Biology 2009-10 Page 1 of 7
Biology – Initial Preparation
Annual Program Report
Academic Year 2009-10
October 15, 2010
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
ACT
Program
Biology
N
5
Mean
22
PPST
Math
N Mean
---
PPST
Reading
N
Mean
---
PPST
Writing
N
Mean
---
SAT
N
--
Mean
--
GRE
Composite
N
Mean
2
1110
Admission
GPA
N
Mean
7
3.10
b. Course Based Assessment Data
Table 2 provides the percentage of Biology candidates (N = 20) 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
ED 201
0%
50%
50%
100%
EDU 250
0%
75%
25%
100%
EDU 489
20%
60%
20%
100%
FREN 323
0%
0%
100%
100%
LTCY 421
0%
100%
0%
100%
MGE 481
0%
100%
0%
100%
PSY 310
0%
0%
100%
100%
SEC 351
4%
63%
33%
100%
SEC 352
0%
77%
23%
100%
SEC 453
0%
27%
73%
100%
SEC 479
0%
0%
100%
100%
Grand Total
3%
52%
45%
100%
Biology 2009-10 Page 2 of 7
Table 3 indicates the level of Biology candidate (N =20) 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, Biology candidates are typically performing at the
same level.
Table 3. Percent of Biology Candidates Scoring Proficient on CPs by KTS
Program
Biology
Unit-Wide
1
97%
98%
2
95%
98%
3
100%
97%
Kentucky Teacher Standards
4
5
6
7
93%
91%
97%
93%
96%
98%
98%
98%
8
100%
98%
9
94%
97%
10
100%
99%
*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 = 2) 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
800326725
800496563
1
1
1
Grand Total
2
2
Student Count
1
1
2
c. Clinical Experiences Data
The Biology program 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 2009-10 Page 3 of 7
Table 5 reports how Biology candidates performed on dispositions as they entered and
progressed through their program (N = 10) and during their student teaching experience (N =
4). Students are considered “proficient” who average at 3 or higher on each disposition
category.
Table 5. Biology Proficiency Rates on Unit-Wide Dispositions
Period
Prior to Student Teaching
During Student Teaching
Values
Learning
100%
100%
WKU Professional Education Dispositions
Values Personal
Values
Values
Values
Integrity
Diversity Collaboration
Professionalism
100%
100%
100%
100%
100%
100%
100%
100%
Over this academic year, Biology candidates (N = 7) reported demographic information on 8
field placements with an average of 10% ethnically diverse students, 52% students on
free/reduced lunch, and 11% student with disabilities (based on National Center for Education Statistics
and Kentucky Department of Education). This ethnic diversity percentage continues to be in line
with 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)
25%
100%
13%
63%
100%
38%
0%
0%
25%
0%
38%
0%
75%
0%
50%
13%
100%
75%
Biology 2009-10 Page 4 of 7
Overall, as can be seen in Table 6, in 33.5% of their field experiences Biology candidates reported
working with at least one student with special needs and in 52.2% 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 Biology candidates (N = 4).
Table 7. Initial Preparation TWS Proficiency Rates
Program
Biology
Unit-Wide
% Proficient
100%
100%
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 Biology candidates who averaged at least 2.5 on the indicators for
each TWS Factor: CF – Contextual Factors, LG – Learning Goals, AP – Assessment Plan, DFI –
Design for Instruction, IDM – Instructional Decision Making, ASL – Analysis of Student Learning,
and RSE – Reflection and Self-Evaluation.
Table 8. Initial Preparation TWS Proficiency Rates of Biology Candidates
Program
Biology
Unit-Wide
CF
75%
96%
LG
75%
98%
Teacher Work Sample Components
AP
DFI
IDM
75%
75%
75%
91%
98%
94%
ASL
50%
87%
RSE
75%
93%
Biology 2009-10 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 Biology Candidates who “Passed” each Teacher Standard
Program
Biology
Unit-Wide
Kentucky Teacher Standards (Measured by TWS)
2
4
5
6
7
75%
75%
75%
75%
50%
98%
95%
90%
96%
95%
1
75%
97%
9
75%
91%
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
100%
95%
2
100%
90%
3
75%
93%
Kentucky Teacher Standards
4
5
6
7
75% 100% 100%
75%
88%
84%
94%
86%
8
100%
93%
9
100%
96%
10
100%
89%
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 2008-9 academic year (the
most recent year with complete data). The last column allows for pass rate comparison of our
candidates to our 2007-08 results.
Table 11. Pass Rates on Content Tests for Initial Teacher Preparation
Program/Type of Assessment
Biology Content Knowledge Praxis II Test (1)
Candidate N
(2008-09)
2
WKU Pass Rate
(2008-09)
100%
WKU Pass Rate
(2007-08)
100%
Annually, the WKU Teacher Survey is sent to student teachers and alumni who potentially have
been teaching one or more years. For the 2009-10 academic year, out of a possible 419 student
teachers, 410 (98%) completed the survey; out of a possible 1521 alumni, 217 (14%) completed
the survey. Below are the results for Biology student teachers and alumni, 6 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 2009-10 Page 6 of 7
Table 12. Average Scores on Teacher Standards Questions for Biology Respondents
Program
Biology
Unit-Wide
1
2
3
3.71
3.34
3.70
3.33
3.63
3.54
Kentucky Teacher Standards
4
5
6
7
3.53
3.28
3.40
3.20
3.79
3.30
3.22
3.29
8
9
10
3.33
3.10
3.58
3.32
3.50
3.10
Respondents were also able to provide comments if they answered “poor” for any item. Table
13 presents Biology respondent comments by years of experience (0 = Student Teaching).
Table 13. Biology Respondent Comments
tch exp
Comments
No comments were made on this survey by Biology students.
2. Summary of Results by Kentucky Teacher Standards and Other Key Conceptual Framework
Values
ACT, GRE, and GPA: Five students had a respectable mean ACT score of 22, two had
mean GRE scores of 1110, and seven had a mean admission GPA of 3.10. The mean GRE
score of 1110 is above the Biology Department’s minimum of 1050. Also, this mean GRE
and GPA would produce a GAP score of 3441, which is well above the minimum 2200
required by WKU’s Graduate Studies.
Critical Performances: 100% of 20 students scored above standard for Critical
Performances in professional education courses. Out of 20 students, only two scored
below proficient on one or more Critical Performances.
Teacher Work Sample and KY Teacher Standards: While Biology students scored 100%
proficient on Teacher Work Sample, the four students assessed consistently scored 1520% below (up to 37% below on Analysis of Student Learning) unit-wide proficiency
rates on individual components of the Teacher Work Sample and correspondingly to the
passing of Kentucky Teacher Standards. However, four Biology students scored above
proficiency rates for Kentucky Teacher Standards 1, 2, 5, 6, 8, 9, and 10 with 100%, but
below (by as much as 18%) on standards 3, 4, and 7. Standard 3 Creates & Maintains
Learning Climate, Standard 4: Implements & Manages Instruction, and Standard 7:
Reflects on and Evaluates Teaching and Learning are ones that many new teachers
struggle with. SKyTeach will be changing the students’ performance on these standards
as SKyTeach students are just beginning to student teach and graduate .
Praxis II Test: Pass rates on the Biology Content Knowledge Praxis II test continue to be
at 100%.
Professional Knowledge Praxis Test: Biology students also take the Principles of
Learning and Teaching: Grades 7-12 Praxis test. Out of 341 total WKU students taking
this test, 98% passed it, which is up from 96% in 2007-08 and 2006-07.
Biology 2009-10 Page 7 of 7
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 nine 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 are planned at this time, based on the
assessment results. The assessment plan gives an accurate picture of the situation, and
SKyTeach will be showing improvements in scores within the next year or two.
b. Program Curriculum or Experiences Changes Based on Assessment Results
Program curriculum and experiences have already been changed in the SKyTeach program
and positive results are forthcoming.
c. Decisions about Group/Individual Student Progress Based on Assessment Results
Since an improved program, SKyTeach, is already in place, no changes are planned at this
time. Overall, students from this past year performed relatively well. The deficient areas
are very likely to move into the above average range for performance on Kentucky Teacher
Standards and the Teacher Work Sample.