU 495
Student
Teaching
Assessment
#5:
Assessment
of candidate
effect on
student
learning
(required)
Assessment
#6:
Additional
assessment
(required)
Assessment
#7:
Additional
assessment
that
addresses
NCTE
standards
(optional)
Assessment
#8:
Additional
assessment
that
addresses
NCTE
standards
(optional)
Instructional
Assessment
Plan
Portfolio
Assessment
Pennsylvania
Department
of Education
430 Form
Unit Plan
with Analysis
During
student
teaching
Portfolio with
interview
At the
completion
of SEDU 475
Junior Field
Experience
X
PDE form
At the
completion
of SEDU 495
Student
Teaching
X
X
(10) Identify assessment by title used in the program; refer to Section IV for further information on appropriate
assessment to include.
(11) Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test,
portfolio).
(12) Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to
student teaching/internship, required courses [specify course title and numbers], or completion of the program).
SECTION III - RELATIONSHIP OF ASSESSMENT TO STANDARDS
1. For each NCTE standard on the chart below, identify the assessment(s) in Section II that
address the standard. One assessment may apply to multiple NCTE standards.
Category 1.0 Structure of the Basic Program. Candidates follow a specific curriculum and are
expected to meet appropriate performance assessments for preservice English language arts
teachers. (Found in Section I, Context)
2. Category 2.0 Attitudes for English Language Arts. Through modeling, advisement,
instruction, field experiences, assessment of performance, and involvement in professional
organizations, candidates adopt and strengthen professional attitudes needed by English language
arts teachers..
#1 #2 #3 #4 #5 #6 #7 #8
2.1 Candidates create an inclusive and supportive learning environment in
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which all students can engage in learning.
2.2 Candidates use ELA to help their students become familiar with their
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own and others' cultures.
2.3 Candidates demonstrate reflective practice, involvement in
professional organizations, and collaboration with both faculty and other
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candidates.
2.4 Candidates use practices designed to assist students in developing
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habits of critical thinking and judgment.
2.5 Candidates make meaningful connections between the ELA curriculum
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and developments in culture, society, and education.
2.6 Candidates engage their students in activities that demonstrate the role
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of arts and humanities in learning.
3. Category 3.0 Knowledge of English Language Arts. Candidates are knowledgeable about
language; literature; oral, visual, and written literacy; print and nonprint media; technology; and
research theory and findings.
#1 #2 #3 #4 #5 #6 #7 #8
3.1 Candidates demonstrate knowledge of, and skills in the use of, the
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English language.
3.2 Candidates demonstrate knowledge of the practices of oral, visual, and
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written literacy.
3.3 Candidates demonstrate their knowledge of reading processes.
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3.5 Candidates demonstrate knowledge of, and use for, an extensive range
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of literature.
3.6 Candidates demonstrate knowledge of the range and influence of print
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and nonprint media and technology in contemporary culture.
3.7 Candidates demonstrate knowledge of research theory and findings in
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English language arts.
4. Category 4.0 Pedagogy for English Language Arts. Candidates acquire and demonstrate the
dispositions and skills needed to integrate knowledge of English language arts, students, and
teaching.
#1 #2 #3 #4 #5 #6 #7 #8
4.1 Candidates examine and select resources for instruction such as
textbooks, other print materials, videos, films, records, and software,
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appropriate for supporting the teaching of English language arts.
4.2 Candidates align curriculum goals and teaching strategies with
organization of classroom environments and learning experiences to
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promote whole-class, small-group, and individual work.
4.3 Candidates integrate interdisciplinary teaching strategies and materials
into the teaching and learning process for students.
4.4 Candidates create and sustain learning environments that promote
respect for, and support of, individual differences of ethnicity, race,
language, culture, gender, and ability.
4.5 Candidates engage students often in meaningful discussions for the
purposes of interpreting and evaluating ideas presented through oral,
written, and/or visual forms.
4.6 Candidates engage students in critical analysis of different media and
communications technologies.
4.7 Candidates engage students in learning experiences that consistently
emphasize varied uses and purposes for language in communication.
4.8 Candidates engage students in making meaning from texts through
personal response.
4.9 Candidates demonstrate that their students can select appropriate
reading strategies that permit access to, and understanding of, a wide range
of print and nonprint texts.
4.10 Candidates integrate assessment consistently into instruction by using
a variety of formal and informal assessment activities and instruments to
evaluate processes and products, and creating regular opportunities to use
a variety of ways to interpret and report assessment methods and results to
students, parents, administrators, and other audiences.
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SECTION IV - EVIDENCE FOR MEETING STANDARDS
DIRECTIONS: For assessments that are listed in Section II as Not Substantially Changed since the
previous submission:
1. Upload a current copy of the assessment and scoring guide (to ensure that reviewers are using the
correct versions) and
2. Provide current data on all assessments.
For assessments that are listed in Section II as New or Substantially Changed since the previous
submission:
The 6 – 8 key assessments listed in Section II as New or Substantially Changed must be documented
and discussed in Section IV. Taken as a whole, the assessments must demonstrate candidate mastery
of the SPA standards. The key assessments should be required of all candidates. Assessments and
scoring guides and data charts should be aligned with the SPA standards. This means that the
concepts in the SPA standards should be apparent in the assessments and in the scoring guides to the
same depth, breadth, and specificity as in the SPA standards. Data tables should also be aligned with
the SPA standards. The data should be presented, in general, at the same level it is collected. For
example, if a rubric collects data on 10 elements [each relating to specific SPA standard(s)], then the
data chart should report the data on each of the elements rather that reporting a cumulative score..
In the description of each assessment listed in Section II as New or Substatially Changed below, the
SPA has identified potential assessments that would be appropriate. Assessments have been organized
into the following three areas to be aligned with the elements in NCATE’s unit standard 1:
• Content knowledge (Assessments 1 and 2)
• Pedagogical and professional knowledge, skills and dispositions (Assessments 3 and 4)
• Focus on student learning (Assessment 5)
Note that in some disciplines, content knowledge may include or be inextricable from professional
knowledge. If this is the case, assessments that combine content and professional knowledge may be
considered "content knowledge" assessments for the purpose of this report.
For each assessment listed in Section II as New or Substatially Changed, the compiler should prepare
one document that includes the following items:
(1) A two-page narrative that includes the following:
a. A brief description of the assessment and its use in the program (one sentence may be sufficient);
b. A description of how this assessment specifically aligns with the standards it is cited for in Section
III. Cite SPA standards by number, title, and/or standard wording.
c. A brief analysis of the data findings;
d. An interpretation of how that data provides evidence for meeting standards, indicating the specific
SPA standards by number, title, and/or standard wording;
and
(2) Assessment Documentation
e. The assessment tool itself or a rich description of the assessment (often the directions given to
candidates);
f. The scoring guide for the assessment; and
g. Charts that provide candidate data derived from the assessment.
The responses for e, f, and g (above) should be limited to the equivalent of five text pages each ,
however in some cases assessment instruments or scoring guides may go beyond five pages.
Note: As much as possible, combine all of the files for one assessment into a single file. That is,
create one file for Assessment #4 that includes the two-page narrative (items a – d above), the
assessment itself (item e above), the scoring guide (item f above, and the data chart (item g above).
Each attachment should be no larger than 2 mb. Do not include candidate work or syllabi. There is a
limit of 20 attachments for the entire report so it is crucial that you combine files as much as possible.
1. Data licensure tests for content knowledge in English language arts. NCTE standards
addressed in this entry could include but are not limited to Standards 3.1-3.7. If your state does not
require licensure tests in the content area, data from another assessment must be presented to
document candidate attainment of content knowledge. (Assessment Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
2. Assessment of content knowledge in English language arts. NCTE standards addressed in this
entry could include but are not limited to Standards 3.1-3.7. Examples of assessments include
comprehensive examinations, GPAs or grades, and portfolio tasks.(13) (Assessment Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
(13) For program review purposes, there are two ways to list a portfolio as an assessment. In some programs a
portfolio is considered a single assessment and scoring criteria (usually rubrics) have been developed for the contents of the
portfolio as a whole. In this instance, the portfolio would be considered a single assessment. However, in many programs a
portfolio is a collection of candidate work—and the artifacts included
3. Assessment that demonstrates candidates can effectively plan classroom-based instruction.
NCTE standards that could be addressed in this assessment include but are not limited to Standard
Categories 2 and 4. Examples of assessments include the evaluation of candidates' abilities to
develop lesson or unit plans, individualized educational plans, needs assessments, or intervention
plans. (Assessment Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Instructional Techniques Unit Plan
See Attachments panel below.
4. Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied
effectively in practice. NCTE standards that could be addressed in this assessment include but are
not limited to Standard Categories 2, 3 and 4. An assessment instrument used in student teaching
should be submitted. (Assessment Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Discipline Specific Form
See Attachments panel below.
5. Assessment that demonstrates candidate effects on student learning. NCTE standards that
could be addressed in this assessment include but are not limited to Standard Category 4. Examples
of assessments include those based on samples of student work, portfolio tasks, case studies, and
follow-up studies. (Assessment Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Instructional Assessment Plan
See Attachments panel below.
6. Additional assessment that addresses NCTE Standard Category 2.0. If that Category has been
addressed sufficiently in other assessments, any assessment that addresses NCTE standards can be
submitted. (Assessment Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Portfolio Showcase and Interview
See Attachments panel below.
7. Additional assessment that addresses NCTE standards. Examples of assessments include
evaluations of field experiences, case studies, portfolio projects, licensure tests not reported in #1
and follow-up studies. (Optional)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
PDE 430 Form
See Attachments panel below.
8. Additional assessment that addresses NCTE standards. Examples of assessments include
evaluations of field experiences, case studies, portfolio projects, licensure tests not reported in #1
and follow-up studies. (Optional)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
SECTION V - USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM
1. Evidence must be presented in this section that assessment results have been analyzed and
have been or will be used to improve candidate performance and strengthen the program. This
description should not link improvements to individual assessments but, rather, it should
summarize principal findings from the evidence, the faculty's interpretation of those findings, and
changes made in (or planned for) the program as a result. Describe the steps program faculty has
taken to use information from assessments for improvement of both candidate performance and
the program. This information should be organized around (1) content knowledge, (2) professional
and pedagogical knowledge, skill, and dispositions, and (3) student learning. In addition, for each
assessment listed in Section II, describe why or why not the assessment has been changed since the
program was submitted previously.
(Response limited to 24,000 characters)
Overview:
According to the data and information listed in Assessments 1-7 of this report, teacher candidates in the
Edinboro University of Pennsylvania Secondary Education English program are attaining required
content knowledge, professional and pedagogical knowledge, skill and dispositions and have a positive
effect on student learning and on creating supportive learning environments.
Regarding achievement of content knowledge, the 100% pass rate of English Content Praxis and grades
in English specialization courses indicate that a majority of our teacher candidates are attaining content
knowledge at an acceptable level. In an effort to maintain the Praxis II English Content Knowledge pass
rate and elevate the average raw scores that our teacher candidates attain on the three different categories
of the test, the Elementary, Middle and Secondary Education Department share the test result data with
the chairs of the English Department. Grades in the English Specialization courses demonstrate that
Edinboro University of Pennsylvania Secondary Education English teacher candidates achieve a broad
based background in English Content. Teacher candidates are required to earn a C or better in
specialization courses. The Elementary, Middle and Secondary Education Department share the
Assessment 2 Data Table with the chairs of the English Department. Such information contributes to the
updating of the Curriculum Requirements for Secondary Education-English. Faculty members from the
English Department are invited to view the displays and portfolio presentations of the teacher candidates
in SEDU 475 Secondary Education Field Experience at the end of the junior field experience. They are
also invited to provide feedback to support our continuous improvement model.
Standard 2.3:
It was indicated that there was no evidence of collaboration. The faculty of the Secondary Education
Department recognizes that the level of collaboration was not fully articulated in the report.
Collaboration occurs in the following manner in Assessment 6, the Portfolio Showcase, faculty from the
English Department are formally invited, teacher candidates invite mentor faculty, all English faculty
and Dean’s across campus are invited to participate as well as cooperating teachers for their level 3 field
placement and building administrators. All faculty and administrative participants are invited to provide
feedback, which is utilized to support our continuous improvement model.
Collaboration also exists in our relationship with our Professional Development Schools; teacher
candidates’ facilitate learning centers during a level 2-field experience and tutoring
Data Driven Decisions:
A perfect example of curriculum change would be the reorganization of the professional block classes.
SEDU 491 Professional Performance in the Middle and Secondary Education Classroom was eliminated
from the block based on previously collected data. Teacher candidates now take SEDU 491 the same
semester that they are student teaching. The benefit from this curricular change is that teacher candidates
discuss and problem-solve the real issues they are facing in the middle and high school English
classrooms while they are student teaching. By being provided this scaffolding approach, teacher
candidates are able to focus on improving their pedagogical skills in order to increase student learning.
To replace SEDU 491 in the block, SPED 370 Adaptations and Accommodations in the Inclusive
Classroom was added. This addition provides teacher candidates with an additional special education
class.
To enhance our teacher candidates’ performance in the professional education classroom methods
courses and field experiences, instructors in the Secondary Education Professional Block and university
field supervisors program meet to review data and collaborate on revisions of course content, required
skills, and professional, dispositions. Decisions have been made to upgrade assessment instruments,
develop common rubrics related to specific courses, develop team teaching opportunities within the
Secondary Education Professional Block, and devise more effective means for gathering and recording
data. The decision to have a five-week daily morning (approximately 8 a.m. to 11:30 a.m. based on the
individual schools’ bell schedules) junior field experience (SEDU 475) has led to improved performance
in the English student teaching (SEDU 495) experience.
The program was changed so that the English teacher candidates create their Interdisciplinary Unit Plans
in their SEDU 465: Instructional Techniques for English class while simultaneously taking SEDU 381:
Assessment for Middle and Secondary, SEDU 306: Content Literacy, and SPED:370 Adaptations and
Accommodations in Inclusive Classrooms. All of these “Block Courses” operate in conjunction with one
another and run for the first nine weeks of the semester. Additional emphasis was added by aligning the
experiences and assignments across all coursework to facilitate the creation of the Interdisciplinary Unit.
The creation of assessment tools in SEDU 381 became an integral part of the Interdisciplinary Unit,
reinforcing cohesive practice.
It was indicated in the report that insufficient information was provided regarding the use of
Assessments 3, 4 and 5. While disaggregated data was submitted, additional information regarding the
assessments and their use was needed. Expanded information has been included in each of the
assessment descriptions.
Summation of Assessments 3, 4 and 5 :
Assessment 3, the ability to plan, is assessed through the Interdisciplinary Unit Plan. Administered
during the professional course work prior to stage 3-field experience (pre-student teaching), it is assessed
by the Instructional Techniques instructor during SEDU 475. The requirements of Assessment 3 begin
focusing teacher candidates on student learning in the planning stages. This Assessment not only looks at
meeting content standards, but also focuses on planning actively engaging, developmentally appropriate
lessons in addition to modifications for English Language Learners, Struggling Readers, Gifted Students,
Students with Physical Needs, Students with Mental Needs, and Behavioral Accommodations.
Assessment 3 also includes a focus on formative and summative assessments. The Interdisciplinary Unit
Plan compels English Education candidates to be proactive in planning to effectively address all student
learners. The description and rubric are included in the appropriate section of this response
Assessment 4, the Discipline Specific Competency (DSC), assesses the teacher candidates’ performance
and is utilized during both stage 3 (pre-student teaching) and 4 (student teaching) field experiences. The
cooperating teacher, the university supervisor and the teacher candidate complete the DSC. The DSC is
included in this response.
One example of data driven program improvements is based on data collected from Assessment 4. As
mentioned earlier, the English teacher candidate, the Cooperating teacher and the University Supervisor
complete Assessment 4. Questions regarding the “Performance of Teacher Candidate” are repeated
throughout the Assessment. When looking at the data from the past two cycles the majority of the
English teacher candidates scored ‘Target’ or ‘Acceptable’ on the Performance questions of this
Assessment. However, the program noticed that those who scored ‘Developing’, were not effective in
areas such as content area reading skills, literature, technology, and engagement of students. This
information was brought to the attention of the instructors of SEDU 306: Content Literacy, SEDU 183:
Technology for Teaching and Learning, and SEDU 465: Instructional Techniques for English, leading to
program changes.
Assessment 5, the Instructional Assessment Plan is to be completed during the first half of student
teaching. Completing it during the first half of student teaching allows it to facilitate reflection related to
instructional and assessment practices. The teacher candidate conducts a pre- and post- instructional
assessment in order to determine what impact their instructional practices are having on student learning.
This is an opportunity for teacher candidates to participate in authentic data-driven decision-making.
Assessment 5 provides data for the teacher candidate and supervisor to evaluate teaching effectiveness
and determine the pedagogical or content knowledge needs of the teacher candidate.
It focuses specifically on instructional impact on student learning and is detailed in the assessment
description.
In addition to Assessments, 3, 4, and 5, these skills are also measured as part of Portfolio Assessment
and Interview and the PDE 430 Form completed during Assessments 6 and 7.
Assessment 6 is an intensive reflection on the English teacher candidates’ performance during their
junior field experience. Through organization, displays, explanations, and an interview the candidates
discuss and reflect on their experiences and how their performance impacted the students they taught.
Information included during the process includes evidence and questions related directly to the impact
that the teacher candidates had on student learning, including English content, content literacy skills and
21st Century Skills. The data and all interview comments made by faculty regarding the Portfolio
Showcase and interviews are shared with each candidate’s student teaching University Supervisor in
order to set student teaching goals. This data allows the University Supervisor a variety of information
regarding the teacher candidates’ ability to meet their students’ academic needs as well as what
knowledge, skills or dispositions need to be developed during student teaching. The inclusion of
Assessment 6 has allowed a more fluid transition between field and student teaching as well as providing
the University Supervisor the ability to have a proactive approach to the content knowledge, skills, and
disposition of teacher candidates. This assessment provides information for student assessment,
professional reflection and program improvement.
The information compiled from Assessments 6 and 7 indicate that the majority of our students in
Secondary English Education achieve at Target (3) or Acceptable (2) on Planning as it relates to NCTE
Standards. The information compiled from Assessments 6 and 7 indicate that the majority of our teacher
candidates in Secondary English Education achieve at Target (3) or Acceptable (2) on
Performance/Instruction as it relates to NCTE Standards.
The final report included a request for more information regarding how the impact on student learning is
assessed in the English Education program. Impact on middle and high school student learning is
addressed in all cooperating teacher, university supervisor, and student teacher conferences, mid-term
evaluations, and final evaluations through review and feedback on lesson planning, instruction,
classroom management techniques, effective assessments, and the creation of a positive and productive
classroom environment. Thus, junior field teacher candidates and student teachers are provided with
formative information from which they can improve their impact on student learning. As seen in
Assessments 3, 4, 5, 6 and 7 the majority of our SEDU 475 Secondary Education Field Experience
teacher candidates and our SEDU 495 Student Teachers achieve Target (3) or Acceptable (2) scores for
Impact on Student learning as it relates to the NCTE Standards.
After junior field the data collected from both parts of Assessment 6 (Showcase and Interview) are
collected and passed on to each English teacher candidate’s student teaching University Supervisor. This
allows the University Supervisory to better meet each candidate’s needs and if it is necessary this
includes personalized help with professional and pedagogical knowledge, skills and dispositions.
In addition, the results from the state required PDE-430 form (Assessment 7) are given to the English
teacher candidate and his/her cooperating teacher twice during the course of the placement. The midterm scores are used by the University Supervisor to set goals and mentor the teacher candidates’
professional and pedagogical knowledge, skills, and dispositions.
Data collected through assessments 3, 4, 5, 6 and 7 are used to support the Elementary, Middle and
Secondary Education Department’s continuous improvement model. The data from Assessment 3:
Interdisciplinary Unit Plan, Assessment 4: Discipline Specific Competency Form, Assessment 5: Student
Teaching Instructional Assessment Plan, Assessment 6: Portfolio, and Assessment 7: PDE-430 guide the
program’s understanding of the English teacher candidates’ professional and pedagogical knowledge,
skills and dispositions. Based on this data analysis courses such as SEDU 465: Instructional Techniques
for English, SEDU 306: Content Literacy, and SEDU 271: Multiculturalism in American Schools, as
well as, mandatory Student Teaching Informational Seminars can be modified or changed to meet the
needs of the students and used to help strengthen the overall program.
Reflective Practice:
The final report indicated that reflection was not met, faculty acknowledges that information regarding
teacher candidate reflection was not adequately described. Teacher candidate reflection is a critical
component of the English Education program, as part of the conceptual framework of the School of
Education at Edinboro University. Assessments 4, 5, 6, and 7 cause reflection for both the English
teacher candidate and the faculty as it relates to the English Education program. Based on the data from
these Assessments, University Supervisors may need to visit, evaluate, and then guide English teacher
candidates more frequently during student teaching. Looking at current relevant data, including
Assessment 7’s Category II: Classroom Environment and Assessment 6 ‘s Criteria on Learning
Environments, this is obviously having a positive effect on the skills and dispositions of candidates.
The English teacher candidate as a form of reflective practice completes Assessment 4. The candidate’s
Cooperating teacher and University Supervisor also complete the form and discuss the results with the
individual at the end each student teaching placement. Questions regarding the “Performance of Teacher
Candidate” are repeated throughout the Assessment.
SECTION VI - FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORTS ONLY
1. For Revised Reports: Describe what changes or additions have been made to address the
standards that were not met in the original submission. Provide new responses to questions and/or
new documents to verify the changes described in this section. Specific instructions for preparing a
Revised Report are available on the NCATE web site at
http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90
For Response to Conditions Reports: Describe what changes or additions have been made to
address the conditions cited in the original recognition report. Provide new responses to questions
and/or new documents to verify the changes described in this section. Specific instructions for
preparing a Response to Conditions Report are available on the NCATE web site at
http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90
(Response limited to 24,000 characters.)
RESPONSE TO PART B – STATUS OF MEETING SPA STANDARDS
Standard 1. Candidates follow a specific curriculum and are expected to meet appropriate
performance assessments for pre-service English language arts teachers.
Status: Met
Comments: Standard minimally met. There is no assessment specifically targeted to candidate effect on
student learning; rather, the program uses different aspects of the same tool and rubric to assess
instructional planning, implementation, and candidate effect. Although the data tables have been
separated out to look at these different aspects of teaching, there is still only an "overall" focus in the
instrument and its rubric. See Part C for further comment.
Response:
Assessment 5 – the Instructional Assessment Plan has been added as an assessment specifically
addressing impact on student learning.
Standard 2.1. Candidates create an inclusive and supportive learning environment in which all students
can engage in learning.
Status: Met
Standard 2.2. Candidates use ELA to help their students become familiar with their own and others’
cultures.
Status: Met
Standard 2.3. Candidates demonstrate reflective practice, involvement in professional organizations, and
collaboration with both faculty and other candidates.
Status: Met with Conditions
Comments: No evidence of collaboration; minimal reflective practice evidence found although the rubric
for the interview portion of Assessment 6 could easily be broadened to focus on this as well as other
aspects of the standard.
Response: The rubric for Assessment 6 has been revised and realigned to include collaboration.
Standard 2.4. Candidates use practices designed to assist students in developing habits of critical
thinking and judgment.
Status: Met
Standard 2.5. Candidates make meaningful connections between the ELA curriculum and
developments in culture, society, and education.
Status: Met
Standard 2.6. Candidates engage their students in activities that demonstrate the role of arts and
humanities in learning.
Status: Met
Standard 3.1. Candidates demonstrate knowledge of, and skills in the use of, the English language.
Status: Met
Standard 3.2. Candidates demonstrate knowledge of the practices of oral, visual, and written literacy.
Status: Met
Standard 3.3. Candidates demonstrate their knowledge of reading processes.
Status: Met
Standard 3.4. Candidates demonstrate knowledge of different composing processes.
Status: Met
Standard 3.5. Candidates demonstrate knowledge of, and uses for, an extensive range of literature.
Status: Met
Standard 3.6. Candidates demonstrate knowledge of the range and influence of print and non-print media
and technology in contemporary culture.
Status: Met
Comments: Minimally met by Assessment 2.
Response: This standard is now aligned within the rubric of Assessment 6 as well as being addressed
through Assessment 2.
Standard 3.7. Candidates demonstrate knowledge of research theory and findings in English
language arts.
Status: Met
Standard 4.1. Candidates examine and select resources for instruction such as textbooks, other print
materials, videos, films, records, and software, appropriate for supporting the teaching of English
language arts.
Status: Met
Standard 4.2. Candidates align curriculum goals and teaching strategies with the organization of
classroom environments and learning experiences to promote whole-class, small-group, and individual
work.
Status: Met
Standard 4.3. Candidates integrate interdisciplinary teaching strategies and materials into the
teaching and learning process for students.
Status: Met
Standard 4.4. Candidates create and sustain learning environments that promote respect for, and
support of, individual differences of ethnicity, race, language, culture, gender, and ability.
Status: Met
Standard 4.5. Candidates engage students often in meaningful discussions for the purposes of
interpreting and evaluating ideas presented through oral, written, and/or visual forms.
Status: Met
Standard 4.6. Candidates engage students in critical analysis of different media and communications
technologies.
Status: Met
Standard 4.7. Candidates engage students in learning experiences that consistently emphasize varied uses
and purposes for language in communication.
Status: Met
Standard 4.8. Candidates engage students in making meaning of texts through personal response.
Status: Met
Standard 4.9. Candidates demonstrate that their students can select appropriate reading strategies that
permit access to, and understanding of, a wide range of print and non-print texts.
Status: Met
Standard 4.10. Candidates integrate assessment consistently into instruction by using a variety of formal
and informal assessment activities and instruments to evaluate processes and products, and creating
regular opportunities to use a variety of ways to interpret and report assessment methods and results to
students, parents, administrators, and other audiences.
Status: Met
RESPONSE TO PART C – EVALUATION OF PROGRAM REPROT EVIDENCE
C.1
Comments:
Assessment 1 - Required data and "n" were submitted. See Part E for comment on subscores.
Assessment 2 is complete as revised
C.2
Comments:
Assessment 3 - Although the rubric now separates out the data for instructional planning, this
assessment is still a part of a larger package that focuses across multiple aspects of the candidate's
preparation for teaching. Within the program description (and the portfolio), there are opportunities for
candidates to show that they can plan instruction at the lesson plan level, but those experiences are not
used as a separate assessment. See Part E for further comment.
Assessment 4 - Although the rubric now separates out the data for supervised teaching, this assessment
is still a part of a larger package (See above comment). Furthermore, the candidate is required to be
assessed only by the supervisor; assessment by the cooperating teacher is recommended, but not
required. See Part E for further comment.
Assessment 6 - Although the data are not disaggregated as required, the portfolio has the potential to
provide evidence for those standards cited. Also, it could easily be expanded to focus on parts of the
submission that could provide evidence more specific to instructional planning and content specific
aspects of English language arts focused on attitudes. See Part E for further comment.
Assessment 7 - State Required Assessment of Teaching. The actual tool used was not submitted.
Assessment package was incomplete, making it impossible to determine that the standards cited are
measured.
Response:
Assessment 3 was changed to the Instructional Techniques Interdisciplinary Unit Plan. This assessment
is focused on candidates’ ability to plan and is aligned to the NCTE standards.
Assessment 4 is now the sole assessment using the Discipline Specific Competencies. This assessment is
still aligned to NCTE standards. With the changes to Assessment 3 and Assessment 5, Assessment 4 is
now used for the purpose of providing evidence of candidate performance only, though supplemental
evidence for candidate ability to plan and impact on student learning is gleaned from this assessment as
well.
Assessment 6 – Portfolio Showcase and Rubric – has been revised and the rubric has been aligned with
the NCTE standards. This assessment now results in evidence for candidate ability to plan, reflection,
and collaboration along with many other NCTE standards.
The actual instrument for Assessment 7 – State required Assessment of Teaching has been provided
along with an alignment to the standards and updated data.
C.5
Comments:
Assessment 5 - This assessment is not specific to candidate effect on student learning, as required. It is a
part of the entire assessment package for instructional planning and implementation with a part of the
rubric and data that are tangentially related to the required focus separated out. The assessment as
submitted does not meet the requirements for this area. Although there are no NCTE program standards
that specifically focus on candidate effect on student learning, this is an NCATE requirement that the
assessment submitted does not meet.
Response:
Assessment 5 has now been changed to the Instructional Assessment Plan. This unit plan completed
during student teaching directly addresses impact on student learning. Data from Assessment 4 also
gives evidence of impact, but still as a part of a larger package.
RESPONSE TO PART D - EVALUATION OF THE USE OF ASSESSMENT RESULTS
Comments:
The program has provided some evidence that the assessment results are evaluated and applied. There is
really only one main assessment (separated out into three sections) that focuses on pedagogy, making it
difficult to see that the program builds a sequence of experiences that improve candidate performance.
Response:
The program has consolidated the Discipline Specific Competency Form back into one assessment –
Assessment 4. The program has added Assessment 3 – the Interdisciplinary Unit Plan and Assessment 5
– the Instructional Assessment Plan to specifically address planning and impact on student learning,
respectively.
RESPONSE TO PART E - AREAS FOR CONSIDERATION
Comments:
A major consideration should be the total separation of the three pedagogical assessments (Assessments
3, 4, 5), making each of them an integral part of the whole instructional experience. Candidates should
be measured on a continuum of progress not on a singular instrument of multiple parts.
Assessment 6 is a powerful summative assessment that could easily be revised to measure more
standards at greater depth. Because of its written and oral interview focus, the rubric could encompass
many of the standards only minimally targeted by other assessments.
Response:
Assessments 3,4, and 5 are now totally separated pedagogical assessments addressing planning,
performance, and impact on student t learning, respectively.
Assessment 6 has been revised and now results in rich data encompassing many of the NCTE standards.
RESPONSE TO PART F - ADDITIONAL COMMENTS
Comments:
Although the program has made progress in bringing its assessments into alignment with the NCTE
Program Standards, the lack of a specific assessment of candidate effect on student learning and the use
of one major assessment package for three required assessments is not sufficient to continue full
recognition especially given the lack of explanation required by the prior review.
Response:
All assessments continue to be or have been specifically aligned to the NCTE standards. The program no
longer uses one large assessment package for three required assessments. Instead, 3 separate pedagogical
assessments have been provided including one specifically addressing impact on student learning.
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