Your   Program   Name   Here   2011 ‐ 12
Page   1   of   7
History/Social   Studies   –   Initial   Preparation
Annual   Program   Report
Academic   Year   2011 ‐ 12
Tamara   Van   Dyken
October   2012
1.
Continuous   Assessment   Results   a.
Admission   Data
Table   1   provides   the   average   admission   test   scores   and   admission   grade   point   average   (GPA)   of   history   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
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
Social   Studies   15   24   2   181   2 180 2 174     17 3.26
b.
Course   Based   Assessment   Data
Table   2   provides   the   percentage   of   social   studies   candidates   (112)   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
ED201
EDU ‐ 250
EDU ‐ 489
EXED ‐ 330
SEC ‐ 351
SEC ‐ 352
SEC ‐ 453
SEC ‐ 481
0
0
0
3
0
0
0
0
0
0
0
1
0
1.19
20.83
0
75
66.67
75
25
62.83
52
23.47
96.30
25
32.14
4.17
75
37.17
44
76.53
3.7
Grand   Total   0%   3%   61%   36%

Your   Program   Name   Here   2011 ‐ 12
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Table   3   indicates   the   level   of   social   studies   candidates   (112)   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,   social   studies   candidates   are   typically   performing   above   average.
Table   3.
Percent   of   History   Candidates   Scoring   Proficient   on   CPs   by   KTS
Program
1   2   3
Kentucky   Teacher   Standards
4   5   6   7   8   9   10
Social   Studies   100%   100%   100%   100%   100%   100%   100%   100%   100%   100%
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   social   studies   candidates   (N   =   13)   who   have   scored   2   or   lower
(below   proficiency)   on   critical   performances   during   this   academic   year.
Table   4.
Social   Studies   Candidates   Scoring   Below   Proficient   on   CPs
Score
Student   ID   Student   Count
1    2
800500355
800004676
1
1
1
1
800508244
800315081
800532439
800491259
1
1
1
1
1
1
1
1
800685883   1   1
Grand   Total
c.
Clinical   Experiences   Data
Social   studies   uses   the   following   courses   and   experiences   to   evaluate   candidate   dispositions:
EDU   250,   SEC   475,   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
475.
SEC   352.
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   social   studies   candidates   performed   on   dispositions   as   they   entered   and
progressed   through   their   program   (98)   and   during   their   student   teaching   experience   (24).
Students   are   considered   “proficient”   who   average   a   3   or   higher   on   each   disposition   category.

Your   Program   Name   Here   2011 ‐ 12
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Period
Table   5.
Social   Studies   Proficiency   Rates   on   Unit ‐ Wide   Dispositions
Values
Learning
WKU   Professional   Education   Dispositions
Values   Personal   Values   Values
Integrity   Diversity   Collaboration
Values
Professionalism   a.
Prior   to   Student
Teaching   b.
During   Student
Teaching
99.43%
100%
100%
100%
100%
100%
100%
100%
100%
100%
Over   this   academic   year,   social   studies   candidates   (79)   reported   demographic   information   on
98   field   placements   with   an   average   of   17%   ethnically   diverse   students,   50 %   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)
4%
7%
6%
4%
15%
3%
10%
62%
9%
31%
49%
22%
91%
9%
82%
54%
83%
%   Candidates   working   with   Diverse   Students   (Aggregate)   96%
Overall,   as   can   be   seen   in   Table   6,   in   83%   of   their   field   experiences   social   studies   candidates   reported   working   with   at   least   one   student   with   special   needs   and   in   96%   of   their   field   experiences   candidates   reported   working   with   at   least   one   student   from   a   diverse   ethnic   group.

Your   Program   Name   Here   2011 ‐ 12
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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   social   studies   candidates   (24).
Table   7.
Initial   Preparation   TWS   Proficiency   Rates
Program
Social   Studies
Unit ‐ Wide
%   Proficient
89%
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   history   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   Social   Studies   Candidates
Program
CF
Social   Studies   100%
Unit ‐ Wide   94%
LG
100%
91%
DFI
100%
89%
ASL
100%
92%
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.
Table   9.
Percentage   of   Social   Studies   Candidates   who   “Passed”   each   Teacher   Standard
Program
1
Social   Studies   76%
Unit ‐ Wide   83%
2
76%
91%
3
76%
92%
5
80%
88%
6
92%
83%
7
76%
76%
9
80%
88%

Your   Program   Name   Here   2011 ‐ 12
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Additionally,   all   candidates   are   assessed   during   their   student   teaching   experience   using   the
Student   Teaching   Evaluation   form.
Table   10   reports   the   percentages   of   history   student   teachers   (24)   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.
Social   Studies   Proficiency   Rates   by   Kentucky   Teacher   Standards
Program
1   2   3
Kentucky   Teacher   Standards
4   5   6   7   8   9   10
Social   Studies   96%   88%   92%   92%   88%   88%   83%   92%   83%   79%
Unit ‐ Wide   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.
Table   11.
Pass   Rates   on   Content   Tests   for   Initial   Teacher   Preparation
Program/Type   of    Assessment
Social   Studies   Praxis   II   Test   (1)
Social   Studies   Praxis   II   Test   (2)
Candidate   N
(2010 ‐ 11)
15
15
WKU    Pass   Rate
(2010 ‐ 11)
100%
100%
WKU   Pass   Rate
(2009 ‐ 10)
88%
96%
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   24   student   teachers,   24   (100%)   completed   the   survey.
Below   are   the   results   for   history   student   teachers,
24   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   social   studies   survey   results.
Table   12.
Average   Scores   on   Teacher   Standards   Questions   for   Social   Studies   Respondents
Program
1   2   3
Kentucky   Teacher   Standards
4   5   6   7   8   9   10
Social   Studies
Unit ‐ Wide
3.34
3.15
3.52
3.23
3.10
3.32
3.06
2.66
3.30
2.80
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   social   studies   respondent   comments.

Your   Program   Name   Here   2011 ‐ 12
Page   6   of   7
Table   13.
Social   Studies   Respondent   Comments
My   biggest   issue   with   the   education   department   was   the   fact   that   in   no   class   was   there   ever   any   preparation   for   getting   a   job.
There   was   never   any   talk   about   questions   that   a   principal   would   ask   you   in   an   interview,   how   to   make   a   resume,   ways   to   market   yourself,   how   KTIP   works,   what   masters   degree   you   have   to   have,   etc.
Overall,   the   education   department
prepared   me   for   teaching,   but   I   can't   teach   unless   I   know   how   to   get   a   job   and   WKU   failed   miserably   in   that   department.
The   program   was   full   of   classes   that   were   "easy   A's"   they   required   almost   no   effort   or   extra   time,   but   simply   assignments   that   had   no   connections   to   a   real   teaching   experience.
I   feel   that   the   number   of   education   classes   should   either   be   reduced   or   the   course   content   should   be   directly   related   to   how   teaching   in   the   real   world   is   going   to   occur.
Standard   3e:   It   seems   that   most   new   teachers   should   have   a   rudimentary   capacity   for   dealing   with   minor   disturbances   for   classroom   safety.
There   was   little   time   spent   on   dealing   with   major   disruptions,   such   as   fights,   threats   made   against   staff,   students,   or   self,   and   similarly   serious   breaches   in   normal   school   activities.
There   was   not   much   guidance   on   how   we   should   go   about   collaboration.
We   were   just   told   to   do   a   collaboration   and   not   really   told   what   it   was,   what   the   purpose   was,   and   how   we   should   do   it.
It   made   it   really   hard   to   complete   this   part   in   student   teaching.
Some   instructional   time   could   be   spent   in   class   showing   future   teachers   what   all   is   possible   with   a   SMART   BOARD.
There   was   little   talk   about   collaboration   beyond   the   fact   that   we   would   have   to   collaborate   with   others.
I   found   this   was   not   the   case.
There   was   little   collaboration   in   my   assignment   and   my   cooperating   teacher   indicated   the   same.
There   needs   to   be   more   of   a   focus   on   what   really   happens   in   the   classroom   instead   of   what   "research   indicates"   or   ideas   such   as   that.
I   found   I   was   ill   prepared   for   the   reality   of   the   classroom.

Your   Program   Name   Here   2011 ‐ 12
Page   7   of   7
2.
Summary   of   Results   by   Kentucky   Teacher   Standards   and   Other   Key   Conceptual
Framework   Values
It   appears
Kentucky
that
Teacher educational
by
and   large,
Standards.
methodology
social
The rather
studies issues than
students voiced social
by   studies respondents
are   at   or content.
above
proficiency appear   to   be
3.
Efforts   to   Report   and   Disseminate   Results
The   results   will   be   shared   with   the   department   chair   within   the   current   school   year   for   focused   on
4.
Key   Discussions   and/or   Decisions   Made   Based   on   Assessment   Results   a.
Assessment   or   Data   Collection   Changes   Based   on   Assessment   Results
We   continue   to   collect   date   from   our   capstone   course   and   maintain   the   departmental   writing   standards   within   the   program
b.
Program   Curriculum   or   Experiences   Changes   Based   on   Assessment   Results
c.
Decisions   about   Group/Individual   Student   Progress   Based   on   Assessment   Results
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)
Based   on   the   latest   assessment   results,   social   studies   students   have   continued   to   improve   or   maintain   proficiency   in   relation   to   Kentucky   Teacher   Standards   as   well   as   their   pass   rates   on   the   Praxis.