Chemistry Education APR 0809 Page 1 of 3
Chemistry Education – Initial Preparation
Annual Program Report
Academic Year 2008-09
Draft Date: October 6, 2009
1. Present your continuous assessment results in the following areas:
a. Admission Data
Table 1 provides the average admission test scores and average admission GPAs of Chemistry
Education candidates approved by the Professional Education Council (PEC) for admission into
initial teacher preparation programs during the 2008-09 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 No Chemistry Education candidates were admitted during the 2008-09 year.
b. Course Based Assessment Data
Table 2 indicates the percentage of Chemistry Education candidates reaching proficiency across
critical performances related to the Kentucky Teacher Standards. 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.
Table 2 Percent of Chemistry Education Candidates Scoring Proficient on CPs
by Kentucky Teacher Standards (N = 3)
Program
Chemistry Ed.
Unit-Wide
1
75%
94%
2
100%
95%
3
100%
95%
Kentucky Teacher Standards
4
5
6
7
100% 100% 80%
100%
94%
95%
93%
96%
8
100%
96%
9
86%
95%
10
**
97%
**No CPs completed relating to KTS 10.
Table 3 indicates the number of Secondary Education candidates who have scored 2 or lower
(below proficiency) on 2 or more critical performances during the 2008-09 academic year.
Table 3 Chemistry Education Candidates Scoring Below Proficient on CPs
Score
Student ID
*****6812
1
2
Count
1
1
c. Clinical Experiences Data
The Chemistry Education program has identified the following courses and experiences to
evaluate candidate dispositions: EDU 250, PSY 310, SEC 351, SEC 352, SEC 453, SEC 479,
SEC 490 and EDU 489 as well as CHEM 222, CHEM 330 and CHEM 342. The program has
identified the following courses and experiences where candidates report the diversity of their
field experiences: EDU 250, SEC 352, and SEC 472-484. SEC 352 has been designated as the
Chemistry Education APR 0809 Page 2 of 3
experience where candidates must work in settings at or above the average 11% diversity of the
schools in the 31 counties that represent our service area.
Table 4 reports how 2008-09 Chemistry Education program candidates performed on dispositions
as they entered and progressed through their program and during their student teaching experience.
Students are considered “proficient” who average at 3 or higher on each disposition category.
Table 4 Chemistry Proficiency Rates on Unit-Wide Dispositions (N=2)
WKU Professional Education Dispositions
Values Learning
100%
Values Personal
100%
Integrity Values
100%
Diversity Values
100%
Collaboration Values
100%
Professionalism
100%
Values Learning
N/A
Over the 2008-09 academic year, 2 candidates reported demographic information on 2 field
placements with an average of 17% ethnic diversity (based on National Center for Education
Statistics). This diversity percentage continues to be well above the average 11% diversity of the
schools in the 31 counties that represent our service area. Table 5 reveals the percentages of field
experiences with various characteristics. Note that candidates could choose all the
characteristics that applied for any given experience.
Table 5 Percentages of Field Experience by Category Types (N = 2)
Working With Students With Special Needs
Physical Disability
0%
Learning Disability
0%
EBD
0%
ELL
0%
Gifted
50%
Working with Diverse Students
African American
50%
Native American
0%
Latino/Hispanic
50%
Asian American
0%
Overall, in their field experiences, 50% of the Chemistry Education candidates reported working
with at least one student with special needs and in 50% 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 impact P-12 student learning. In particular, candidate
performance on Assessment Planning and Analysis of Student Learning have been identified as
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key indicators of candidates’ ability related to student learning.
Although in spring 2009 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 6 represents two-year proficiency rates for Chemistry Education candidates.
Table 6 No Chemistry Education candidates student taught during the 2008-09 year.
e. Exit and Follow Up Data (including Praxis II results)
Table 7 delineates the Educational Testing Services reports of the pass rates on the Secondary
Education Praxis II content exams of candidates who completed the program in the 2007-08
academic year (the most recent year with complete data).
Table 7 No Chemistry Education candidates took the Praxis II during the 2007-08 year.
Below are the results of the electronic WKU Teacher Survey sent to Chemistry Education
teachers, of which 1 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 8 reports Chemistry Education
student teacher results.
Table 8 Average Scores on Teacher Standards Questions for Chemistry Education Candidates
Program
Chemistry Ed.
Unit-Wide
Kentucky Teacher Standards
4
5
6
7
1
2
3
8
9
10
3.0
2.2
2.4
2.0
2.6
2.0
2.0
2.0
3.0
3.0
3.3
3.3
3.5
3.2
3.1
3.3
3.2
3.0
3.3
3.0
2. Summarize the above results by Kentucky Teacher (Initial Programs) OR Program Standards
(Advanced Programs) AND other key Conceptual Framework values.
We don't have enough candidates coming through our program to make valid judgments about
them.
3. Summarize your efforts to report and disseminate your results (Unit/College-wide meetings,
department/program level meetings, written reports, presentations, etc.).
We don't have enough candidates coming through our program to disseminate our results.
4. Summarize key discussions and/or decisions made based on assessment results:
We don't have enough candidates coming through our program to make valid judgments about the
quality of our program.