Professional Education Unit
Program Assessment Plan – Initial Preparation
Name of Preparation Program: English Education
Date Completed: March 3, 2008
Date Submitted: March 3, 2008
Submitted By: Karen Schneider
Plan Version: 03032008
WKU PROFESSIONAL EDUCATION UNIT WIDE CONTINUOUS ASSESSMENT MATRIX - INITIAL PREPARATION
Component 2:
Component 3:
Component 4:
Course Based
Clinical Experiences Data
Culminating Assessment Data
Assessment Data
Conceptual
Framework
Standards/Values
Faculty
Recs
KY
REQ's
Critical Performances
Early Clinical
Experiences
Final Clinical
Experience
Learning Climate
Implements/Manages
Assessment/Evaluation
Technology
Reflection
Collaboration
Professional
Development
Leadership
Dispositions
FR a-f
Field Experiences &
Clinical Practice
Diversity
Impacts P-12 Student
Learning
DATA MAINTAINED
BY:
DATA HOUSED IN:
DATA REPORTING
CYCLE:
DATA REVIEWED BY:
TRANSITION POINTS:
Aligned to Kentucky Teacher Standards
Designs/Plans
Various Data Required by State for Admission into Teacher Preparation Programs
Content Knowledge
Final Clinical
Evaluation
Capstone
Assessment
(TWS)
Exit
Survey
1a-d, Overall
DFI 2
2a-e, Overall
CF 1-5, LG 1-4,
DFI 1, 3-5
3a-e, Overall
Employer
Survey
1a-d
1a-d
1a-d
2a-e
2a-e
2a-e
3a-e
3a-e
4a-e
4a-e
5a-e
5a-e
6a-d
6a-d
7a-c
7a-c
8a-d
8a-d
9a-d
9a-d
9a-d
10a-d
10a-d
10a-d
Ed Tech
Ed Tech
4a-e, Overall
IDM 1-3
4a-e
5a-d, Overall
AP 1-5, ASL 1-4
5a-e
6a-d, Overall
DFI 6
6a-d
7a-c, Overall
RSE 1-3
7a-c
9a-c, Overall
8a-d
RSE 4-5
10a, Overall
FX a-l
Alumni
Survey
3a-e
8a-b, Overall
Component 5:
Exit and Follow Up Data
Praxis
II
State Approved Certification Exams
Component 1:
Admission
Data
Disp a-l
Summary Form
OTS Data
Summary Form
OTS Data
CF 1-5, AP 5, DFI
4, IDM 2
Disp g
AP 1-5, ASL 1-4
OTS
Faculty
CEBS ACCSYS
CEBS ACCSYS
Semester
Yearly
Yearly
Yearly
Yearly
Yearly
Yearly
Yearly
Yearly
Biannually
PEC
Faculty/Programs/PEC
Programs/PEC
Programs/PEC
Programs/PEC
Programs/PEC
Programs/PEC
PEC
Programs/PEC
Programs/PEC
1: Program
Admission
C&I Staff
OTS/EdTech
CEBS ACCSYS
2: Admission to Culminating Assessment and
Final Clinical Experience
*All initial preparation programs collect these data.
OTS
C&I Staff/Ed Tech
Ed Tech
CEBS ACCSYS
3: Program Exit
OTS
CEBS ACCSYS
Page 3 of 8
How Data Fit and Are Used Within the Electronic Accountability System
DEMOGRAPHICS
WKU Professional Education Unit Electronic Accountability System Components
COMPONENT 1
COMPONENT
2
Admission Data
Electronic
Portfolio
System
Early Clinical
Experiences
Final Clinical
Experience
Culminating
Assessment
Data
Certification &
Praxis
Follow Up
Surveys
INITIAL
PREPARATION
Data entered by
Office of Teacher
Services after
Student
Orientation
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data entered
by Curriculum
& Instruction
staff after
candidates
submit
Fieldwork
Summary Form
Data entered
by Office of
Teacher
Services
Teacher Work
Sample Scores
entered
electronically
by faculty & Ed
Technology
Data entered by
Office of Teacher
Services
Electronic survey
data merged into
Accountability
System
ADVANCED
PREPARATION
Data entered by
Office of Teacher
Services after
Graduate
Admission
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data currently
housed by
each program
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data entered by
Office of Teacher
Services
Data currently
housed by each
program
TRANSITION
POINTS
1: Program
Admission
COMPONENT 3
Data currently
housed by
each program
2: Admission to Culminating Assessment and/or
Final Clinical Experience
*Italics indicates data currently housed elsewhere that will be added to Accountability System in the future.
(Overlap in some
AP Programs)
COMPONENT
4
REPORTS
3: Program Exit
COMPONENT 5
Page 4 of 8
Core
Education
Courses
1
Content
Knowledge
2
Critical Performance Assessment Alignment Matrix (Current: Spring 2008
Secondary Education Initial Preparation Program (English)
Kentucky Teacher Standards
3
4
5
6
7
8
Designs/Plans
Learning
Climate
Learning
Climate
Manages
Instruction
Assessment
Technology
Reflection
Collaboration
9
10
Professional
Development
Leadership
Educational
Philosophy
EDU 250
KTS in Practice
Motivation
PSY 310
Piaget
Lesson Plan
Lesson Plan
SEC 351
SEC 352
LTCY 444
Peer Teach
Prof. Growth
Plan
Planning for
Diversity
Prof. Growth
Plan
Planning for
Diversity
Textbook
Analysis
Planning for
Diversity
Lit Based
Strategies
Peer Teach
Prof. Growth Plan
Planning for
Diversity
Planning for
Diversity
Planning for
Diversity
Textbook Analysis
Lit Based
Strategies
1st Days Plan
1st Days Plan
Collaboration &
Leadership
SEC 453
Prof. Growth
Plan
Prof. Growth
Plan
SEC 475
Practice TWS
Practice TWS
EDU 489
TWS
TWS
SEC 490
Student
Teaching
Evaluation
Student
Teaching
Evaluation
Collaboration
& Leadership
Prof. Growth Plan
Practice TWS
Student
Teaching
Evaluation
TWS
TWS
TWS
TWS
Student
Teaching
Evaluation
Student
Teaching
Evaluation
Student
Teaching
Evaluation
Student Teaching
Evaluation
TWS
Student Teaching
Evaluation
Student Teaching
Evaluation
Student
Teaching
Evaluation
Page 5 of 8
Core
Content
Courses
*ENG 492
Senior
Seminar
Kentucky Teacher Standards
1
Content
Knowledge
2
3
4
Designs/Plans
Learning
Climate
Manages
Instruction
5
Assessment
Portfolio
6
Technology
7
Reflection
8
9
10
Collaboration
Professional
Development
Leadership
Portfolio
*Not in electronic portfolio system; records kept in the English Department.
-Opening Survey: Why I became an English Major --A brief intellectual autobiography and reflection on the English major at WKU
-The Discipline of English I: Scholarly Journal
Analysis of a current scholarly journal (literary) of your choice as a manifestation of the discipline of English
-The Discipline of English II: What is the (an) English Major?
A short argumentative essay in which you critique the discipline of English based on your own experiences and on readings covered in class
-Short Paper with Reflection
Choose a short (3-6 page) analytical/interpretive/critical paper that you have written for an English class. Make a clean copy of the paper and add a
one-page reflection on how this represents your abilities and accomplishments as an English major
-“On-Demand” Writing
One-hour essay in response to a novel assigned during the semester. This is designed to be the equivalent to an essay exam and to show your ability
to compose “on the spot.”
-Career or Graduate School Letter
A real or mock cover letter for a job or a real or mock statement of purpose for a graduate school. This should be a substantial effort to articulate
your accomplishments, your abilities, and your goals.
-Longer Research Paper with Revision and Reflection
Choose a longer paper written for an English class that required at least six outside sources. Generate a fresh copy with any revisions you wish, then
add a 1-2 page reflection on what you changed and, again, how this represents your abilities as an Eng. major
-Introduction to Portfolio
Delineation of Unit/Program Transition Points – Initial Preparation (Draft)
Transition Point 1: Admission to Education Preparation Programs
Data Reviewed
Unit Level Data:
 Admission Application
 Overall GPA
 Adherence to Professional Code of Ethics
 Speech Proficiency
 Writing Proficiency
 Test Scores
Minimal Criteria for Admission/Continuation
Review
Cycle
Reviewed By











Completion of application
2.5+
Candidate signature
C or higher in speech course
Professional
Each
2.5+ average, no course lower than C
Education
Month
ACT (21+) or
Council
SAT (990+) or
PPST (173 – M, 173 – R, 172 – W) or
GRE (800+ and 3.5+ writing assessment) or
GAP (2000+ and 3.5+ writing assessment)
 Faculty Recommendations Unit Dispositions)
All positive (18+)
Transition Point 2: Admission to Final Experience (e.g., Student Teaching, Clinical Practice, Culminating Assessment)
Review
Data Reviewed
Minimal Criteria for Continuation
Reviewed By
Cycle
Unit Level Data:
 Admission to Education Preparation
 Admission
 GPAs
 2.5+ overall
 2.5+ professional education courses
Professional
Each
 2.5+ content courses
Education
Semester
Council
 Semester Hours Completed
 90+ (including 75% of content courses)
 Dispositions Scores
 All dispositions average “At Standard” (3+)
 Critical Performance Scores
 3.0+ overall
 2.5+ per Kentucky Teacher Standard measured
Transition Point 3: Program Exit
Review
Data Reviewed
Minimal Criteria for Exit
Reviewed By
Cycle
Unit Level Data:
 Seminar Course Grade
 C or higher - based on Teacher Work Sample
holistic score of 2+
Office of
Each
Teacher
 Student Teaching Grade
 C or higher - based on 7+ Kentucky Teacher
Semester
Services
Standards at or above “Proficient” (3+), no
Standard below “Developing” (2), AND 11+
dispositions “At Standard” (3+)
Additional Program Specific Data (if any):
Each
English Dept
Semester
Faculty
 English Major Final Portfolio (ENG 492)
 Grade of “Pass” in ENG 492
Remediation Opportunities:
TP 1: Candidates may continue to submit Faculty Recommendations until three are positive.
TP 2: Candidates may request additional instruction from faculty and may resubmit Critical Performances in
order to improve their scores.
TP 3: Candidates may request additional instruction from faculty and may resubmit the Teacher Work Sample
in order to improve their score. Candidates may repeat student teaching.
Page 7 of 8
Other Key Data Collection Matrix
Preparation Program: English Education (Initial Preparation)
Program Level Data Collection Points (Courses)
CF Values
Unit-Wide Assessment
1
2
3
EDU 490
Dispositions
Dispositions Form
EDU 250
SEC 475
Field Experiences & Clinical Practice
Early Clinical Experience Summary Information
EDU 250
SEC 475
Field Experiences & Clinical Practice
Final Clinical Experience Summary Information
EDU 490
KTS/Impacts P-12 Student Learning
Capstone Assessment
EDU 489
KTS/Dispositions
Final Clinical Experience Evaluation
EDU 490
KTS
Exit Survey
EDU 489
Diversity*
Early Clinical Experience Summary Information
SEC 352
*Please indicate the course or experience your program uses to guarantee that all candidates work with diverse students.
Page 8 of 8
Annual Program Assessment Report Outline (Due September 15)
Academic Year ___________
1. Present your continuous assessment results in the following areas:
a. Admission Data
b. Course Based Assessment Data
c. Clinical Experiences Data – Be sure to include dispositions assessment results, P-12
student diversity statistics, and results of efforts to ensure all candidates work with
diverse students.
d. Culminating Assessment Data – Be sure to include impact on P-12 student learning data.
e. Exit and Follow Up Data
2. Summarize the above results by Kentucky Teacher (Initial Programs) OR Program Standards
(Advanced Programs) AND other key Conceptual Framework values. Be sure to describe what
the results tell you about your candidates’ progress toward/proficiency on each standard/CF
value.
3. Summarize your efforts to report and disseminate your results (Unit/College-wide meetings,
department/program level meetings, written reports, presentations, etc.).
4. Summarize key discussions and/or decisions made based on assessment results:
a. Describe any assessment or data collection changes you have made/will make based on
your assessment results.
b. Describe any program curriculum or experience changes you have made/will make based
on your assessment results.
c. Describe any decisions about group/individual student progress you have made/will make
based on your assessment results.