Art Education 2012-­‐13 Page 1 of 11 Bachelor of Arts in Visual Studies, Art Education Concentration– Initial Preparation Annual Program Report Academic Year 2012-­‐2013 1/20/2014 1. Continuous Assessment Results a. Admission Data Table 1 provides the average admission test scores and admission grade point average (GPA) of BA, Art Education candidates approved by the Professional Education Council (PEC) for admission into initial teacher preparation programs during this academic year. Before the Office of Teacher Services submits their names for review and approval by the PEC, candidates must meet minimum requirements established by the state and/or the WKU Professional Education Unit. Table 1. Approved Candidate Test Score Averages Program BA Art Ed. Unit Wide ACT N Mean 10 23 324 24 PPST Math N Mean 40 179 PPST Reading N Mean 45 182 PPST Writing N Mean 43 179 SAT N Mean 4 1373 GRE Admission Composite GPA N Mean N Mean 11 3.26 65 903 562 3.36 b. Course Based Assessment Data Table 2 provides the percentage of BA, Art Education candidates (N = 19) scoring at each level of proficiency on critical performances within education courses for this academic year. Proficiency levels are based on a scale of 1 – Standard Not Met, 2 – Standard Partially Met, 3 – At Standard, and 4 – Above Standard. Table 2. CP Proficiency Level Percentages Course 1 2 3 4 ART 411 0 0 42.86 57.14 ART 413 0 6.67 45.33 48 ART 490 0 12.50 62.50 25 EDU 250 0 12.50 62.50 25 EDU 489 0 0 100 0 EXED 330 0 0 33.33 66.67 PSY 310 0 0 0 100 SPED 330 0 0 0 100 Grand Total 0 6.37% 56.18% 37.45% Art Education 2012-­‐13 Page 2 of 11 Table 3 indicates the level of BA, Art Education candidate (N = 19) proficiency across critical performances related to the Kentucky Teacher Standards (KTS). Candidates receiving an overall rating of 3 or 4 on a CP are considered to have demonstrated proficiency on the standards associated with the CP. BA, Art Education candidates have performed an average of 3-­‐5 % below the unit-­‐wide results with the exception of KTS 9 (Professional Development) for 2012-­‐
2013 academic cycle. The proficiency rates for all KTS are above 90%. Table 3. Percent of BA, Art Education Candidates Scoring Proficient on CPs by KTS Program BA, Art Ed. Unit-­‐Wide Kentucky Teacher Standards 1 2 3 4 5 6 7 8 9 10 94.74 94.12 91.30 92.31 93.75 93.55 96.43 95.24 97.22 94.74 99% 97% 97% 97% 98% 97% 97% 97% 98% 97% *KTS Key: 1 – Content Knowledge, 2 – Designs/Plans Instruction, 3 – Maintains Learning Climate, 4 – Implements/ Manages Instruction, 5 – Assessment/Evaluation, 6 – Technology, 7 – Reflection, 8 – Collaboration, 9 – Professional Development, 10 – Leadership Table 4 indicates the number of BA, Art Education candidates (N = 18) who have scored 2 or lower (below proficiency) on critical performances during this academic year. Table 4. BA, Art Education Candidates Scoring Below Proficient on CPs Student ID 800758574 800527501 Grand Total Score 1 1 2 3 2 1 2 3 Student Count 1 1 2 c. Clinical Experiences Data The BA, Art Education program uses the following courses and experiences to evaluate candidate dispositions: EDU 250, ART 411, ART 413, and EDU 490. The program has identified the following courses and experiences where candidates report the diversity of their field experiences: EDU 250, ART 311, ART 411, ART 413, and EDU 490. ART 411 and ART 413 has been designated as the experience where candidates must work in settings at or above the average 11% diversity of the schools in the 30+ counties that represent our service area. Table 5 reports how BA, Art Education candidates performed on dispositions as they entered and progressed through their program (N = 17) and during their student teaching experience (N = 17). Students are considered “proficient” who average at 3 or higher on each disposition category. Art Education 2012-­‐13 Page 3 of 11 Table 5. BA, Art Education Proficiency Rates on Unit-­‐Wide Dispositions Period Prior to Student Teaching During Student Teaching Values Learning 100 100 WKU Professional Education Dispositions Values Personal Values Values Values Integrity Diversity Collaboration Professionalism 100 100 100 100 100 100 100 100 Over this academic year, BA, Art Educations candidates (N = 9) reported demographic information on 3 field placements with an average of 7.8% ethnically diverse students, 34.6% students on free/reduced lunch, and 8.5% student with disabilities (based on National Center for Education Statistics and Kentucky Department of Education). This ethnic diversity percentage continues to be well above the average 11% diversity of the schools in the 30+ counties that represent our service area. Table 6 reveals the percentages of field experiences with various characteristics. Note that candidates could choose all the characteristics that applied for any given experience. Table 6. Percentages of Field Experience by Category Types Working with Student With Special Needs % Candidates working with Students with Physical Impairments % Candidates working with Students with Learning Disabilities % Candidates working with Students with Moderate/Severe Disabilities % Candidates working with Students with Emotional/Behavioral Disorders % Candidates working with Gifted Students % Candidates working with English Language Learners % Candidates working with Students with Visual Impairments % Candidates working with Students with Hearing Impairments % Candidates working with Students with Speech/Language Delays % Candidates working with Students with Development Delays % Candidates working with Students with Autism Spectrum Disorder % Candidates working with Students with Other Impairments Working with Diverse Students % Candidates working with African American Students % Candidates working with Native American/American Indian Students % Candidates working with Latino/Hispanic Students % Candidates working with Asian Students % Candidates working with Students with Special Needs (Aggregate) % Candidates working with Diverse Students (Aggregate) 0 100 0 100 100 100 0 0 0 50 100 0 50 0 100 50 100 100 Overall, as can be seen in Table 6, in 100% of their field experiences BA, Art Education candidates reported working with at least one student with special needs and in 100% of their field experiences candidates reported working with at least one student from a diverse ethnic group. Art Education 2012-­‐13 Page 4 of 11 d. Culminating Assessment Data As Component 4 of the WKU Professional Education Unit Continuous Assessment Plan (CAP) strategy, all initial preparation candidates complete a culminating assessment of professional and pedagogical knowledge and skills, the Teacher Work Sample (TWS). This assessment is also used to demonstrate candidates’ ability to impact P-­‐12 student learning. In particular, candidate performances on Assessment Planning and Analysis of Student Learning have been identified as key indicators of candidates’ ability related to student learning. Although in spring 2008 the Professional Education Council agreed that candidates who score a holistic score of at least “2 – Developing” are able to exit the program, for program evaluation purposes our goal is that at least 80% of program candidates will achieve “3 – Proficient” or higher. The goal is that at least 80% of program candidates will achieve “3 – Proficient” or higher. Table 7 presents the proficiency rate of 100% for BA, Art Education candidates (N = 3). Table 7. Initial Preparation TWS Proficiency Rates Program BA, Art Education Unit-­‐Wide % Proficient 100 93 Because the faculty also scores TWS at the indicator level, we are able to use these scores to ascertain candidate success in meeting each component of the TWS. For program evaluation purposes, candidates are considered successful that average at least 2.5 on a three-­‐point scale (1 – Not Met, 2 – Partially Met, and 3 – Met) on indicators aligned to a standard. Table 8 depicts the percentage of BA, Art Education candidates who averaged at least 2.5 on the indicators for each TWS Factor: CF – Contextual Factors, LG – Learning Goals, DFI – Design for Instruction, ASL – Analysis of Student Learning, and ROT – Reflection on Teaching (N = 12) Table 8. Initial Preparation TWS Proficiency Rates of BA, Art Education Candidates Program BA, Art Ed. Unit-­‐Wide CF 100 89% Teacher Work Sample Components LG DFI ASL 100 100 100 91% 85% 91% ROT 100 88% Because the TWS indicators have been aligned to Kentucky Teacher Standards, we can use these scores to ascertain candidate success in meeting each standard related to the TWS. Table 9 reports these scores as they relate to Kentucky Teacher Standards (N = 3) Art Education 2012-­‐13 Page 5 of 11 Table 9. Percentage of Art Education Candidates who “Passed” each Teacher Standard Program Art Education Unit-­‐Wide 1 100 89% 2 100 94% Kentucky Teacher Standards 3 5 6 100 100 100 92% 90% 92% 7 100 91% 9 100 88% Additionally, all candidates are assessed during their student teaching experience using the Student Teaching Evaluation form. Table 10 reports the percentages of BA, Art Education student teachers (N = 4) successful on each standard. For program evaluation purposes, candidates are considered successful that average at least 2.5 on a 3-­‐point scale (1 – Not Met, 2 – Partially Met, and 3 – Met) on indicators aligned to a standard. Table 10. BA, Art Education Proficiency Rates by Kentucky Teacher Standards Program BA, Art Ed. Unit-­‐Wide 1 100 97% 2 100 92% Kentucky Teacher Standards 3 4 5 6 7 88 88 100 91 88 96% 91% 87% 90% 86% 8 88 93% 9 100 97% 10 100 89% e. Exit and Follow Up Data Table 11 delineates the Educational Testing Services reports of the pass rates on the Praxis II content exams of candidates who completed the program in the 2010-­‐11 academic year (the most recent year with complete data). The last column allows for pass rate comparison of our candidates to our 2009-­‐10 results. Table 11. Pass Rates on Content Tests for Initial Teacher Preparation Program/Type of Assessment Praxis II Art Content #0133 Praxis II Art Making #0131 Candidate N (2011-­‐2012) 9 9 WKU Pass Rate (2011-­‐2012) 100 100 WKU Pass Rate (2010-­‐2011) 100 100 Annually, the WKU Teacher Survey is sent to student teachers and alumni who potentially have been teaching one or more years. For the 2012-­‐13 academic year, out of a possible 398 student teachers, 98% completed the survey. Below are the results for BA, Art Education student teachers and alumni, 4 of whom responded. Survey items requested the respondent’s perception of WKU preparation on each of the Kentucky Teacher Standards using a scale of 1 “Poor,” 2 “Fair,” 3 “Good,” and 4 “Excellent.” Standards with average scores of 3 or better across items were considered to demonstrate acceptable program quality. Table 12 reports BA, Art Education student teacher results (N = 4). Art Education 2012-­‐13 Page 6 of 11 Table 12. Average Scores on Teacher Standards Questions for BA, Art Education Respondents Program BA, Art Ed. Unit-­‐Wide 1 2 3 3.00 3.49 2.55 3.45 3.85 3.66 Kentucky Teacher Standards 4 5 6 7 2.75 3.43 2.60 3.29 3.50 3.37 2.17 3.30 8 9 10 2.63 3.14 2.38 3.36 3.19 3.18 Respondents were also able to provide comments if they answered “poor” for any item. Table 13 presents Art Education respondent comments by years of experience. Table 13. BA, Art Education Respondent Comments Teaching experience Comments Fall 2012 I do not know of planning of engagement for student teachers to partake in
leadership roles, or if they analyze data for this. I do know we were encouraged to
take part in meetings, activities, and instructed to take on a leadership role;
however, that role was determined by the student and cooperating teacher. I am not
aware of how much collaboration was done between WKU and the cooperating
teachers. I did give the packets and my supervisor, Sandra Young, was great! She
helped clear up any issues or questions for clarity. 1. Summary of Results by Kentucky Teacher Standards and Other Key Conceptual Framework Data Analysis a. Admission Data Based on Table 1, admission data, BA art education candidates (N=10) scored 23 mean score for AT 23 and 3.26 (N=11) for high school cumulative GPA. No PPST, SAT, or GRE scores have been reported. With the new Teacher Education admission requirements placed effective from the Fall 2012, the program expect the score of the Pre-­‐Professional Skills Test (PPST) with minimums of 174 in Mathematics, 176 in Reading, 174 in Writing. b. Course based assessments Based on Table 2 and 4 course-­‐based proficiencies, the Art education candidates performed adequately. Of the 19 students, 17 students scored 3 or higher in the five courses (EDU 250, EDU 489, EXED 330, SPEC 330, PSY 310) outside their professional development and art education content area (ART 411, ART 413, ART 490). 1 student scored 2 for CP performance for capstone Art Education Methods course, ART 413 and two students scored 2 for ART 490, practicum course. Table 3 provides the Ten KY core proficiency standards where CP data was provided. BA, Art Education candidates scored 91% or above for all 10 KTS. These percentages indicate an average of 3-­‐5 % below the unit-­‐wide results with the exception of KTS 9 (Professional Development) for 2012-­‐2013 academic cycle. Art Education 2012-­‐13 Page 7 of 11 c. Clinical based assessments Prior to the student teaching, art education candidates are required to complete minimm of 100 or more hours for field experience in diverse learning environments. These courses include ART 311, ART 411, and 413, and ART 490. The candidates begin by P-­‐12 class observation, Super Saturday and P-­‐12 art teacher assistance, small group teaching, VSA Side by Side Art Program, Summer ESL Art program, and SCATS (Summer Camp for Academically Talented Students). The data presented in Table 5, Clinical Experiences, report that the art education candidates (N=17) meet all the Professional Education Dispositions; Values learning, personal Integrity, diversity, collaboration, and professionalism. Table 6, Field Experiences by Category Types, reports 100% of the art teacher candidates (N=9) worked with students with Special Needs as well as with Diverse Students. Based on the data provided, we report that the BA in art education candidates complete (100%) their field-­‐based assignments in a diverse (culture, ethnicity, abilities levels, etc.) instructional setting within and outside the P-­‐12 school setting. d. Culminating assessment data The culminating CP assessment for all teacher education candidates is the Teacher Work Sample (TWS). Table 7, Initial Preparation TWS Proficiency Rates, 100% of art teacher candidates (N=3) scored 3 (at standard) and 4 (exceeding standard). This is 7% higher than the unit-­‐wide results. Table 8, Initial Preparation TWS Proficiency Rates of BA, Art Education Candidates (N=12), reports 100% proficiency for all TWS components; Contextual Factors, Learning Goals, Design for Instruction exceeding the unit wide proficiency rate outperforming the unit wide scores. Table 9 provides percentage of art teacher candidates (N=3) who passed each Teacher Standard. 100% of the art teacher candidates passed all ten KTS standards outperforming consistently the unit wide scores. Table 10 reports the percentages of BA, Art Education student teachers (N = 4) reporting successful on each standard during their student teaching. 100% of the art teacher candidates scored 2.5 or above on a 3 point scale on KTS 1 – Content Knowledge, 2 – Design/Plans Instruction, 5 – Assessment/Evaluation, 9 – Professional Development, 10 – Leadership. 88% of the candidates scored satisfactorily for KTS 3 – Maintains Learning Climate and KTS 4 – Implements/Manages Instruction. 88% of the candidates reported that KTS 7 – Reflection and 8 – Collaboration as areas of satisfactory performance. Overall, BA in Art Education candidates score good to excellent level of achievement for all 10 KTS as a demonstration of the effectiveness and integrity of the WKU Art Education program. Art Education 2012-­‐13 Page 8 of 11 f. Exit and follow-­‐up data Table 11, pass rates for Praxis II tests, provides evidence of continuous successful passing rate (100%) for Praxis II Art Making (# 0131). For the past two years, a team of studio and art history faculty collaborated to help art teacher candidates prepare for the Praxis II exams. Students receive multiple art content reviews of the possible test items and individual feedbacks from three to four faculty who read their Art Making (writing portion) exam. This collaborative preparation process proved to be most beneficial for student success. . According to the survey administered to student teachers and alumni during 2011-­‐2012 (Table 12 and 13), art education candidates (N=4) believe their preparation for the profession in relationship to the 10 KTS ranges from good to excellent ranking fair to good, perceiving themselves less proficient in comparison to their counterparts. However, based on the outperforming scores reported on Table 9 (Percentage of passing each KTS on their TWS) and Table 10 (Proficiency Rates by KTS on their student teaching evaluation), the data may reflect a self-­‐perception in nature, and not necessarily represent the accurate performance levels on the KTS standards. 2. Efforts to Report and Disseminate Results BA in Visual Studies, Art Education Concentration program outcomes have been properly disseminated through 1. University level unit productivity report 2. SACS continuous program assessment through digital measure 3. Reports and discussions through the Art Department Curriculum Steering Committee 4. Art Department faculty committee for the recommendation of art teacher candidate 5. Art Department faculty and alumni newsletter 6. Continuous formal/informal discussions with the art department faculty 3. Key Discussions and/or Decisions Made Based on Assessment Results a. Assessment or Data Collection Changes Based on Assessment Results Art Education program will continue: 1. Evaluation of art education candidate’s dispositions by the Art Education Committee 2. Praxis II workshop and practice test readings by the art department faculty. 3. Programming of Professional Development opportunities, i.e. student mini-­‐
conference, National Art Education Association (NAEA) annual conference participation. 4. Recruitment of art teacher candidates with strong ACT or SAT score. 5. Support an active participation of the international student teaching and study abroad experiences for art teacher candidates. Art Education 2012-­‐13 Page 9 of 11 4. b. Program Curriculum or Experiences Changes Based on Assessment Results 1. Design models of collaboration and leadership plan. The art education program is planning a collaborative curriculum planning with VSA (Very Special Art) of Kentucky to help art teacher candidates learn special needs accommodation in the visual arts. 2. Continue collaboration with the WKU Center for Gifted Studies to provide art programs for K-­‐8 students with high artistic abilities. 3. Continue collaboration with the P-­‐12 field based mentor art teacher for real life learning 4. Implementation of the effective P-­‐12 Art Education Pedagogy Critical Performance aligned to the 10 Kentucky Teacher Standards. 5. Plan a workshop for instructional technology to address KTS 6. 6. Implement Critical Performance application for program assessment. 7. Continue advocacy for the P-­‐12 visual arts in the school curriculum. c. Decisions about Group/Individual Student Progress Based on Assessment Results 1. Meaningful analysis of instructional data and learning results 2. Planning and managing an art budget for P-­‐12 school 3. Working model of classroom management strategies 4. Alternative instructional model for students with diverse needs 5. Creative classroom application of instructional technology for learners 6. Formative assessment for field-­‐based learning 7. Collaboration with P-­‐12 mentor teachers to help behavioral management strategies 8. Encourage participation in National Art Education Association annual conference. Discuss trends in assessment results over the last few years (Please refer back to your 2009-­‐
10 and 2010-­‐11 APRs which are posted to the College of Education Professional Education Unit website) Based on the comparison of the APR 2010-­‐2011 and APR 2011-­‐2012, there has been an improvement of Admission GPA (Table 1) from 3.13 (N = 6) to 3.41 (N = 11). GPA for 2012-­‐2013 has fallen slightly to 3.26 (N=11). Critical Performance task uploaded from professional education and art education methods/practicum courses report improvement of 92% to 98% for 3 (at standards) and 4 (above standards) scores. The 2012-­‐2013 data shows a slight fall to 93.63%, but still beyond the 90% range. Table 3 indicates the level of BA, Art Education candidate (N = 19) proficiency across critical performances related to the Kentucky Teacher Standards (KTS). Art Education candidates scored average 2% below the unit wide proficiency scoring other than standard 9 (0.22%). This is a slight fall from 2011-­‐2012 scores. There are two students who scored 2 or lower (below proficiency). We will compare the score with the next year’s score. Art Education 2012-­‐13 Page 10 of 11 Art Education candidates (N = 17) scored 100% both prior to and during student teaching sustaining the same scores from the precious year (Table 5). 100% of the Art Education candidates worked with student population with special needs and diverse ethnic/cultural background (Table 6) consistent with the previous year, 2011-­‐2012. Table 7, Initial Preparation TWS Proficiency Rates report 100% of the Art Education candidates scoring 3 (proficient) or higher exceeding 80% target goal. TWS proficiency rate (Table 8) reports consistently higher percentage for LG – Learning Goals, DFI – Design for Instruction compare to the 2011-­‐2012. 2012-­‐2013 scores report that Art Education candidates scored above the unit wide scores on all five TWS components with 100% for all five TWS components. Table 9 reports these TWS scores as they relate to Kentucky Teacher Standards (N = 3). For 2011-­‐2012 scores reported 92% for KTS 1 (Content Knowledge), 82% for KTS 6 (Technology), 92% for KTS 7 (Reflection) and KTS 9 (Professional Development). 100% of the BA art teacher candidates scored successful scores KTS 2 (Design/Plan Instruction), KTS 3 (Maintain Learning Climate), KTS 5 (Assessment) on their Teacher Work Sample. For 2012-­‐2013, ALL Art Education candidates not only scored higher than the previous year (2011-­‐2012) for the four Standards; KTS 1 from 92% to 100%, KTS 6 from 83% to 100%, KTS 7 from 92% to 100%, KTS 9 from 92% to 100%, but also consistently higher than unit scores for all 9 KTS measured. According to Table 10, the Assessment of KTS through the student teaching evaluation form during the student teaching, there is a slight fall of KTS 3 (Maintains Learning Climate), KTS 4 (Manages/Implements Instruction), KTS 7 (Reflection), KTS 8 (Collaboration) from 2011-­‐2012 score of 100% to 88%. This percentage is not a significant fall as the score reflects a small number of participants (N=3). KTS proficiency during the student teaching, however rates 100% of Art Education candidates score 3 (proficient) or higher exceeding 80% target goal. Both Praxis II Art Making (0131) and Art Content (0133) report 100% passing rate (N = 9). This scoring is better than the 2011-­‐2012 report where two students did not pass the first time. We believe that the structured Praxis II preparation through art history summary lecture, moc exam, and feedback from multiple art department faculty members may have been the contributing factor for improvement. This concerted effort to assist the students will continue in the coming years as part of the capstone methods and practicum courses. According to the survey results sent to the art teacher candidates and alumni regarding the ten Kentucky Teacher Standards competency, 2.17 to 3.85 (1 -­‐ Poor, 2 -­‐ Fair, 3 -­‐ Good, and 4 -­‐ Excellent) compared to 2.79 to 3.49 (2011-­‐2012) was reported. KTS 4 (Implements Instruction), KTS 5 (Assessment), KTS 7 (Reflection), KTS 8 (Collaboration), KTS 9 (Professional Development) scored the rage of 2.17 to 2.75. We will continue to Art Education 2012-­‐13 Page 11 of 11 observe and monitor the long-­‐term trend. We do not believe the difference in these numbers is significant. Based on the scores reported on Table 9 (Percentage of passing each KTS on their TWS) and Table 10 (Proficiency Rates by KTS on their student teaching evaluation), BA in Art Education candidates outperform unit wide measure consistently for All KTS, so the data (Table 12) may reflect a self-­‐perception in nature, and not necessarily represent the accurate performance levels on the KTS standards. This perception may be a reflection of the nature and type of instructional structure of the visual arts that present additional challenges for beginning teacher candidates. Most P-­‐12 art teacher candidates instruct anywhere between 300-­‐600 students per week. Frequency of instruction varies depending on the student population and enrollment of the schools. This includes bi-­‐weekly or weekly 25-­‐45 minutes for elementary art schedule, 50 minutes daily instruction for middle school, and/or 90 minutes block schedule for high school. This requires far more organizational skills, materials preparation and management, instructional adaptation, etc. Art behavior management, creative problem solving, and assessment of visual arts learning lends into far more complex individualized teaching as well as teacher directed instruction. The comparison of the 2010-­‐2011, 2011-­‐2012 scores indicate a steady improvement on the proficiency rate of Kentucky Teacher Standards reflected on the TWS document and Student Teaching Evaluation. Art Department does not detect any major issues as far as student performance is concerned. For 2012-­‐2013 school year, 100% of the BA in Art Education program graduates secured an employment in various magnet, alternative, and P-­‐12 schools: Crittenden County High School, Marion, KY, Todd County Middle School, KY, Muhlenberg High School, Muhlenberg, KY, Warren East High School, Bowling Green, KY, Dos Rios Elementary, Tolleson, AZ, U.S. Arts Education Center, Los Angeles, CA, St. Nicholas Academy, Louisville, KY, Western Middle School, Louisville, KY, Watt Hardison Elementary School, Portland, TN, Monica Crawford -­‐ Private School to teach English/art program, Maribor, Slovania, Ennis High School, Ennis, TX. Active recruitment for the quality art teacher candidates will continue. With the 200 pre-­‐student teaching field hour mandate by Kentucky Department of Education, additional collaboration with the P-­‐12 art teachers will be nurtured and incorporated within the art education program. As part of the WKU Internationalizing effort, art education program pursues various venues of the international experience through faculty led study abroad program, Hanyang/WKU student exchange program, international student teaching, and other student initiated study abroad experiences. Rigorous content knowledge, age appropriate pedagogy, analysis of teaching, and real life learning in collaboration with the P-­‐12 field based teachers will remain as important ingredients for maintaining proficiency scores and for successful Art Education candidates.