SKyTeach 2011‐12 Page 1 of 8 SKyTeach – Initial Preparation Annual Program Report Academic Year 2011‐12 Les Pesterfield and Martha Day January 11, 2013 1. Continuous Assessment Results a. Admission Data Table 1 provides the average admission test scores and admission grade point average (GPA) of SKyTeach 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 SkyTeach ACT N Mean 27 26 PPST Math N Mean 2 183 PPST
Reading N Mean
2
176
PPST
Writing N Mean
2
177
SAT N Mean
GRE Composite N Mean 9 1190 Admission GPA N Mean
37
3.45
b. Course Based Assessment Data Table 2 provides the percentage of SKyTeach candidates (N = 94) 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 0.00% 0.00% 100.00% 0.00% EXED‐330 0.00% 8.03% 20.83% 70.83% SEC‐453 0.00% 0.00% 0.00% 100.00% SMED‐102 0.00% 6.38% 22.34% 71.28% SMED‐210 0.00% 9.60% 50.40% 40.00% SMED‐301 0.00% 0.00% 100.00% 0.00% SMED‐320 0.00% 1.41% 80.67% 17.93% SMED‐340 0.00% 7.50% 20.00% 72.50% SMED‐360 0.00% 4.76% 66.67% 28.57% SMED‐470 0.00% 0.00% 87.50% 12.50% 0% 3% 61% 36% Grand Total SKyTeach 2011‐12 Page 2 of 8 Table 3 indicates the level of SKyTeach candidates (N = 94) 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, SKyTeach candidates are typically performing above average. Table 3. Percent of SKyTeach Candidates Scoring Proficient on CPs by KTS Program SKyTeach 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 9 100% 100% 97% 95% 10 100% 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 SKyTeach candidates (N = 7) who have scored 2 or lower (below proficiency) on critical performances during this academic year. Table 4. SKyTeach Candidates Scoring Below Proficient on CPs Student ID 800671899 800575891 800704159 800603923 800720443 800579815 800712933 Grand Total Score 1 0 0 0 0 0 0 0 0 2 1 1 1 1 1 1 2 8 Student Count 1 1 1 1 1 1 2 8 c. Clinical Experiences Data SKyTeach uses the following courses and experiences to evaluate candidate dispositions: SMED 210, SMED 320 and SMED 470. The program has identified the following courses and experiences where candidates report the diversity of their field experiences: SMED 101, SMED 102, SMED 301, SMED 210, SMED 320, SMED 340, SMED 360, EXED 330, and SMED 470 have 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 SKyTeach candidates performed on dispositions as they entered and progressed through their program (N = 100) and during their student teaching experience (N = 22). Students are considered “proficient” who average a 3 or higher on each disposition category. SKyTeach 2011‐12 Page 3 of 8 Table 5. SKyTeach 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 98.95% 99.48% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% Over this academic year, SKyTeach candidates (N = 83) reported demographic information on 119 field placements with an average of 25% 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) % Candidates working with Diverse Students (Aggregate) 5%
55%
1%
8%
56%
42%
1%
2%
3%
1%
3%
0%
87%
14%
65%
52%
91%
98%
SKyTeach 2011‐12 Page 4 of 8 Overall, as can be seen in Table 6, in 91% of their field experiences SKyTeach candidates reported working with at least one student with special needs and in 98% 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 SKyTeach candidates (N = 2). Table 7. Initial Preparation TWS Proficiency Rates Program SKyTeach Unit‐Wide % Proficient 95.96% 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 SKyTeach 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 SKyTeach Candidates Program SKyTeach Unit‐Wide CF 50% 94% LG 100% 91% DFI 100% 89% ASL 50% 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. SKyTeach 2011‐12 Page 5 of 8 Table 9. Percentage of SKyTeach Candidates who “Passed” each Teacher Standard Program SKyTeach Unit‐Wide 1 100% 83% 2 100% 91% 3 50% 92% 5 100% 88% 6 100% 83% 7 50% 76% 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 SKyTeach student teachers (N = 22) 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. SKyTeach Proficiency Rates by Kentucky Teacher Standards Program SKyTeach Unit‐Wide 1 100% 94% 2 96% 89% 3 91% 94% Kentucky Teacher Standards 4 5 6 7 96% 100% 96% 91% 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 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 SKyTeach Praxis II Test (1) PLT SKyTeach Praxis II Test (2) Content (Science & Mathematics) Candidate N (2010‐11) 5 WKU Pass Rate (2010‐11) 100% WKU Pass Rate (2009‐10) N=0 5 100% N=0 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 33 student teachers, 15 (45.5%) completed the survey. Below are the results for SKyTeach student teachers, 15 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 SKyTeach survey results. SKyTeach 2011‐12 Page 6 of 8 Table 12. Average Scores on Teacher Standards Questions for SKyTeach Respondents Program SKyTeach Unit‐Wide 1 2 3 3.48 3.44 3.25 3.42 3.71 3.61 Kentucky Teacher Standards 4 5 6 7 3.47 3.37 3.13 3.25 3.53 3.40 3.13 3.32 8 9 10 2.83 3.06 3.35 3.31 3.35 3.09 Respondents were also able to provide comments. Table 13 presents SKyTeach respondent comments. Table 13. SKyTeach Respondent Comments No SKyTeach students/graduates provided comments SKyTeach 2011‐12 Page 7 of 8 2. Summary of Results by Kentucky Teacher Standards and Other Key Conceptual Framework Values Admission Data: The mean ACT score was above the mean of all candidates. The mean admission GPA of 3.45 was greater than the mean of 3.29 of all students. Course Based Assessment Data: Critical Performance proficiency level percentages indicate that SKyTeach candidates are performing at or better than the average candidate. Clinical Experiences Data: The percentages of students working with diverse populations are within guidelines. Culminating Assessment Data: TWS initial assessment rates of SKyTeach students match unit‐wide data of 96% proficiency. Exit and Follow Up Data: The pass rate on the 2010‐2011 Praxis content area and PLT tests Was 100% (N=5) 3. Efforts to Report and Disseminate Results This report was forwarded to the SKyTeach faculty and staff for reading and discussion. The content contained in this report will inform future decisions regarding program decisions. 4. Key Discussions and/or Decisions Made Based on Assessment Results a. Assessment or Data Collection Changes Based on Assessment Results Current assessment methods of data collection are comprehensive and no changes are warranted at this time. b. Program Curriculum or Experiences Changes Based on Assessment Results The program will make improvements on candidate’s TWS preparation in both Contextual Factors and Analysis of Student Learning through better staff preparation and teaching in the aforementioned areas. Additionally, SKyTeach faculty will improve candidate preparation in KTS 8, “Teacher Collaboration” with focused clinical experiences in this KTS area and classroom exercises that offer authentic experiences in this area of teacher preparation. c. Decisions about Group/Individual Student Progress Based on Assessment Results SKyTeach faculty will implement measures to better prepare candidates for higher levels of proficiency on Kentucky Teacher Standard 3 “Maintains Learning Climate” and SKyTeach 2011‐12 Page 8 of 8 Standard 7 “Reflection” based on proficiency rates of 50% on each standard which are well below unit‐wide proficiency levels of 94% and 92% respectively. 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 SKyTeach program does not yet have sufficient data to make valid statistical comparisons.