Secondary Education 0708 APR Page 1 of 8
Secondary Education – Initial Preparation
Annual Program Report
Academic Year 2007-08
Draft Date: September 10, 2008
1. Continuous Assessment Results
a. Admission Data
Table 1 provides the average admission test scores and average admission GPAs of Secondary
Education candidates approved by the Professional Education Council (PEC) for admission into
initial teacher preparation programs during the 2007-08 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 by Program
Major Code
ACT
PPSTMath
PPSTRead PPSTWrite
N
Mean
N
Mean
N
1
Mean
178
182
174
2
3
175
177
2
3
173
175
N Mean
25
230101- English/Allied Language Arts 15
23
6
260101- Biological Science
25
10
270101-Mathematics
24
19
450101-History/Social Studies
25
5
450801-History/Social Studies
2
2
SAT
N Mean
2 1110
1
990
Admission
GPA
N Mean
3.31
21
3.34
6
3.31
14
3.26
25
3.33
6
b. Course Based Assessment Data
Table 2 provides the percentage of candidates scoring at each level of proficiency on critical
performances within Secondary Education courses for the 2007-08 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
SEC-351
SEC-352
SEC-453
SEC-473
SEC-475
SEC-477
SEC-479
SEC-481
1
1%
0%
1%
0%
0%
0%
0%
0%
2
11%
3%
4%
0%
0%
80%
0%
6%
3
69%
89%
42%
10%
93%
20%
0%
94%
4
19%
7%
53%
90%
7%
0%
100%
0%
Table 3 indicates the level of Secondary Education candidate proficiency across critical
performances related to the Kentucky Teacher Standards. Candidates receiving an overall rating
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of 3 or 4 on a CP are considered to have demonstrated proficiency on the standards associated
with the CP.
Table 3 Percent of Secondary Education Candidates Scoring Proficient on CPs
by Kentucky Teacher Standards
Kentucky Teacher Standards
Program
1
2
3
4
5
6
7
8
9
Secondary Ed.
90% 92% 95%
89%
92%
93%
94%
99%
92%
Unit-Wide
91% 92% 95%
92%
94%
91%
95%
98%
92%
10
100%
98%
Table 4 indicates the number of Secondary Education candidates who have scored 2 or lower
(below proficiency) on 2 or more critical performances during the 2007-08 academic year.
Table 4 Secondary Education Candidates (N = 20) Scoring
Below Proficient on 2 or More CPs during 2007-08
WKU ID
800064307
800144813
800232225
800238143
800262907
800274047
800315745
800325086
800328139
800360687
800365713
800366598
800368711
800481501
800258559
800342525
800349245
800361146
800493301
800238929
1
2
1
1
Grand Total
2
1
1
2
2
2
2
2
2
2
2
2
2
2
1
2
3
2
3
3
2
5
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
4
5
c. Clinical Experiences Data
The Secondary Education program has identified the following courses and experiences to
evaluate candidate dispositions: EDU 250, SEC 472-484, and EDU 490. 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
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 5 reports how 2007-08 Secondary Education program candidates performed on
dispositions as they entered and progressed through their program and during their student
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teaching experience. Students are considered “proficient” who average at 3 or higher on each
disposition category.
Table 5 Secondary Education Proficiency Rates on Unit-Wide Dispositions
WKU Professional Education Dispositions
Period
Values
Values Personal
Values
Values
Values
Learning
Integrity
Diversity Collaboration Professionalism
Prior to Student Teaching
96%
100%
100%
94%
100%
During Student Teaching
98%
98%
100%
98%
98%
Over the 2007-08 academic year, 200 candidates reported demographic information on 213 field
placements with an average of 21% 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 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
Context
Mainstreamed Class
64%
Resource Room
6%
Collaboration
31%
Pullout Program
7%
Tutorial/Enrichment
8%
Working With Students With Special Needs
Physical
Disability
15%
African American
84%
Learning
Disability
55%
Mental Disability
EBD
Gifted
ELL
8%
38%
59%
35%
Working with Diverse Students
Native American
Latino/Hispanic
Asian American
8%
71%
52%
Other
24%
Overall, in 69% of their field experiences Secondary Education candidates reported working
with at least one student with special needs and in 62% 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
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 represents two-year proficiency rates for Secondary Education candidates.
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Table 7 Initial Preparation TWS Proficiency Rates
Program Type
2007-08 Rate
2006-07 Rate†
Secondary Ed.
73%
64%
Unit-Wide
86%
71%
†Results are based on “independent scorers”; this and future reports will only include faculty scores.
Because faculty also score TWS at the indicator level, we are able to use their 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. Chart 1 depicts the
percentage of Secondary Education 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.
Chart 1 Percentage of Secondary Education Candidates who “Passed” Each TWS Factor
100%
90%
TOTAL
80%
SECED
70%
60%
50%
40%
CF
LG
AP
DFI
IDM
ASL
RSE
Below are these scores as they relate to Kentucky Teacher Standards (Chart 2 and Table 8).
Chart 2 Percentage of Secondary Education Candidates “Passing” Each Teacher Standard
100%
90%
TOTAL
80%
SECED
70%
60%
50%
40%
KTS1
KTS2
KTS4
KTS5
KTS6
KTS7
KTS9
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Table 8 Percentage of Secondary Education Candidates “Passing” Each Teacher Standard
SECED
Unit-Wide
KTS1
96%
90%
KTS2
70%
87%
KTS4
95%
88%
KTS5
64%
74%
KTS6
86%
79%
KTS7
68%
77%
KTS9
57%
75%
Additionally, all candidates are assessed during their student teaching experience using the
Student Teaching Evaluation form. Table 9 reports the percentages of 2007-08 Secondary
Education student teachers 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 9 Secondary Education Proficiency Rates by Kentucky Teacher Standards
Kentucky Teacher Standards
Program
1
2
3
4
5
6
7
8
9
Secondary Ed.
94% 87% 89%
87%
87%
94%
80%
89% 100%
Unit-Wide
97% 94% 96%
93%
92%
94%
91%
95%
99%
10
91%
92%
e. Exit and Follow Up Data
Table 10 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 2006-07
academic year (the most recent year with complete data). The last column allows for pass rate
comparison of our candidates to our 2005-06 results.
Table 10 Pass Rates on Content Tests for Initial Teacher Preparation
Program/Type of Assessment
Overall Academic Content Area Exam Statistics:
Secondary Education
BIOLOGY CONTENT KNOWLEDGE PART 1
BIOLOGY CONTENT ESSAYS
BIOLOGY CONTENT KNOWLEDGE
CHEMISTRY CONTENT KNOWLEDGE
ENG LANG LIT COMP CONTENT
KNOWLEDGE
ENG LANG LIT COMP ESSAYS
MATHEMATICS: CONTENT KNOWLEDGE
MATH PROOFS MODELS PROBLEMS PART 1
SOCIAL STUDIES: CONTENT KNOWLEDGE
SOCIAL STUDIES: INTERPRET MATERIALS
*2005-06 pass rate based on N<10.
Code
Number
Candidate N
(2006-07)
392
WKU Pass Rate
(2006-07)
92%
WKU Pass Rate
(2005-06)
97%
231
233
235
245
--2
2
--100%
100%
100%*
100%*
---
041
17
100%
100%
042
061
063
081
083
15
7
7
23
23
87%
86%
100%
100%
91%
100%
--100%
100%
Below are the results of the electronic WKU Teacher Survey sent to Secondary Education
student teachers, of which 42 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
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considered to demonstrate acceptable program quality. Table 11 reports Secondary Education
student teacher results.
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Table 11 Average Scores on Teacher Standards Questions for Secondary Education Candidates
Kentucky Teacher Standards
Program
10
1
2
3
4
5
6
7
8
9
Secondary Ed.
Unit-Wide
3.27
3.42
3.17
3.39
3.41
3.54
3.11
3.33
3.02
3.22
3.24
3.34
2.95
3.29
2.92
3.15
3.34
3.36
2.73
3.01
Respondents were also able to provide explanation if they answered “poor” for any item. Table
12 presents Secondary Education respondent comments with any direct reference to a particular
faculty member replaced with XX.
Table 12 Secondary Education Respondent Comments
230101-English
I feel that there should be a class that focuses on how to make a Professional Growth Plan.
230101-English
I didn't. But I think WKU needs to prepare students in the area of diversity better. I wish I had known ways to better address
the needs of my students.
230101-English
260101-Biology
270101-Mathematics
I feel I got almost no preparation for assessing in the way of tests and quizzes. I really need more of that. This also means
that reflection of myself as a teacher and reflection of my students as learners is affected. I feel I desperately need more on
assessing and waiting until a graduate school situation is not enough. Also, I would strongly suggest the University look at
the experience of the 400 level English Methods class. It was nearly a total waste of my time as a student. My
observational hours were the only benefit of this class. Nearly all classroom time was wasted. I also wish the various
instructors would come together and give the students a more standard way of designing Unit plans. Each teacher had their
own requirements and it became confusing to decide what was required of me.
When concerning assessment, I needed more instruction before my student teaching experience. More practice in making
tests, grading, and modifying lessons based on testing outcomes would have proved beneficial during my teaching
experience.
I think if WKU offered some type of technology course for future teachers it would definitely help in that area. Teachers
would get a chance to work with all technology that they could and will encounter in the classroom.
400703-Earth Science
I think Standard 2 is the area in which student teachers really need more preparation. This includes the design of tests and
quizzes and other formative assessments. I did not construct one test or quiz before my student teaching experience.
450101-History
I answered good in most areas because I feel that WKU needs to work on helping student teachers out more. In my
methods class, I learned about the teachers life story instead of learning methods and I was behind a little bit when I started
student teaching. Other than that I feel ready for a job in the real world.
450101-History
450801--History
WKU needs to get a few Active boards and teach its student teachers how to use them. I guess this could be integrated in
SEC 351/481 but for those who are student teaching in Warren County it is vital that we know how to use this technology
before we enter a classroom.
I really feel like WKU is very good at teaching me to make charts and graphs that depict students as numbers and lines, but
has done very little to foster any ability to run a classroom.
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2. Summarize the above results by Kentucky Teacher (Initial Programs) OR Program Standards
(Advanced Programs) AND other key Conceptual Framework values. Be sure to describe
what the results tell you about your candidates’ progress toward/proficiency on each
standard/CF value.
3. Summarize your efforts to report and disseminate your results (Unit/College-wide meetings,
department/program level meetings, written reports, presentations, etc.).
4. Summarize key discussions and/or decisions made based on assessment results:
a. Describe any assessment or data collection changes you have made/will make based on
your assessment results.
b. Describe any program curriculum or experience changes you have made/will make based
on your assessment results.
c. Describe any decisions about group/individual student progress you have made/will make
based on your assessment results.