Elementary   Education   2011 ‐ 12
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Elementary   Education   –   Initial   Preparation
Annual   Program   Report
Academic   Year   2011 ‐ 12
Dr.
Pamela   M.
Jukes   &   Dr.
Lisa   D.
Murley
November   16,   2012
1.
Continuous   Assessment   Results   a.
Admission   Data
Table   1   provides   the   average   admission   test   scores   and   admission   grade   point   average   (GPA)   of
Elementary   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.
Program
Elementary
Education
Table   1.
Approved   Candidate   Test   Score   Averages
ACT
PPST
Math
PPST
Reading
PPST
Writing
SAT
GRE
Composite
Admission
GPA
N       Mean   N       Mean   N     Mean N     Mean N     Mean N       Mean   N     Mean
139   24   14   178   15 177 14 174     170 3.25
b.
Course   Based   Assessment   Data
Table   2   provides   the   percentage   of   Elementary   Education   candidates   (N   =   549)   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
EDU ‐ 250
EDU ‐ 489
ELED ‐ 345
ELED ‐ 355
ELED ‐ 365
ELED ‐ 405
ELED ‐ 406
ELED ‐ 407
ELED ‐ 465
LTCY   320
LTCY   420
0%
.31%
0%
0%
.37%
0%
0%
10%
0%
.7%
2.29%
0.82%   71.02%   28.16%
5.81%   83.49%   10.4%
2.36%   87.87%   9.78%
1.17%   82.39%   16.44%
1.49%
.79%
.88%
84.7%
77.17%
72.33%
13.43%
22.05%
26.8%
.29%
0%
3.5%
64.88%   34.74%
82.98%   17.02%
78.52%   17.25%
3.21%   45.41%   49.08%

Elementary   Education   2011 ‐ 12
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800026221
800583589
800125958
800584263
800299552
800584349
800323145
800587011
800355108
800354457
800773582
800588563
800430512
800589488
800480154
800601237
800505643
800609629
800512812
800666056
800565554
Table   3   indicates   the   level   of   Elementary   Education   candidates   (N   =   549)   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,   Elementary   Education   candidates   are   typically   performing   at   average.
Table   3.
Percent   of   Elementary   Education   Candidates   Scoring   Proficient   on   CPs   by   KTS
Program
Elementary
Education
1   2   3
Kentucky   Teacher   Standards
4   5   6   7   8   9
98%   97%   97%   99%   97%   97%   98%   98%   98%
10
99%
Unit ‐ Wide   97%   97%   97%   98%   96%   96%   97%   97%   95%   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   Elementary   Education   candidates   (N   =   549)   who   have   scored   2   or   lower   (below   proficiency)   on   critical   performances   during   this   academic   year.
Table   4.
Elementary   Education   Candidates   Scoring   Below   Proficient   on   CPs
Student   ID       1           2                  Total
800581296    1 1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

800707698
800578640
800711332
800545205
800714219
800430448
800735703
800587865
800707045
800450982
800601864
800366379
800603140
800538511
800564853
800595188
800674941
800569946
800675064
800121888
800689202
800309280
800694442
800434479
800698986
800508170
800701981
800566054
800704498
800259909
800704686
800500301
800719226
800364143
800719504
800578360
800729551
800698536
800495284
800423691
800564932
Grand   Total
1
1
1
1
1
1   1
2
2
2
2
2
1
2
1
1
1
1
1
1
1   1
2
2
1   1
2
1   1
1   1
2
1   2
20   62
2
2
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
1
2
1
1
1
1
1
1
3
82
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
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Elementary   Education   2011 ‐ 12
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c.
Clinical   Experiences   Data
Elementary   Education   uses   the   following   courses   and   experiences   to   evaluate   candidate   dispositions:    EDU   250,   Block   I   (ELED   355,   ELED   365,   ELED   407),   Block   II   (ELED   405,   ELED   406,
ELED   465),   and   EDU   490.
The   program   has   identified   the   following   courses   and   experiences   where   candidates   report   the   diversity   of   their   field   experiences:    EDU   250,   ELED   345,   LTCY   420,
Block   I,   and   Block   II.
LTCY   420   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   Elementary   Education   candidates   performed   on   dispositions   as   they   entered   and   progressed   through   their   program   (N   =   549)   and   during   their   student   teaching   experience   (N   =   159).
Students   are   considered   “proficient”   who   average   a   3   or   higher   on   each   disposition   category.
Table   5.
Elementary   Education   Proficiency   Rates   on   Unit ‐ Wide   Dispositions
Period   Values
Learning
WKU   Professional   Education   Dispositions
Values   Personal
Integrity
Values
Diversity
Values
Collaboration
Values
Professionalism   a.
Prior   to   Student
Teaching   b.
During   Student
Teaching
96%
99%
98%
99%
100%
99%
99%
99%
99%
98%
Over   this   academic   year,   Elementary   Education   candidates   (N   =   553)   reported   demographic   information   on   849   field   placements   with   an   average   of   23%   ethnically   diverse   students,   54 %   students   on   free/reduced   lunch,   and   19%   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   9%
%   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
62%
11%
44%
53%
41%

Elementary   Education   2011 ‐ 12
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%   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)
10%
9%
31%
16%
19%
8%
87%
11%
66%
41%
91%
%   Candidates   working   with   Diverse   Students   (Aggregate)   95%
Overall,   as   can   be   seen   in   Table   6,   in   %   of   their   field   experiences   91%   Elementary   Education   candidates   reported   working   with   at   least   one   student   with   special   needs   and   in   95%   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   Elementary   Education   candidates   (N   =   159).
Table   7.
Initial   Preparation   TWS   Proficiency   Rates
Program   %   Proficient
Elementary   Education
Unit ‐ Wide
98%
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   Elementary   Education   candidates   who   averaged   at   least   2.5
on   the

Elementary   Education   2011 ‐ 12
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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   Elementary   Education   Candidates
Program
CF   LG   DFI   ASL   ROT
Elementary
Education
Unit ‐ Wide
91.82%   95.6%   88.68%   91.82%   86.79%
94%   91%   89%   92%   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.
Table   9.
Percentage   of   Elementary   Education   Candidates   who   “Passed”   each   Teacher   Standard
Program
1   2   3   5   6   7   9
Elementary
Education
Unit ‐ Wide
83.02%   91.19%   93.08%   88.05%   84.91%   72.96%   86.79%
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   Elementary   Education   student   teachers   (N   =   186)   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.
Elementary   Education   Proficiency   Rates   by   Kentucky   Teacher   Standards
Program
1   2   3
Kentucky   Teacher   Standards
4   5   6   7   8   9   10
Elementary
Education
Unit ‐ Wide
92.6%   89.5%   92.6% 87.4% 86.8% 80%   84.7% 86.8%   84.7%   88.9%
94%   89%   94%   89%   88%   82%   87%   90%   88%   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   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.

Elementary   Education   2011 ‐ 12
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Table   11.
Pass   Rates   on   Content   Tests   for   Initial   Teacher   Preparation
Program/Type   of    Assessment
Elementary   ED   content   Knowledge
Candidate   N
(2010 ‐ 11)
176
WKU    Pass   Rate
(2010 ‐ 11)
98%
WKU   Pass   Rate
(2009 ‐ 10)
97%
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   191   student   teachers,   191   (100%)   completed   the   survey.
Below   are   the   results   for   Elementary   Education
student   teachers,   100%   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
Elementary   Education   survey   results.
Table   12.
Average   Scores   on   Teacher   Standards   Questions   for   Elementary   Education
Respondents
Program
1   2   3
Kentucky   Teacher   Standards
4   5   6   7   8   9   10
Elementary
Education
3.56
3.61
3.71
3.49
3.43
3.51
3.51
3.27
3.42
I   feel   very   prepared   for   my   first   year   of   teaching.
Student   teaching   was   a   great   experience   and   I   never   felt   like   I   did   not   know   what   I   was   doing.
Thankful   to   WKU   and   professors!
3.26
Unit ‐ Wide   3.44
3.42
3.61
3.37
3.25
3.40
3.32
3.06
3.31
3.09
Respondents   were   also   able   to   provide   comments.
Table   13   presents   Elementary   Education   respondent   comments.
Table   13.
Elementary   Education   Respondent   Comments
The   only   thing   I   was   not   prepared   for   was   the   extremely   fast   pace   of   both   day   to   day   activities   and   lesson   planning.
You   need   to   be   able   to   plan   lessons   that   are   both    effective   and   fast.
WKU   could   have   better   prepared   me   in   the   area   of   leadership   within   school/community/education   by   showing   or   teaching   me   how   to   go   about   finding   these   opportunity.
Not   tell   me   the   opportunities   but   show   me   a   way   to   find   them   for   myself.
Provide   more   opportunities   to   be   in   the   classroom   and   have   hand   s   on   experiences!
WKU   has   prepared   me   very   well   for   my   student   teaching   experience.
I   have   used   everything   I   learned   in   Pre ‐ Block,   Block   I,   and   Block   II   in   my   student   teaching   experience.
I   was   very   well   prepared   to   have   a   successful   student   teaching   semester,   as   well   as   a   future   career   as   an   educator.
I   fell   like   technology,   collaboration,   leadership   and   professional   development   were   just   talked   about   and   more   could   have   been   hands ‐ on   or   task   developed   better   to

Elementary   Education   2011 ‐ 12
Page   8   of   9   teacher   these   better.
Other   than   that,   I   think   WKU   does   a   great   job   and   I   feel   very   well   prepared   for   teaching   young   children   and   interviewing   for   jobs.
I   do   not   feel   like   we   were   giving   many   chances   to   do   leadership   projects   in   the   educational   department.
My   experience   at   Western   Kentucky   was   an   amazing   and   positive   one   that   I   enjoyed   and   will   always   remember!
My   student   teaching   experience   has   been   amazing.
The   professors   that   I   had   throughout   my   career   in   the   education   program   at   WKU   were   excellent.
They   were   always   caring   and   it   was   clear   they   were   preparing   us   to   be   excellent   and   dedicated   teachers.
I   owe   much   thanks   to   those   who   prepared   me   for   my   future.
2.
Summary   of   Results   by   Kentucky   Teacher   Standards   and   Other   Key   Conceptual
Framework   Values
Teacher   candidates   in   Elementary   Education   were   very   successful   in   meeting   the   Kentucky
Teacher   Standards.
Ninety ‐ eight   percent   or   above   of   the   Teacher   candidates   in   Elementary
Education   were   proficient   in   Standards   1,   4,   7,   8,   9   ,   and   10.
Standards   2,   3,   5   and   6   produced   the   lowest   percentage   at   97%   each.
3.
Efforts   to   Report   and   Disseminate   Results
The   results   will   be   shared   with   the   Unit   Head   and   faculty   in   the   program   area.
It   will   also   be   shared   with   the   Associate   Dean   for   Accountability   and   Research   and   will   be   posted   online   for   public   reference.
4.
Key   Discussions   and/or   Decisions   Made   Based   on   Assessment   Results   a.
Assessment   or   Data   Collection   Changes   Based   on   Assessment   Results
The   Fieldwork   Summary   Form   is   currently   being   updated   to   reflect   changes   required   by
the   Education   Professional   Standards   Board.
b.
Program   Curriculum   or   Experiences   Changes   Based   on   Assessment   Results
Key   discussion   and/or   decisions   made   are   ongoing.
Elementary   Education   Critical
Performances   are   currently   being   updated   to   more   closely   align   with   the   Kentucky
Teacher   Standards.
Proficiency   Deficiency   Policy   has   been   adopted   to   remediate   students   scoring   below   proficiency   on   course   Critical   Performances   within   the   program.
In   addition,   co ‐ teaching   and   field   experiences   outlined   in   Senate   Bill   1   are   being   implemented.
c.
Decisions   about   Group/Individual   Student   Progress   Based   on   Assessment   Results
A   Proficiency   Deficiency   Policy   has   been   adopted   to   remediate   students   scoring   below   proficiency   on   course   Critical   Performances   within   the   program.
These   students   will   be   remediated   within   the   course   and   proficiency   reached   before   a   course   grade   will   be   issued.

Elementary   Education   2011 ‐ 12
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5.
Discuss   trends   in   assessment   results   over   the   last   few   years
The   pass   rate   for   Elementary   Education   teacher   candidates   has   increased   by   1%,   from   97%   in   20019 ‐ 2010   to   98%   in   2010 ‐ 2011.
Elementary   Education   teacher   candidates   continue   to   score   above   the   unit ‐ wide   proficiency   rate   on   the   culminating   assessment   (Teacher   Work
Sample)   on   all   Kentucky   Teacher   Standards   assessed.
Feedback   from   the   Student   Teacher
Survey    indicates   the   need   for   increased   opportunities   for   students   to   engage   in   leadership   and   real ‐ life   classroom   experiences.