Business & Marketing Education 2011‐12 Page 1 of 7 Business & Marketing Education– Initial Preparation Annual Program Report Academic Year 2011‐12 Dr. Michael McDonald November 27, 2011 1. Continuous Assessment Results a. Admission Data Table 1 provides the average admission test scores and admission grade point average (GPA) of Business & Marketing 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 N Mean PPST Math N Mean PPST
Reading N Mean
PPST
Writing N Mean
6 1 1 1 ACT Program Business & Marketing Education 24 173 176 172 SAT N Mean
GRE Composite N Mean Admission GPA N Mean
7 3.38 b. Course Based Assessment Data Table 2 provides the percentage of Business & Marketing Education candidates (N = 18 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 2 3 4 41.67%
58.33%
EDU‐489 100.00%
0.00%
EXED‐330 80.00%
20.00%
MGE‐275 22.73%
77.27%
PSY‐310 11.11%
88.89%
SEC‐351 42.86%
57.14%
SEC‐352 41.67%
58.33%
SEC‐453 17.86%
82.14%
SEC‐473 80.00%
20.00%
1 EDU‐250 Business & Marketing Education 2011‐12 Page 2 of 7 Table 3 indicates the level of Business & Marketing Education candidates (N = 18) 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. Compared to the unit‐wide results, Business & Marketing Education candidates are typically performing above average. Table 3. Percent of Business & Marketing Education Candidates Scoring Proficient on CPs by KTS Program Business & Marketing Education Unit‐Wide 1 2 3 Kentucky Teacher Standards 4 5 6 7 8 9 10 100% 100%
100%
100%
100%
100%
100%
100%
100%
100%
97% 97% 98% 96% 96% 97% 97% 95% 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 Business & Marketing Education candidates (N = 0) who have scored 2 or lower (below proficiency) on critical performances during this academic year. Table 4. Business & Marketing Education Candidates Scoring Below Proficient on CPs Student ID Score 1 2 Student Count Grand Total c. Clinical Experiences Data Business & Marketing Education uses the following courses and experiences to evaluate candidate dispositions: EDU 250, SEC 473, and EDU 490. The program has identified the following courses and experiences where candidates report the diversity of their field experiences: EDU 250 and SEC 473. SEC 352 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 Business & Marketing Education candidates performed on dispositions as they entered and progressed through their program (N = 14) and during their student teaching Business & Marketing Education 2011‐12 Page 3 of 7 experience (N = 4). Students are considered “proficient” who average a 3 or higher on each disposition category. Table 5. Business & Marketing Education 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 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% Over this academic year, 100% candidates (N =14 reported demographic information on 14 field placements with an average of 8% ethnically diverse students, 52% students on free/reduced lunch, and 9% 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) % Candidates working with Diverse Students (Aggregate) 27% 73% 13% 33% 60% 40% 7% 7% 20% 0% 20% 0% 73% 13% 67% 33% 87% 87% Business & Marketing Education 2011‐12 Page 4 of 7 Overall, as can be seen in Table 6, in 87% of their field experiences Business & Marketing Education candidates reported working with at least one student with special needs and in 87% 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. Table 7 presents the proficiency rate for Business & Marketing Education candidates (N = 5). Table 7. Initial Preparation TWS Proficiency Rates Program Business & Marketing Education Unit‐Wide % Proficient 100% 96% 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. Table 8 depicts the percentage of Business & Marketing 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. Table 8. Initial Preparation TWS Proficiency Rates of Business & Marketing Education Candidates Program Business & Marketing Education Unit‐Wide CF LG DFI ASL ROT 100% 100%
100%
100%
100%
94% 91% 89% 92% 88% Business & Marketing Education 2011‐12 Page 5 of 7 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. Table 9. Percentage of Business & Marketing Education Candidates who “Passed” each Teacher Standard Program Business & Marketing Education Unit‐Wide 1 2 3 5 6 7 9 100% 100%
100%
100%
100%
100%
100%
83% 91% 92% 88% 83% 76% 88% Additionally, all candidates are assessed during their student teaching experience using the Student Teaching Evaluation form. Table 10 reports the percentages of Business & Marketing Education 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. Business & Marketing Education Program Proficiency Rates by Kentucky Teacher Standards Program Business & Marketing Education Unit‐Wide Kentucky Teacher Standards 4 5 6 7 1 2 3 100% 75% 100% 75% 100% 100% 94% 89% 94% 89% 88% 82% 75% 87% 8 9 10 100% 100% 100% 90% 90% 88% 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 2008‐09 results. [Use the most current Unit‐Wide Assessment Report’s Praxis Table for this information. Also, additional specific information about WKU student performance on each Praxis test is located in the back of the Unit‐Wide Assessment Report. This information could be included here or in sections 2 or 4 below.] Table 11. Pass Rates on Content Tests for Initial Teacher Preparation Program/Type of Assessment Your Program’s Praxis II Test (1) Your Program’s Praxis II Test (2) Candidate N (2010‐11) 7 WKU Pass Rate (2010‐11) 100% WKU Pass Rate (2009‐10) 100% Business & Marketing Education 2011‐12 Page 6 of 7 Annually, the WKU Teacher Survey is sent to student teachers and alumni who potentially have been teaching one or more years. For the 2011‐12 academic year, out of a possible 5 student teachers, 1 (20%) completed the survey. Below are the results for Business & Marketing Education student teachers, 1 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 Business & Marketing Education survey results. Table 12. Average Scores on Teacher Standards Questions for Business & Marketing Education Respondents Program Business & Marketing Education Unit‐Wide Kentucky Teacher Standards 4 5 6 7 1 2 3 2.95 3.00 3.04 2.80 2.76 3.45 3.44 3.42 3.61 3.37 3.25 3.40 8 9 10 2.93 2.80 3.00 3.10 3.32 3.06 3.31 3.09 Respondents were also able to provide comments. Table 13 presents Business & Marketing Education respondent comments. Table 13. Business & Marketing Education Respondent Comments I think that ALL Programs should implement teaching a lesson earlier in the education courses similar to SKY TEACH. So that students know that education is really for them before they get to SEC 351 and HATE IT. 2. Summary of Results by Kentucky Teacher Standards and Other Key Conceptual Framework Values Overall, from the data collected pertaining to student performance on the KY Teacher Standards, the students in the B&M Ed undergraduate initial preparation program are performing well. Graduates from Business & Marketing Education 2010‐11 Page 7 of 7 our program are qualified and eligible for certification for teaching students in business and/or marketing classes. According to Table 3 listed earlier in this document, all B&M Ed candidates scored proficient on the CPs by Kentucky Teacher Standards. 3. Efforts to Report and Disseminate Results The program coordinator reviewed culminating data on November 27, 2012. The results of the report and review were posted to the CEBS web site. Business & Marketing Education 2011‐12 Page 7 of 7 4. Key Discussions and/or Decisions Made Based on Assessment Results a. Assessment or Data Collection Changes Based on Assessment Results At present, faculty discusses quality, currency and effectiveness of the academic and field experience components of the program. Also, information gathered from surveys administered to new graduates, the employers of recent graduates, and field experience mentors are used to evaluate effectiveness of the academic and field experience education. In addition, student evaluations courses are used for evaluation purposes. b. Program Curriculum or Experiences Changes Based on Assessment Results No curriculum changes have been planned based on the data from 2009‐10. c. Decisions about Group/Individual Student Progress Based on Assessment Results When students have needed special attention they had conferences with faculty to develop skills dealing with cognitive issues and behavior management. 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 data from the 2009‐2012 assessment results indicates that the candidates in the Business & Marketing Education have been highly successful. According to Table 3: Percent of Business & Marketing Education Candidates Scoring Proficient on CPs by KTS; all candidates for all years covered have scored 95% or higher on all Critical Performances by Kentucky Teacher Standards. According to Table 7: Initial Preparation TWS Proficiency Rates, Business & Marketing Education candidates scored 100% proficient in all years reviewed. Further, according to Table 9: Percentage of Business & Marketing Education Candidates who “Passed” each Teacher Standard, all Business & Marketing Education candidates scored 100% for all years reviewed (significantly higher than the unit). Business & Marketing Education candidates have had a 100% pass rate for the Praxis II Test.