Unit Assessment System - Initial Programs
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2.1a Unit Assessment System – Initial Programs Unit Assessment - Initial Programs Supporting Candidate Success and Program Improvement Assessment of Teacher Education candidates at Pittsburg State University starts when the candidate first declares teacher education as a major. The candidate is assigned an advisor who represents teacher education faculty from the major department. With each enrollment the candidate and advisor review the candidate’s degree audit and major program guide, selecting those classes that lead up to the first teacher education course, Explorations in Education. Enrollment in Explorations in Education during the second semester of the sophomore year, or first semester of the junior year for community college transfer students, is the first step in meeting teacher education admission requirements. From beginning to completion, performance assessment information is officially provided to the candidate, advisor, and major department at each checkpoint. The candidate and advisor continue to monitor progress via the degree audit. The following is a description of the monitoring system that directs the teacher education program and licensure to teach. All performance data are maintained in the Office of Teacher Education, updated as requirements are accomplished, and officially analyzed for Admission to Teacher Education, the Professional Semester, Completion of the Professional Semester, and for Licensure. If a candidate is struggling to meet requirements, the advisor and major department chair are notified so they can provide support and develop strategies for accomplishing admission and/or retention in Teacher Education. At times, a candidate may be counseled out of teacher education and provided assistance in finding a major that better meets his or her needs. These interventions may occur at any checkpoint in the program. A major component in the Teacher Education Assessment System is the mechanism through which data from each checkpoint, after being analyzed, flow back to individual departments, programs, and various committees charged with monitoring teacher education program effectiveness. Data are collected throughout the year and then summarized during the summer following the academic year. September has been designated as the time each year when all departments study assessment results that may lead to program revisions based on concrete data results rather than simply on the beliefs of individual faculty or chairs. Data included in the yearly summary are: Test results, GPA means, early field experience evaluations, cooperating teacher evaluations, university and academic supervisor evaluations, CF Knowledge Base evaluation summary, end of professional semester and end of program feedback from program completers, and feedback from first and third year teachers and employing administrators. At the end of each academic year, faculty in individual KSDE approved programs evaluate candidate performance data as identified in the program matrix. The findings are used for program improvement. Pittsburg State University Teacher Education INITIAL Program Assessment System Intervention Intervention Intervention Intervention Checkpoint #1 Checkpoint #2 Checkpoint #3 Checkpoint #4 Admission to Teacher Education Admission to Professional Semester Completion of Professional Semester Application for Conditional Licensure 1st & 3rd Year Graduate Feedback Ongoing April/October May/December Ongoing Spring Supporting Candidate Success and Program Improvement Spring Ongoing April/October KSDE Content Outcome Measures May May/December Ongoing Office of Teacher Education August May Program Modifications Ongoing Ongoing Departments and Programs Assessment Committee September April/November September April/November Legend Decisions Data flow Timeframe Text 2.1a Unit Assessment System – Initial Programs Checkpoint 1: Admission to Teacher Education 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Application for Admission Recommendations Pass a Basic Skills Test Complete Explorations in Education General Education Course Requirements GPA Requirements Completed Remediation Plan (if applicable) Social/Behavioral Approval Signed Attestation form. Electronic Portfolio documents Upon completion of all requirements, the candidate receives a letter from the Director of Teacher Education acknowledging admission and providing information for the next Checkpoint. Checkpoint 1 Interventions: Basic Skills Tutoring: C & I Services, English Department Writing Lab, Math Department Lab, Dr. Willard Tutoring for Reading and Writing Student Counseling Center: Assistance with test anxiety and test-taking skills Work with Advisor: Repeat courses to raise GPA Request course substitution to raise general education core GPA Repeat Pre-Lab I if cooperating teacher evaluation is not satisfactory or for additional experience Petition CARTE for admission through the 5% window or for other special conditions Meet with the Director of Teacher Education concerning program goals and performance Work with Career Services researching possible careers outside teacher education Checkpoint 2: Admission to the Professional Semester 1. Admission to teacher education. 2. Course Requirements 3. GPA Requirements 4. Field Experience Requirements 5. Diversity Experiences 6. Electronic Portfolio 7. Improvement Plan Completion (if applicable) 8. Credit Hour Requirements 9. Attestation Form 10. Departmental Approval 11. Completed Professional Semester Application Applications for admission to the professional semester are due September 15 for the Spring Semester and March 15 for the Fall Semester. The Director of Teacher Education reviews each 2.1a Unit Assessment System – Initial Programs candidate’s file to ensure all criteria have been met. Upon admission to the professional semester, the candidate is notified of the placement site, cooperating teacher, principal, and date for reporting to the school. Checkpoint 2 Interventions: Repeat courses to raise GPA Work with Advisor to schedule courses required in the specific program Repeat Pre-Lab II for positive performance evaluation or repeat for additional experience Seek tech support for completing the Electronic Portfolio (C & I Graduates Assistants) Meet with Advisor and departmental faculty to meet Improvement Plan requirements Petition CARTE for special considerations with courses or credit hours Meet with Director of Teacher Education about possible Social/Behavioral/Attestation issues Meet with Department Chair and/or faculty concerning Departmental Approval issues Seek assistance from the Office of Teacher Education Administrative Specialist concerning Professional Semester Application difficulties Checkpoint 3: Successful Completion of the Professional Semester 1. 2. 3. 4. 5. 6. 7. 8. 9. Complete 16 weeks of teaching in a PK-12 classroom Cooperating Teacher Recommendation University Supervisor Recommendation Academic Supervisor Recommendation (secondary/PK-12 majors) Teacher Work Sample Professional Portfolio CF Knowledge Base 60-Indicators GPA Courses Completed Upon successful completion of the Professional Semester, the candidate is recommended for graduation with a BSEd degree. For candidates holding a bachelors degree and seeking licensure only, the Licensure Officer is notified of their program completion. Checkpoint 3 Interventions: Conference with the University Supervisor Conference with the Academic Supervisor (secondary/K-12 majors) Assistance from departmental faculty (academic area) Complete additional hours at the field site (extend the semester to the end of the year or Christmas break) Complete a second semester of full-time student teaching Repeat academic assignments to raise GPA Seek assistance from the Student Counseling Center to deal with stress, anxiety, time management Meet with the Director of Teacher Education 2.1a Unit Assessment System – Initial Programs Checkpoint 4: Application for Initial Licensure to Teach in Kansas 1. 2. 3. 4. 5. Complete the Professional Semester Meet GPA Requirements Pass Principles of Learning and Teaching Test Pass Content Assessment for each Teaching Area for which licensure is sought Approval of the Director of Teacher Education and Licensing Officer Checkpoint 4 Interventions: Repeat courses to raise GPA Attend PLT tutoring sessions to raise score to a passing level (group tutoring and individual tutoring provided through the Office of Teacher Education) Academic department tutoring for Content Test tutoring Meet with the Director of Teacher Education to develop a plan of action to obtain recommendation for licensure Feedback from First-Year and Third-Year Teachers and Employing Administrators Feedback surveys are sent to first-year and third-year program completers and their immediate supervisor each April. For all initial programs, the Office of Teacher Education updates employment sites for program completers and KSDE provides employment information for completers teaching in Kansas. Additional information from individual departments is also gathered for program completers teaching in other states. The Office of Teacher Education is responsible for sending out surveys for all initial programs. Returned survey data are tabulated, analyzed, and reported according to teaching level and by major. Summary results are provided to each teaching program department and to various committees responsible for teacher education decision-making. Departmental and program administrators and faculty receive assessment summaries from the Office of Teacher Education which are then combined with data collected by the specific department or program for possible long-term and immediate program enhancements. Follow-up surveys include the following types of information: Evaluation of Knowledge Base Evaluation of candidate preparation Recommendations for program improvement Other information specific to the teacher education programs Evaluation of the CF Knowledge Base is used as a key assessment for the unit. Employers provide ratings for each category of the CF Knowledge Base, and program completers also provide a selfevaluation for each category. This information shows growth of candidates over time and provides important information to be used for improvement of individual programs and the unit. 2.1a Unit Assessment System – Initial Programs Assessment System - Initial: CHECKPOINT 1: ADMISSION TO TEACHER EDUCATION Data Collected Required Classes Collector Purpose for Data Criteria Level Exploration in Education Corresponding field experience OTE OTE Admission Requirement Admission Requirement Minimum “C” Positive Cooperating Teacher Recommendation General Education Core GPA (Elem) Basic Skills (Sec/K-12) OTE Admission Requirement GPA = 2.75 OTE Admission Requirement Cumulative OTE Admission Requirement Minimum “C” in ENGL 101, 299, COMM 207, MATH 2.50 OTE Admission Requirement PPST: Read=173, Write=172, Math=172; College Base: Read, Write, Math = 235; or ACT Composite = 24 OTE Admission Requirement Advisor and 3 Instructors Candidate Attestation Signature Electronic Portfolio OTE Admission Requirement OTE Admission Requirement Attest to not being convicted of a felony or misdemeanor Meet criteria established for completion of CURIN 261 Social/Behavioral Fitness OTE Admission Requirement Grade Point Average Testing Requirements PPST or College-Base or ACT Recommendations References Other Requirements Director of Student Affairs Approval CHECKPOINT 2: ADMISSION TO THE PROFESSIONAL SEMESTER Data Collected Collector Purpose for Data Criteria Level Developmental Psychology Educational Psychology All Major Courses Listed under Section VII of program guide (50 hours) Math for Education II OTE OTE OTE & C & I Prereq for PSYCH 357 Admission Requirement Admission Req/Program Requirement Minimum “C” Minimum “C” Minimum “C” Grades OTE & C & I Passing Grade English, Literature, Speech Concentration Area History, Social Science, Econ Concentration Area Mathematics, Science Concentration Area OTE & C & I Admission Requirements & Program Requirement Admission Requirements & Program Requirement Admission Requirements & Program Requirement Admission Requirements & Program Requirement OTE OTE OTE Admission Requirement Admission Requirement Admission Requirement 2.80 3.00 2.00 Electronic Portfolio OTE & C & I Established Rubric Rating Candidate Improvement Plan OTE & C & I Admission Requirements & Program Requirement Admission Requirements & Program Requirement Admission Requirement Admission Requirement ELEMENTARY Required Courses OTE & C & I OTE & C & I 15 hours 15 hours 16 hours GPA Requirements Cumulative In-Major Concentration Areas Other Requirements Cumulative Credit Hours In-Major Credit Hours OTE OTE Successful Completion of Contract 100 Credit Hours 50 Credit Hours 2.1a Unit Assessment System – Initial Programs SECONDARY Required Courses OTE OTE OTE Prereq for PSYCH 357 Admission Requirement Admission Requirement Minimum “C” Minimum “B” Minimum “C” OTE OTE OTE Admission Requirement Admission Requirement Admission Requirement 2.50 2.75 3.00 OTE OTE Admission Requirement Admission Requirement 95 Credit Hours 30 Credit Hours OTE & Course Instructors OTE & Course Instructors Admission Requirement Course Requirement Admission Requirement Course Requirement Satisfactory Performance Reflected in Course Grade Satisfactory Performance Reflected in Course Grade PSU Resident Credit Attestation Signature OTE OTE Admission Requirement Admission Requirement Departmental Approval OTE Admission Requirement Minimum of 6 Credit Hours Attestation that No Convictions of Felony or Misdemeanor involving dishonesty, a child, or controlled substance Faculty and Chair Grant Approval for Admission to Professional Semester Developmental Psychology Educational Psychology Professional Education Courses: (In addition to Educ Psych) Explorations to Education, Overview of Education for Exceptional Students, Middle & Secondary Reading, Techniques forTeaching GPA Requirements Cumulative In-Major Professional Education Other Requirements Cumulative Credit Hours In-Major Credit Hours COMMON REQ Diversity Experiences Educational Psychology Overview of Exceptional Stu Other Requirements CHECKPOINT 3: PROFESSIONAL SEMESTER COMPLETION Data Collected Collector Purpose for Data Criteria Level OTE & University Supervisors OTE & University Supervisors Professional Semester Completion Requirement Professional Semester Completion Requirement Rubric Ratings of 3 – 5 OTE Professional Semester Completion Requirement Professional Semester Completion Requirement Professional Semester Completion Requirement Elementary = 2.80 Secondary = 2.50 Ratings on each Category of 3 – 5 Professional Semester Completion Requirement Professional Semester Completion Requirement Professional Semester Completion Requirement Rating of 3 – 5 for each Category Positive Written Recommendation Rating of 3 – 5 for each Category Positive Written Recommendation Positive Written Recommendation and Completion of 579 Course Requirements Projects Teacher Work Sample Professional Portfolio Rubric Ratings of 3 – 5 GPA & Performance Cumulative Knowledge Base Assessment Field Experience OTE & University Supervisors OTE & University Supervisors 16 Weeks in a PK-12 Classroom Recommendations University Supervisor OTE Cooperating Teacher OTE Academic Supervisor (Sec) OTE 2.1a Unit Assessment System – Initial Programs CHECKPOINT 4: APPLICATION FOR INITIAL LICENSURE Data Collected Collector Purpose for Data GPA Requirement Principles of Learning & Teaching Test Content Test OTE OTE Approval for Licensure Approval for Licensure OTE Approval for Licensure Recommendations OTE Approval for Licensure Criteria Level 2.50 Cumulative & In-Major Score of 161 on K-6, 5-9, or 7-12 Test according to level of licensure Complete the test. Cut Scores established by KSDE Verification of Eligibility for Licensure by the Director of Teacher Education and the Licensing Officer FEEDBACK FROM GRADUATES AND ADMINISTRATORS Data Collected First- and Third-Year Graduate Survey Survey Administrators of First- and Third-Year Graduates Collector OTE OTE Purpose for Data Data for Program Evaluation leading to enhancement of programs or new programs Data collected is tabulated, analyzed, summarized, and presented to departments and committees responsible for program and curriculum development. Data collected includes ratings of the First-Year and Third-Year Teachers on the PSU Knowledge Base’s 68 Indicators. NOTE: The Office of Teacher Education keeps records of candidates reported to be having difficulties. The Departmental Chairperson and Advisor are notified if necessary. Each department follows a remediation plan or a specific departmental process developed for assisting candidates encountering difficulties. If the remediation plan is not successfully completed, the candidate is counseled into another degree program. The Committee for Admission to and Retention in Teacher Education (CARTE) reviews requests from candidates that are exceptions to rules and regulations. Issues generally include: late application for professional semester admission, 5% window admission to Teacher Education, waivers of Pre-Lab II, admission to the professional semester with a grade point average slightly below the required level. The candidate, advisor, and departmental chair receive copies of decision made by CARTE.
