Program and Assessment Management System Guide
Table of Contents
Introduction
2
GoEd: Collecting and Entering Data | Security
2
GoEd Reporting: Summarizing, Analyzing, Reporting, and Disseminating Data
4
Fairness, Accuracy, Consistency and Elimination of Bias
4
Conceptual Framework and Standards Alignment
5
Decision Points
5
Assessment Analysis Structure
6
Assessment Measures and Requirements at Each Decision Point
Table 2.4.a-1: All Assessment Measures in the BA Programs in Elementary and
Secondary Education
7
7
Table 2.4.a-2: All Assessment Measures in the MAT and Certificate Programs in Early
Childhood, Elementary, K-12, Secondary Education and in English for Speakers of
Other Languages (ESOL)
10
Table 2.4.a-3: All Assessment Measures in the MA Program in Special Education:
Learning Disabilities
12
Table 2.4.a-4: All Assessment Measures in the MEd and Certificate Programs in
Curriculum and Instruction in Educational Policy and Leadership and Literacy 15
Key Assessment Measures at Each Decision Point
Initial Programs
Advanced Programs
1
17
19
Program and Assessment Management System Guide
Introduction
This document describes the School of Education, Teaching, and Health’s (SETH) Program
and Assessment Management System. The system includes comprehensive and
integrated assessment and evaluation measures and data to monitor candidate
performance and manage and improve the SETH’s operations and programs. The system
has many purposes and functions with the end result being the ability of the faculty and
staff in each program and unit to make evidence-based decisions on changes to the
program for program improvement. System functions include:
• Candidate recruitment and admission selection
• Candidate assessment at decision points in each initial and advanced program
• Program assessment
• Unit assessment
• Individual candidate program management
The system allows for the collection, analysis and dissemination of data related to
candidates in initial and advanced teacher preparation programs.
A key component of the overall program and assessment system is the
goed.american.edu (GoEd) web-based data management system. This system houses
the majority of assessment and candidate data used by the program and EPP to make
decisions. Data are entered into the GoEd system by students, faculty, and staff and are
integrated with American University database (Colleague – Datatel) systems and outside
systems, including the ETS praxis score delivery system. Official grade information resides on
the Colleague system.
The overall system provides a means by which SETH faculty and staff can monitor
candidate progress and provide meaningful feedback to initial and advanced
candidates. In addition to providing information to faculty and candidates on individual
progress, the system allows for program and unit level curricular and administrative data
analysis, which guides program and unit-level improvements.
GoEd: Collecting and Entering Data | Security
Data Entry: Data from all key candidate assessments and additional faculty and program
assessments are collected at least each semester and entered into the assessment system.
Data are entered by the individual designated to complete the assessment according to
the date designated by the Director of Teacher Education in the Practicum Handbook,
Student Teaching Handbook, or Special Education Handbook. The identified faculty
member enters key assessment data for advanced programs at the end of each course
where the assessment is implemented.
Security: Internal users access GoEd with their AU username and password; external users
accounts are created by SETH staff. The GoEd developer and users follow the University
policies for security and data use -http://www.american.edu/oit/index.cfm.
2
The system allows different levels of access for EPP stakeholders, based on the role they
play in the EPP. These levels include:
GoEd User Groups
Prospective Students
• SETH staff members enter data provided to them (opt-in) by prospective
students. These data are confidential and only accessed by a small group of
trained staff.
• System Administrators and Advising Administrators can run reports and
review notes about prospective students.
Current Students
• Current students have access to an account in GoEd, accessible through
their assigned AU user name and password. Students only view information
about themselves. They can access key assessments and other requirement
program forms through the system. Students also submit evaluation forms
about their clinical faculty supervisors and cooperating teachers, and an
overall evaluation of their student teaching experience.
• System Administrators and Advising Administrators can access student
accounts in order to enter programs of study for students and enter advising
comments about students. Students may have access to their full account if
requested.
• Faculty, Clinical Faculty Supervisors and Cooperating Teachers can be linked
to a student in order to complete assessment forms and review portfolios.
These users can see limited profiles about the students and limited
information submitted by other users in order to maintain privacy and
eliminate bias.
Alumni
• Alumni retain access to GoEd and can continue to update their Professional
Teaching Portfolio and access relevant assessment forms.
3
Faculty
• Faculty members use the system to submit their CV and syllabi. Adjuncts use
the system for the reappointment evaluation process, and to view their
appointment rates and appointment expiration dates. Faculty can also
access a list of all courses they have taught at American University, course
rosters, and student portfolios.
• Faculty Information Administrators enter data about faculty appointment
rates and monitor faculty submission of CVs and syllabi.
• Faculty Evaluators and Syllabus Approvers are program directors who use
GoEd to ensure faculty comply with required re-appointment tasks.
Clinical Faculty and Cooperating Teachers
• Clinical Faculty and Cooperating Teachers use GoEd to provide feedback
to students during practicum, student teaching and for their portfolio. They
also use the system to provide feedback about their experience with the
students during practicum and student teaching.
Administrators
• Account Administrators and System Administrators have access to create
accounts and change any feature of the system. This group is small and
regularly monitored to ensure access should be granted. The system
administrator consults the Dean if questions about access arise.
• System administrators can run reports on all data collected in the system
including key assessments.
GoEd Reporting: Summarizing, Analyzing, Reporting, and Disseminating Data
GoEd has a robust reporting system. Reports have been created by the system administer
for each key assessment that allows for data disaggregation by program, semester,
evaluator, etc. The reports can also be run across programs, semesters and evaluators in
order to provide EPP-level data. Based on the assessment analysis structure (page 17) EPP
stakeholders can request reports as needed in order to help them make decisions about
changes to assessments, courses or systems.
Fairness, Accuracy, Consistency and Elimination of Bias
SETH employs the following strategies to ensure that assessment procedures are fair,
accurate, consistent and free of bias for both initial and advanced programs.
• Standards: Key assessments are aligned with institutional, state, national, and
professional standards, ensuring that candidates are measured against recognized
standards and the organizing principles and professional commitments in the unit’s
conceptual framework.
• Training: All faculty, clinical faculty and cooperating teachers who complete
assessment forms or evaluate candidates’ work complete at least one training
session regarding their overall responsibilities and the assessment tools they will be
using. Candidates also are required to attend program orientation and receive
additional training on the assessments required in each program. Candidates have
access to assessment forms and rubrics through GoEd.
4
•
•
•
Multiple Evaluators: For several key assessments, including the Lesson Plan Analysis
and Implementation Assessment, the Midterm and Final Evaluation of Student
Teaching, and the Professional Teaching Portfolio, multiple evaluators are used. If
the evaluators’ scores differ significantly the program director will assign a third
evaluator.
Rubrics: SETH has developed rubrics for its assessments, which are provided to both
candidates and evaluators.
Resubmission: At each decision point, assessments allow for candidates to reflect
upon work they have completed and resubmit components that do not meet
expectations, or re-take a practical component of the program until expectations
are met.
Conceptual Framework and Standards Alignment
The program and assessment management system allows SETH to operationalize the
Conceptual Framework. The system aligns to the organizing principles of community,
diversity, equity, and excellence, as well as to the EPP’s professional commitments of
knowledge, beliefs, practice, and reflection. In addition, INTASC’s ten standards for
beginning teachers are used as a framework for the system’s multiple assessments. SETH’s
key assessments also align to the standards of all relevant specialized professional
associations.
Decision Points
The following tables identify each decision point of SETH’s programs.
Initial Programs
• BA Elementary Education (K-6)
• BA Secondary Education (7-12)
• MAT Early Childhood Education (PS-3)
• MAT is Elementary Education (K-6)
• MAT in Secondary Education (7-12)
• MAT in K-12 Education
• TESOL (K-12)
1.
2.
3.
4.
5.
Program Admission
Admission to Student Teaching
Completion of Student Teaching
Program Completion
Alumni Follow-up
Advanced Programs
• MEd in Curriculum and Instruction in Literacy or Educational Policy and
Leadership
1.
2.
3.
4.
Program Admission
Advancement to Candidacy
Program Completion
Alumni Follow-up
5
Assessment Analysis Structure
This diagram shows the different levels of candidate, program, and EPP assessment analysis and review. The pyramid
structure indicates the amount of data being reviewed and the number of stakeholders involved in offering evidence for
the need for program change.
Annual Review
Level I -EPP
Initial
PEDS report
Title II reports
CAEP Annual Report
NCTQ Annual Report
Dean, Program Directors and Teacher Education or
Special Education Committee
Initial and Advanced
Learning Outcomes (Middle States)
Level II - Programs
Initial
SPA Program Review and SPA Response to Conditions
Biannual Internal Review after a Program is Nationally Recognized or
State Approved
Bi-annual review for initial program or as required
by SPA, annual review for advanced programs
Dean, Program Directors and
Teacher Education or Special
Education Committee
Initial and Advanced
Learning Outcomes (Middle States)
!
Level III – Courses, Candidates and Field Experience
Initial: Admission and course assessments, field experience and student teaching assessments and
portfolio development tasks
Advanced: Admission and course assessments, internship assessments and capstone assessments
Semester Review
Dean, Teacher Education and
Special Education
Committee, Program
Directors, Program Faculty,
Methods Leads, Supervisor
Leads
Assessment Measures and Requirements at Each Decision Point
The University Undergraduate and Graduate Regulations govern the procedures and practices of candidate performance
that are outlined below. In addition, for both initial and advanced programs, SETH requires specific assessments in order to
move through program decision points, also outlined in the tables below.
Table 2.4.a-1: All Assessment Measures in the BA Programs in Elementary, K-12 and Secondary Education
Decision Point
Program
Admissions
Assessment / Requirement
Passing Score on Praxis I Academic Skills
Assessment (Reading 172, Writing 171, Math 174)
or equivalency exams as set by the DC Office of
the State Superintendent (OSSE). Beginning with
candidates graduating in Summer 2016 and
beyond, the Praxis Core Academic Skills for
Educators exams will be required instead of the
Praxis I Academic Skills Assessments.
Cumulative GPA of 2.70
KEY
Secondary Applicants must have at least at 3.0 in their
major
Completion of the following courses:
• Schools and Society (EDU-205)
• Psychology of Education (EDU-320)
• Field Experience: Observation and Analysis (EDU-321)
• College Writing Sequence (LIT-100 and LIT-101)
• Finite Mathematics (MATH-150)
Two letters of recommendation
1. Professor in School of Education, Teaching, and
Health
2. Any AU faculty member
Current Resume
7
Consequence for not Meeting Expectation
Candidate will not be admitted to the
program without Praxis I scores.
If candidate has a GPA below 2.70 but has
passed all other requirements, candidate can
be admitted provisionally. Candidate will
need to maintain a 2.70 to continue in
program or candidate will not be released for
student teaching.
Candidate is not accepted into program until
courses are complete.
Candidate’s application is not reviewed until
recommendations are submitted.
Candidate’s application is not reviewed until
resume is complete.
Decision Point
Entry into
Student
Teaching
Assessment / Requirement
Essay about candidate’s philosophy of education and
why candidate wants to be a teacher
Recommendation by the School of Education,
Teaching, and Health Teacher Education Committee
KEY
Transcript Analysis – Student works with the
School’s advisor to carefully choose the courses
to be taken each semester in order to complete
content requirements.
KEY
Completion of coursework, including methods
courses, with a B or better – see programs of
study. Each methods course requires the
satisfactory completion of a unit plan. Other SPA
assessments may be required in methods
classes.
Completion of Practicum (2 day a week–210 hours)
Candidates must submit the following Observation
Forms:
(1) Observation of cooperating teacher by candidate
(3) Observations of other teachers by candidate
(1) Observation of candidate completed by
cooperating teacher
(1) Observation of candidate completed by supervisor
Pre and post conference observation meetings with
supervisor to discuss observations and final conference
with cooperating teacher and supervisor
1 Lesson Plan Analysis and Implementation assessment
completed by Supervisor
3 Practicum Final Evaluation (1) Supervisor (1)
Cooperating Teacher (1) Student
KEY
Impact on Student Learning (ISL)
Candidate is required to submit five portfolio entries to
the supervisor for feedback.
8
Consequence for not Meeting Expectation
Candidate’s application is not reviewed until
letter of intent is complete.
Candidate’s application is not reviewed until
recommendation is received
Candidate cannot be cleared for graduation
until all appropriate courses for teacher
certification are complete.
Candidate is placed on academic probation
and can be dismissed if grades do not
improve. Candidate must retake a course if
the grade is below a B.
Candidate may not begin student teaching
until hours and forms are submitted by
candidate, cooperating teacher and
supervisor.
Candidate will not be recommended for
student teaching unless conferences are
conducted
Candidate may not begin student teaching if
assessment is not satisfactorily complete.
Candidate may not begin student teaching if
assessment is not satisfactorily complete.
Must receive score of 2 or better on a 0-3
scale. Must resubmit if received a score of 1 or
0.
Candidate may not begin student teaching if
entries are not submitted.
Decision Point
Completion of
Student
Teaching
Program
Completion
Alumni FollowUp
Assessment / Requirement
Recommendation by Practicum Supervisor for Student
Teaching
Student Teaching (EDU-499) – weekly Student Teaching
Seminar and at least 400 hours of observation,
participation and direct teaching (120 hrs)
Candidates must submit the following Observation
Forms:
(1) Observation of cooperating teacher by candidate
(3) Observations of other teachers by candidate
(1) Observation completed by cooperating teacher
(4) Observations completed by supervisor
Candidates must submit the following Student Teaching
Midterm evaluation:
(1) Supervisor (1) Cooperating Teacher (1) Student
2 Lesson Plan Analysis and Implementation Forms
completed by (1) Supervisor (1) Cooperating Teacher
KEY
3 Student Teaching Final Evaluations and
Content Addendum for select K-12 and
secondary education program – (1) Supervisor
(1) Cooperating Teacher (1) Candidate
3 Student Teaching Rubric Assessments (1) Supervisor (1)
Cooperating Teacher (1) Candidate
KEY
Final Professional Teaching Portfolio – Candidate
must receive a score of at least 24/36 and must
resubmit sections of portfolio that receive a
score of 1 on a 1-3 point scale.
KEY
Praxis II: Content Exam and Principles of
Learning and Teaching Exam
Final GPA 3.0 or higher
Alumni Follow-up Survey
9
Consequence for not Meeting Expectation
Candidate may not begin student teaching if
recommendation is not offered.
Candidate may not be cleared for
graduation.
Candidate may not be cleared for
graduation.
Candidate may not be cleared for
graduation.
Candidate may not be cleared for
graduation.
Candidate will not be cleared for graduation if
portfolio is not complete.
Candidate must take the Praxis II exams or
may not be cleared for graduation.
Candidate will not be cleared for graduation.
NA
Table 2.4.a-2: All Assessment Measures in the MAT and Certificate Programs in Early Childhood, Elementary, K-12, Secondary
Education and in English for Speakers of Other Languages (ESOL)
Decision Point
Program
Admission
KEY
KEY
Assessment / Requirement
Passing Score on Praxis I Academic Skills
Assessment (Reading 172, Writing 171, Math 174)
or equivalency exams as set by the Office of the
State Superintendent (OSSE). Beginning with
candidates graduating in Fall 2016 and beyond,
the Praxis Core Academic Skills for Educators
exams will be required instead of the Praxis I
Academic Skills Assessments.
Transcript Analysis
GRE Aptitude Exam
* Not required for certificate program candidates.
Additionally for certificate candidates who roll over into
the MAT program, the GRE requirement is waived if
candidates have completed 12 credits or more with
American University.
Maintenance of at least a 3.0 (on a 4.0 scale) in all
relevant graduate work for which a grade has been
awarded.
Two Letters of Recommendation
Statement of Purpose
Entry into
Student
KEY
Completion of coursework, including methods
courses, with a B or better – see programs of
10
Consequence for not meeting Expectation
Candidate will not be accepted into
program until scores are submitted.
Candidate must complete any deficiencies
before being cleared for graduation.
Candidate will not be admitted to program if
deficient in more than 12 credits needed to
complete content area requirement of 33
credits.
Candidate can be admitted provisionally in
the programs if GRE scores are not available
at the time of admission. Candidate must
have GRE scores by the completion of 12
credits.
Candidate can be admitted provisionally if
GPA was under 3.0. Candidate will need to
maintain a 3.0 to continue in program or
candidate will be put on academic
probation.
Candidate’s application is not reviewed until
recommendations are received
Candidate’s application is not reviewed until
statement of purpose is submitted.
Candidate is placed on academic probation
and can be dismissed if grades do not
Decision Point
Teaching
Completion of
Student
Teaching
Assessment / Requirement
study. Each methods course requires the
satisfactory completion of a unit plan. Other SPA
assessments may be required in methods classes.
Completion of Practicum (2 day a week–210 hours)
Candidates must submit the following Observation
Forms:
(1) Observation of cooperating teacher by candidate
(3) Observations of other teachers by candidate
(1) Observation of candidate completed by
cooperating teacher
(1) Observation of candidate completed by supervisor
Pre and post conference observation meetings with
supervisor to discuss observations and final conference
with cooperating teacher and supervisor
1 Lesson Plan Analysis and Implementation assessment
completed by Supervisor
3 Practicum Final Evaluation (1) Supervisor (1)
Cooperating Teacher (1) Student
KEY
Impact on Student Learning (ISL)
Candidate is required to submit five portfolio entries to
the supervisor for feedback.
Recommendation by Practicum Supervisor for Student
Teaching
Student Teaching (EDU-499) – weekly Student Teaching
Seminar and at least 400 hours of observation,
participation and direct teaching (120 hrs)
Candidates must submit the following Observation
Forms:
(1) Observation of cooperating teacher by candidate
(3) Observations of other teachers by candidate
(1) Observation completed by cooperating teacher
11
Consequence for not meeting Expectation
improve. Candidate must retake a course if
the grade is below a B.
Candidate may not begin student teaching
until hours and forms are submitted by
candidate, cooperating teacher and
supervisor.
Candidate will not be recommended for
student teaching unless conferences are
conducted
Candidate may not begin student teaching if
assessment is not satisfactorily complete.
Candidate may not begin student teaching if
assessment is not satisfactorily complete.
Must receive score of 2 or better on a 0-3
scale. Must resubmit if received a score of 1
or 0.
Candidate may not begin student teaching if
entries are not submitted.
Candidate may not begin student teaching if
recommendation is not offered.
Candidate may not be cleared for
graduation.
Decision Point
Program
Completion
Alumni FollowUp
Assessment / Requirement
(4) Observations completed by supervisor
2 Lesson Plan Analysis and Implementation Assessments
completed by (1) Supervisor (1) Cooperating Teacher
KEY
3 Student Teaching Final Evaluations and
Content Addendum for select K-12 and
secondary education program – (1) Supervisor
(1) Cooperating Teacher (1) Candidate
3 Student Teaching Rubric Assessments (1) Supervisor (1)
Cooperating Teacher (1) Candidate
KEY
Final Professional Teaching Portfolio – Candidate
must receive a score of at least 24/36 and must
resubmit sections of portfolio that receive a score
of 1 on a 1-3 point scale.
KEY
Praxis II: Content Exam and Principles of Learning
and Teaching Exam
Final GPA 3.0 or higher
Alumni Follow-up Survey
Consequence for not meeting Expectation
Candidate may not be cleared for
graduation.
Candidate may not be cleared for
graduation.
Candidate may not be cleared for
graduation.
Candidate will not be cleared for graduation
if portfolio is not complete.
Candidate must take the Praxis II exams or
may not be cleared for graduation.
Candidate will not be cleared for graduation.
NA
Table 2.4.a-c: All Assessment Measures in the MA Program in Special Education: Learning Disabilities
Decision Point
Program
Admission
KEY
KEY
Assessment / Requirement
Passing Score on Praxis I Academic Skills
Assessment (Reading 172, Writing 171, Math 174)
or equivalency exams as set by the DC Office of
the State Superintendent (OSSE). Beginning with
candidates graduating in Summer 2016 and
beyond, the Praxis Core Academic Skills for
Educators exams will be required instead of the
Praxis I Academic Skills Assessments.
Transcript Analysis
12
Consequence for not meeting Expectation
Candidate will not be accepted into
program until scores are submitted.
Candidate must complete any deficiencies
before being cleared for graduation.
Candidate will not be admitted to program if
Decision Point
Assessment / Requirement
GRE Aptitude Exam
Maintenance of at least a 3.0 (on a 4.0 scale) in all
relevant graduate work for which a grade has been
awarded.
Two Letters of Recommendation
Statement of Purpose
Entry into Field
Experience
Completion of all coursework including methods courses
with a C or better – see programs of study.
Internship – A total of 720 hours of observation,
participation, group management and direct teaching.
Candidates must be observed taking over the classroom
5 times over two semesters by the university supervisor
before the week-long classroom takeover. Candidates
have intensive feedback sessions with internship
supervisor after each observation.
KEY
Midpoint - Field-Based Performance Assessment
(FBPA)
KEY
KEY
EDU-644: Language Development and
Remediation Language Development Case InClass Presentation
EDU-645: Learning Disabilities I Assignments
(1) Task Analysis Assignment and (2) LD Final
Examination
13
Consequence for not meeting Expectation
deficient in more than 12 credits needed to
complete content area requirement of 33
credits.
Candidate will not be accepted into
program until scores are submitted.
Candidate can be admitted provisionally if
GPA was under 3.0. Candidate will need to
maintain a 3.0 to continue in program or
candidate will be put on academic
probation.
Candidate’s application is not reviewed until
recommendations are submitted.
Candidate’s application is not reviewed until
recommendations are submitted.
Candidate is placed on academic probation
and can be dismissed if grades do not
improve.
Candidate may not be approved for the
week-long classroom take-over if
observations not completed.
Candidate may not be approved for the
week-long classroom take-over if not
submitted.
Candidate may not be cleared to take more
coursework until receives a satisfactory score
on this assignment.
Candidate may not be cleared to take more
coursework until receives a satisfactory score
on these assignments.
Decision Point
KEY
Completion of
Field
Experience
KEY
KEY
Program
Completion
Alumni FollowUp
Assessment / Requirement
EDU-605: Methods of Psycho-Educational
Assessment for Learning Disabilities and Emotional
Disturbance Assignment:
(1) Report of Woodcock Johnson III Testing
Assignment
Consequence for not meeting Expectation
Candidate may not be cleared to take more
coursework until receives a satisfactory score
on this assignment.
EDU-607: Research Seminar in Special Education
Assignment:
(1) Psycho-Educational Case Study
Curriculum Based Measurement (CBM)
Candidate may not be cleared for
graduation.
Must receive score of 2 or better on a 0-3
scale. Must resubmit if receives a score of 1 or
0. Candidate may not be cleared for
graduation.
Candidate may not be cleared for
graduation.
Take-over week - Candidates take over direct teaching
for one week during which time they are observed
during a reading and a math period by the university
supervisor. Candidates have second feedback session
with internship supervisor after weeklong instruction
period.
KEY
Final - Field-Based Performance Assessment (FBPA) Candidate may not be cleared for
graduation.
KEY
Praxis II: Content Exam and Principles of Learning
Candidate must take the Praxis II exams or
and Teaching Exam
may not be cleared for graduation.
Final GPA 3.0 or higher
Candidate will not be cleared for graduation.
KEY
Candidate will not be cleared for graduation
if portfolio is not complete.
Final Professional Teaching Portfolio – Candidate
must receive a score of at least 32/48 and must
resubmit sections of portfolio that receive a score
of 1 on a 1-3 point scale.
Alumni Follow-up Survey
14
NA
Table 2.4.1.d.: All Assessment Measures in the MEd and Certificate Programs in Curriculum and Instruction
Decision Point
Program
Admission
Assessment / Requirement
GRE Aptitude Exam
* Not required for certificate program candidates.
Additionally for certificate candidates who roll over into
the MAT program, the GRE requirement is waived if
candidates have completed 12 credits or more with
American University.
Maintenance of at least a 3.0 (on a 4.0 scale) in all
relevant graduate work for which a grade has been
awarded.
Two Letters of Recommendation
Statement of Purpose
Advancement
to Candidacy
Key
Assessments in
Required
Courses
•
•
•
Curriculum Development (EDU-683)
Data Plan (EDU-525)
Action Research Project (EDU-610)
Educational policy and leadership track
• Management and Research Analysis (EDU-631)
• Moot Court Brief and Oral Argument (EDU-666)
• Leadership Compendium (EDU-639)
Consequence for not meeting Expectation
Candidate can be admitted provisionally in the
programs if GRE scores are not available at the
time of admission. Candidate must have GRE
scores by the completion of 12 credits.
Candidate can be admitted provisionally if
GPA was under 3.0. Candidate will need to
maintain a 3.0 to continue in program or
candidate will be put on academic probation.
Candidate’s application is not reviewed until
recommendations are received.
Candidate’s application is not reviewed until
recommendations are received.
Candidate must receive a C or better in each
course and score a 2 or better on each
assessment based on the relevant rubric.
Scores below a 2 may need to resubmit.
Literacy track
• Multi-Modal Text Set(EDU-619)
• Intervention in Literacy: Language Sample (EDU-671)
• Child Study Project(EDU-601)
Completion of
Internship
Internship (EDU-691 or EDU-695)
Internship Assessment
Candidate must score a 2 or better on
assessment. Scores below a 2 may need to
resubmit.
15
Decision Point
Program
Completion
Alumni FollowUp
Assessment / Requirement
Clinical Case Study or Policy Brief (EDU-687)
Final GPA 3.0 or higher
Consequence for not meeting Expectation
Candidate must score a 2 or better on
assessment. Scores below a 2 may need to
resubmit.
Candidate will not be cleared for graduation.
Alumni Follow-up Survey
NA
16
Key Assessment Measures Each Decision Points in Initial Programs
Initial Programs
ê
Program
Admission
Methodological and Pedagogical Coursework
/ Entry into Student Teaching
Completion of Student Teaching
Completion of Program
SPA or State
Assessment è
Assessment of
Content
Knowledge
Assessment of Candidate Ability to Plan Instruction
Assessment of Candidate Effect on Student Learning
Assessment that Addresses SPA Standards
Assessment of Candidate Effect on Student Learning
Assessment of Student Teaching
Licensure Assessment
Assessment that Addresses SPA Standards
Early
Childhood
(NAEYC)
Written
Inventory
and Analysis
Philosophy of Teaching (EDU625)
Elementary
Education
(ACEI)
Content
Analysis
Transcript
Review
Lesson Plan Analysis and
Implementation Form and Unit
Plan (EDU-540)
ESOL (TESOL)
Transcript
Analysis
Review
ContentBased Unit
Plan (TESL
501)
Creating and
Evaluating
Assessments
(TESL-531)
Secondary
Education –
English (NCTE)
Transcript
Analysis
Review
Unit Plan and
Textual
Analysis
Paper (EDU540)
Integrated
Theme Basket
(EDU-542)
Secondary
Education –
Foreign
Language
(ACTFL)
Oral
Proficiency
Interview
Standards
and ContentBased World
Language
Thematic Unit
Plan (EDU540)
Secondary
Education –
Math
(NCTM)
Transcript
Analysis
Review
History of
Math Project
(EDU-540)
Secondary
Education –
Science (NSTA)
•
Biology
•
Chemistry
•
Physics
Content
Knowledge
Transcript
Analysis
Science Unit
Project (EDU540)
Linguistic
Analysis of a
Speech Sample
and Foreign
Language
Advocacy
Project (EDU542)
Lesson Plan
Analysis and
Implementation
Form and Unit
Plan (EDU-540)
Evidence of
Engagement in
Professional
Development
(EDU-540)
Impact on
Student
Learning
(EDU-623)
Impact on
Student
Learning
(EDU-542)
Cultural
Issues in
Your
Classroom
(EDU-527)
Early Childhood Lesson
Plan (EDU-635)
Final Evaluation of
Student Teaching
and Content
Addendum
Praxis II Exam (022)
Professional
Teaching
Portfolio
Parent-Teacher
Conference Evaluation
and Reflection
Final Evaluation of
Student Teaching
Praxis II Exam (014)
Professional
Teaching
Portfolio
Impact on Student
Learning
Final Evaluation of
Student Teaching
and Content
Addendum
Praxis II
Exam
(0361)
Impact on
Student
Learning
(EDU-542)
Final Evaluation of Student Teaching and
Content Addendum
Impact on
Student
Learning
(EDU-542)
Final Evaluation of Student Teaching and
Content Addendum
Impact on
Student
Learning
(EDU-542)
Impact on
Student
Learning
(EDU-542)
Final Evaluation of Student Teaching and
Content Addendum
Final Evaluation of Student Teaching and
Content Addendum
17
Course
Grades
in
Required
Courses
Praxis II Exam
Professional
Teaching
Portfolio and
TESOL SPA Form
Portfolio Task
Professional
Teaching
Portfolio and
NCTE SPA Form
Portfolio Task
Praxis II Exam
Professional
Teaching
Portfolio and
ACTFL SPA Form
Portfolio Task
Praxis II Exam
Professional
Teaching
Portfolio and
NCTM SPA Form
Portfolio Task
Praxis II Exams (0235,
2041)
Professional
Teaching
Portfolio and
NSTA SPA Form
Portfolio Task
Initial Programs
ê
Program
Admission
Methodological and Pedagogical Coursework
/ Entry into Student Teaching
Completion of Student Teaching
Completion of Program
SPA or State
Assessment è
Assessment of
Content
Knowledge
Assessment of Candidate Ability to Plan Instruction
Assessment of Candidate Effect on Student Learning
Assessment that Addresses SPA Standards
Assessment of Candidate Effect on Student Learning
Assessment of Student Teaching
Licensure Assessment
Assessment that Addresses SPA Standards
Secondary
Education –
Social Studies
(NCSS)
Course
Grade
Analysis
Unit Plan
(EDU-540)
Lesson Plan
Analysis and
Implementation
(EDU-542)
Impact on
Student
Learning
(EDU-542)
Final Evaluation of Student Teaching and
Content Addendum
Praxis II Exam (081)
Professional
Teaching
Portfolio and
NCSS SPA Form
Portfolio Task
Transcript
Analysis
Review
Report of
Woodcock
Johnson III
Testing
Assignment
(EDU-605)
Language
Development
Case In-Class
Presentation
(EDU-644)
(1) Task
Analysis
Assignment
(2) LD Final
Examination
(EDU-645)
PsychoEducational
Case Study
(EDU-607)
Field-Based
Performance
Assessment
Praxis II Exam
Professional
Teaching
Portfolio
Lesson Plan Analysis and Implementation Form
Impact on Student
Learning
Final Evaluation of
Student Teaching
and Content
Addendum
Praxis II Exam
Professional
Teaching
Portfolio
Lesson Plan Analysis and Implementation Form
Impact on Student
Learning
Final Evaluation of
Student Teaching
and Content
Addendum
Praxis II Exam
Professional
Teaching
Portfolio
Lesson Plan Analysis and Implementation Form
Impact on Student
Learning
Final Evaluation of
Student Teaching
and Content
Addendum
Praxis II Exam
Professional
Teaching
Portfolio
Special
Education
(CEC)
Health and
Physical
Education
(State)
Performing Arts
(State)
•
Theater
•
Dance
•
Music
Studio Art
(State)
Transcript
Analysis
Review
Transcript
Analysis
Review
Transcript
Analysis
Review
Impact on
Student
Learning
EDU-540: Methods, Materials and Management in Secondary Education I
EDU-542: Methods, Materials and Management in Secondary Education II
EDU-605: Methods of Psycho-Educational Assessment for Learning Disabilities and Emotional Disturbance
EDU-607: Research Seminar in Special Education
EDU-623: Topics in Literacy Education
EDU-625: Advocacy and Leadership in Early Childhood Education
EDU-635: Theory and Curriculum in Early Childhood Education
EDU-644: Language Development and Remediation
EDU-645: Learning Disabilities I
TESL-501: English Language Teaching I
TESL-527: Cultural Issues in the ESL/EFL Classroom
TESL-531: Language Assessment
18
Key Assessment Measures Used Decision Points in Advanced Programs
Advanced
Program ê
Program
Standards è
Program
Admission
Dispositions
Advancement to Candidacy
(Entry into Internship)
Ability to find, evaluate
and synthesize
qualitative and
quantitative research
evidence to inform
decisions. (3)
Ability to critically
analyze education
policies and
leadership
strategies, using
data, real-world
experiences, and
other evidence. (1)
Ability to support
P12 student learning
& development. (5)
Knowledge of federal,
state, and local
education policies and
the leadership
strategies necessary to
effectively implement
those policies. (2)
Completion of Internship
Ability to provide
effective leadership
through
professionalism,
collaboration, and
management. (4)
Ability to support P12
student learning &
development. (5)
Ability to provide effective
leadership through
professionalism,
collaboration, and
management. (4)
Completion of Program
Demonstrate organizational
management and
community relations
leadership skills in
developing district policies
and practices for effective
district management and
resource systems and district
community partnerships. (6)
Ability to critically analyze
education policies and
leadership strategies, using
data, real-world
experiences, and other
evidence. (1)
Ability to communicate effectively, both orally and in writing (7)
Curriculum
Development
(EDU-683)
Curriculum
and
Instruction
Statement
of Purpose
Action Research
Project
(EDU-610)
Management
and Research
Analysis
(EDU-631)
educational policy
Multi-Modal Text
Set
(EDU-619)
Moot Court Brief
and Oral Argument
(EDU-666)
Leadership
Compendium
(EDU-639)
educational policy
educational policy
Internship
(EDU-691/695)
Intervention in
Literacy: Language
Sample
(EDU-671)
Child Study Project
(EDU-601)
Data Plan
(EDU-525)
Clinical Case Study or
Policy Brief
(EDU-687)
literacy
literacy
literacy
Course Names
EDU 525: Principles of Education Assessment & Evaluation
EDU 610: Overview of Qualitative and Quantitative Research Strategies
EDU 619: Children’s Literature: A Critical Literacy Perspective
EDU 631: Fundamentals of Management in Educational Organizations
EDU 639: Effective Leadership Skills
19
EDU 666: Legal Issues in Education
EDU 671: Foundations of Reading: Diagnosis and Remediation
EDU 683: Curriculum Design for the Classroom
EDU 687: Analysis of Learning and Learners
EDU 691/695: Internship