Biology‐Initial Preparation 2012‐13 Page 1 of 8 Biology – Initial Preparation Annual Program Report Academic Year 2012‐2013 Dr. Kerrie McDaniel November 1, 2013 1. Continuous Assessment Results a. Admission Data Table 1 provides the average admission test scores and admission grade point average (GPA) of Biology 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 Biology ACT N Mean 6 24 PPST Math N Mean ‐ ‐ PPST
Reading N Mean
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PPST
Writing N Mean
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SAT N Mean
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GRE Composite N Mean 2 1065 Admission GPA N Mean
9
3.56
b. Course Based Assessment Data Table 2 provides the percentage of Biology candidates (N = 14) 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 LME‐318 0% 0% 100% 0% SMED‐102 0% 0% 75% 25% SMED‐210 0% 0% 0% 100% SMED‐320 0% 0% 81.82% 18.18% SMED‐340 0% 0% 0% 100% SMED‐360 0% 0% 66.67% 33.33% SMED‐470 0% 0% 81.25% 18.75% SPED‐330 0% 0% 0% 100% Grand Total 0% 0% 67.09% 32.91% Table 3 indicates the level of Biology candidates (N = 14) proficiency across critical performances related to the Kentucky Teacher Standards (KTS). Candidates receiving an overall Biology‐Initial Preparation 2012‐13 Page 2 of 8 rating of 3 or 4 on a CP are considered to have demonstrated proficiency on the standards associated with the CP. Compared to the unit‐wide results, Biology candidates are typically performing above average. Table 3. Percent of Biology Candidates Scoring Proficient on CPs by KTS Program Biology Unit‐Wide 1 2 3 100% 100% 100% 97% 97% 97% Kentucky Teacher Standards 4 5 6 7 100% 100% 100% 100% 98% 96% 96% 97% 8 100% 97% 9 90% 95% 10 94% 98% *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 Biology candidates (N = 17) who have scored 2 or lower (below proficiency) on critical performances during this academic year. Table 4. Biology Candidates Scoring Below Proficient on CPs Student ID Score 1 Student Count 2 No students below proficiency Grand Total 0
0
0 c. Clinical Experiences Data Biology uses the professional education courses and experiences to evaluate candidate dispositions. The program also uses the professional education courses for candidates to report the diversity of their field experiences. Observation and practical classroom experiences in professional education courses are 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. Biology‐Initial Preparation 2012‐13 Page 3 of 8 Table 5 reports how Biology candidates performed on dispositions as they entered and progressed through their program (N = 21) and during their student teaching experience (N = 4). Students are considered “proficient” who average a 3 or higher on each disposition category. Table 5. Biology Proficiency Rates on Unit‐Wide Dispositions Period a. Prior to Student Teaching b. During Student Teaching Values Learning WKU Professional Education Dispositions Values Personal Values Values Values Integrity Diversity Collaboration Professionalism 95.24% 100% 100% 100% 100% 100% 100% 100% 100% 100% Over this academic year, Biology candidates (N = 18) reported demographic information on 34 field placements with an average of 18% ethnically diverse students, 45.9 % students on free/reduced lunch, and 10% student with disabilities (based on National Center for Education Statistics and Kentucky Department of Education). This ethnic diversity percentage continues to be 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) 53%
56%
0%
0%
65%
35%
0%
0%
0%
0%
3%
0%
100%
15%
91%
88%
76%
Biology‐Initial Preparation 2012‐13 Page 4 of 8 % Candidates working with Diverse Students (Aggregate) 100%
Overall, as can be seen in Table 6, in 76% of their field experiences Biology 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. 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. As demonstrated in Table 7, the proficiency rate for Biology candidates (N =3) is 100%. Table 7. Initial Preparation TWS Proficiency Rates Program % Proficient 100% 93% Biology Unit‐Wide 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 who 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. No data was available for Biology candidates on the TWS. This is shown in Table 8 that depicts the percentage of Biology 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. Table 8. Initial Preparation TWS Proficiency Rates of Biology Candidates Program Biology (N=3) Unit‐Wide CF 100% 89% LG 100% 91% DFI 100% 85% ASL 100% 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. No
data was available for the TWS indicators aligned to Kentucky Teacher Standards. Table 9 reports these scores as they relate to Kentucky Teacher Standards. Biology‐Initial Preparation 2012‐13 Page 5 of 8 Table 9. Percentage of Biology Candidates who “Passed” each Teacher Standard Program Biology Unit‐Wide 1 2 3 5 6 7 9 100% 83% 100% 91% 100% 92% 100% 88% 100% 83% 100% 76% 100% 88% Additionally, all candidates are assessed during their student teaching experience using the Student Teaching Evaluation form. Table 10 reports the percentages of Biology student teachers (N = 4) successful on each standard. For program evaluation purposes, candidates are considered successful who 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 10. Biology Proficiency Rates by Kentucky Teacher Standards Program Biology Unit‐Wide 1 2 3 100% 100% 100% 94% 89% 94% Kentucky Teacher Standards 4 5 6 7 100% 100% 80% 100% 89% 88% 82% 87% 8 9 100% 100% 90% 88% 10 100% 90% 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 2011‐2012 academic year (the most recent year with complete data). The last column allows for pass rate comparison of our candidates to our 2010‐2011 results. Table 11. Pass Rates on Content Tests for Initial Teacher Preparation Program/Type of Assessment Biology Content Praxis II Test (1) Candidate N (2011‐2012) WKU Pass Rate (2011‐2012) WKU Pass Rate (2010‐2011) 9 100% 93% Annually, the WKU Teacher Survey is sent to student teachers and alumni who potentially have been teaching one or more years. For the 2012‐2013 academic year, out of a possible 375 student teachers, 406 (92%) completed the survey. Below are the results for Biology student teachers, 3 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 Biology survey results. Biology‐Initial Preparation 2012‐13 Page 6 of 8 Table 12. Average Scores on Teacher Standards Questions for Biology Respondents Program Biology Unit‐Wide 1 2 3 3.5 3.49 3.35 3.45 3.55 3.66 Kentucky Teacher Standards 4 5 6 7 3.60 3.43 3.15 3.29 3.19 3.37 3.25 3.3 8 9 10 3.31 3.14 2.88 3.36 2.88 3.18 Respondents were also able to provide comments. Table 13 presents that there were no Biology respondent comments. Table 13. Biology Respondent Comments No comments Biology‐Initial Preparation 2012‐13 Page 7 of 8 2. Summary of Results by Kentucky Teacher Standards and Other Key Conceptual Framework Values  ACT and GPA: Six students had a mean ACT score of 24 which is equal to the average ACT score for students majoring in Biology (24.4, n=603). This was equal to or above most of the ACT scores in other programs. Nine students reported a mean GPA of 3.56 which is one of the highest GPA for the Programs reporting. This is above the overall mean GPA for all Biology students which is 3.13 (n=670).  Critical Performances: 100% of 14 students scored above standard for Critical Performances in professional education courses. No Biology students scored below proficient on one or more Critical Performances.  KY Teacher Standards: Fourteen Biology students scored above proficiency rates for Kentucky Teacher Standards 1, 2,3,4, 5,6,7 and 8 with 100%. A 90% proficiency rate was reported for Teach Standards 9 (Professional Development), while 94% proficiency was demonstrated on standard 10 (Leadership).  Praxis II Test: Pass rates on the Biology Content Knowledge Praxis II test continue to be at 100%.  WKU Teacher Survey: The WKU Teacher Survey, completed by student teachers and alumni who potentially have been teaching one or more years, rated teachers’ perceptions of their preparation on the Kentucky Teacher Standards above unit‐
wide scores on three out of the ten standards. 3. Efforts to Report and Disseminate Results The results are reported at the Professional Education Council to members across the WKU campus, and to Biology faculty members at a Biology Department faculty meeting. 4. Key Discussions and/or Decisions Made Based on Assessment Results a. Assessment or Data Collection Changes Based on Assessment Results No assessment or data collection changes for Biology/SKYTEACH double‐majors are planned at this time, based on the assessment results. The assessment plan gives an accurate picture of the situation. The Biology department is examining its assessment of all Biology majors at this time and may alter the way that unit data is collected from students. The Biology department has switched to using e‐texts in the 100 and 200‐level courses that allows mechanisms of assessment and data collection. This pool of data would include the Biology Education majors. b. Program Curriculum or Experiences Changes Based on Assessment Results Biology‐Initial Preparation 2012‐13 Page 8 of 8 No major curricular changes or experiences are expected from the assessment results t this time. The Biology Department and SKyTEACH are functioning well to prepare Biology teachers. The clinical experiences in SKyTEACH classes will be increased to meet the changing number of clinical hours required by the state. c. Decisions about Group/Individual Student Progress Based on Assessment Results Overall, students from this past year performed relatively well on assessments. Areas that show means lower than the unit will deviate year to year and are probably not statistically significant due to low sample size of Biology teachers. 5. 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) The general trends observed in assessment results for Biology majors, is that most perform well on standardized tests such as ACT, PRAXIS II in terms of content knowledge. They also do well on Kentucky Teacher Standards and Critical Performances. The unit continues to recruit Biology majors into the field who have ACT scores and mean GPA that are higher than others in the department.