Undergraduate Program Assessments
School/College School of Education
Department Middle Grades Education, Secondary, and Special Education Program
Middle Grades
I. CANDIDATE PERFORMANCE
Standard 1. Candidate Knowledge, Skills, and Dispositions
Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content,
pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that
candidates meet professional, state, and institutional standards.
Elements of Standard
Department=s Student
Outcomes
Course Assessments
Performance Assessments
Content Knowledge for
Teacher Candidates (Initial &
Continuing Preparation of
Teachers)
Middle level candidates understand
major concepts, assumptions, debates,
processes of inquiry, and ways of
knowing central to the discipline(s) s/he
teaches.(INTASC)
Middle level candidates understand the
physical, social, emotional, intellectual,
and moral characteristics of the
developmental period of early
adolescence within social and cultural
contexts. (NMSA)
The institution seeks to improve the
academic quality and climate.(FSU)
The unit seeks to ensure in-depth
knowledge of the content that teacher
candidates plan to teach. (SOE)
Pass rate (%) on PRAXIS I and II
GPA, transcripts
Course/ research projects in specialty
area
Portfolios, reflective journals
Mentor teacher survey
Cooperating teacher & university
supervisor lesson/unit plans for
candidates
Course tests
Lesson/unit plans
Cooperating teacher & mentor teacher
observe candidate=s teaching
Objective tests
PRAXIS II tests
Questioning
Projects, position papers, role-play,
assignments regarding MG organization,
scheduling, teaming, etc.)
Paper/pencil tests; short answer tests
Developing interdisciplinary content
units
Incorporating INTASC & NCDPI
Standards in lesson/unit plans
Undergraduate Program Assessments
School/College School of Education
Department Middle Grades Education, Secondary, and Special Education Program
Middle Grades
Standard 1.
Elements of Standard
Department=s Student
Outcomes
Course Assessments
Performance Assessments
Middle level candidates understand
learning theory, the subject matter s/he
teaches, curriculum development, &
human development & knows how to use
this knowledge in planning instruction to
meet curriculum goals.
(INTASC)
Middle level candidates apply their
knowledge of the nature of early
adolescence and needs of young
adolescents to plan developmentally and
culturally responsive instruction.
(NMSA)
The institution seeks to improve the
academic quality and climate.(FSU)
The unit seeks to ensure that teacher
candidates demonstrate a thorough
understanding of pedagogical content
knowledge.(SOE)
Course instructor/faculty assess
lesson/unit plans
Mentor teacher, cooperating teacher &
university supervisor assess pedagogical
content knowledge
Content Knowledge for Other
Professional School Personnel
Pedagogical Content
Knowledge for Teacher
Candidates (Initial and
Continuing Preparation of
Teachers)
Articles, readings
Course exams
Lesson/unit plans
Faculty evaluations of candidates
teaching, microteaching
Observation
Course exams
Course instructor assesses specific
content strategies, activities, portfolio,
variety of strategies (best practices)
Reflective comments
Course exams, papers, readings, research
papers
Reflective comments describing various
assessments, matching assessments and
instruction
Undergraduate Program Assessments
School/College School of Education
Department Middle Grades, Secondary, and Special Education Program
Standard 1.
Middle Grades
Candidate Knowledge, Skills, and Dispositions
Elements of Standard
Department=s Student
Outcomes
Course Assessments
Performance Assessments
Professional and Pedagogical
Knowledge and Skills for
Teacher Candidates (Initial
and Continuing Preparation of
Teachers)
Middle level candidates understand
learning theory, the subject matter s/he
teaches, curriculum development, and
human development and knows how to
use this knowledge in planning
instruction to meet curriculum goals.
(INTASC)
Middle level candidates collaborate with
colleagues to improve schools and
advance knowledge and practice in their
fields. (NMSA)
Middle level candidates understand and
use the major concepts, principals,
theories, and research related to effective
instruction, and s/he employs a variety of
strategies for a developmentally
appropriate climate to meet the varying
abilities and learning styles of all young
adolescents. (NCDPI)
The institution seeks to enhance its
image.(FSU)
Teacher candidates think critically,
express themselves creatively, make
independent judgments, and acquire
competencies for becoming
knowledgeable, reflective facilitators of
learning. (SOE)
PRAXIS II
Observation (Assessments)
from mentor, cooperating, &
university supervisors
Reflective comments
Professional Knowledge and
Skills for Other School
Personnel
Lesson/unit plans
Plans which candidates select
appropriate teaching strategies for all
learners and understand what they are
teaching
Portfolios, reflective comments
Written assignments (EDUC 400)
Quizzes relating to candidate=s
understanding developmental stages of
adolescents
Candidates will complete a profile of
students and the school for university
supervisor
Develop parent component (Unit Plan)
Undergraduate Program Assessments
School/College School of Education
Department Middle Grades, Secondary, and Special Education
Standard 1:
Program
Middle Grades
Candidate Knowledge, Skills, and Dispositions
Elements of Standard
Department=s Student
Outcomes
Course Assessment
Performance Assessments
Dispositions for ALL
Candidates
Middle level candidates realize that
subject matter knowledge is not a fixed
body of facts but is complex and everevolving. S/he seeks to keep abreast of
new ideas and understandings in the
field. (INTASC)
The institution seeks to improve student
life and campus culture. (FSU)
The unit seeks to help candidates
understand the importance of displaying
attitudes that foster learning and genuine
human relationships. (SOE)
Candidates philosophy of education
Lesson plans showing differentiation in
teaching
Reflections
Case studies
Observations & feedback from
cooperating, mentor teacher, university
supervisor
Class discussions on Code of Ethics,
ethical behavior, suitability for teaching,
membership in professional
organizations (candidate)
Structured interview during admission to
program
Cultural Diversity Profiles I & II
Reflection, position papers
Candidates describe family/community
context as it relates to teaching the
children
Professionalism
Student Teaching Handbook
(professional behavior
Undergraduate Program Assessments
School/College School of Education
Department Middle Grades, Secondary, and Special Education
Program
Middle Grades
Standard 2. Assessment System and Unit Evaluation
The unit has an assessment system t hat collects and analyzes data on applicant qualifications, candidate and graduate performance,
and unit operations to evaluate and improve the unit and its program.
Elements of Standard
Department=s Student
Outcomes
Course Assessments
Performance Assessments
Assessment System
Lesson/unit plans
PRAXIS I, II
Program entry/exit requirements
GPAs
Early field experiences ( 50 hours in
schools)
Periodic program reviews (OPUNC
System)
OPUNC sophomore, senior, alumni
surveys
Student course evaluations
Curricula revisions (as needed)
Portfolios
Reflective writings
Structured interviews (admission to
student teaching)
Partnership teachers, candidates, and
university educators provide feedback
Follow-up surveys
Departmental curriculum commitees
School of Education Curriculum
Committee
Exit Criteria (student teaching
evaluation)
Technology assessment?
ILP Report (DPI)
Faculty Comprehensive Evaluations
Data Collection, Analysis, and
Evaluation
Survey of graduates (assessment of the
quality of program)
Feedback from partnership schools,
cooperating teachers, mentor teachers
Follow-up surveys of employers,
graduates
Exit Criteria
Use of Data for Program
Improvement
Monitoring the pass rates on PRAXIS I
& II
Recommendations for course alignment,
rotation, inclusion of additional content,
etc.
Collaboration with partnership schools,
community
Formal and informal interviews,
meetings with graduates, cooperating
teachers help focus on areas needing
improvement
Exit Criteria
Unit continues to seek ways of
improving the program
Undergraduate Program Assessments
School/College School of Education
Department Middle Grades, Secondary, and Special Education
Program
II. UNIT CAPACITY
Standard 3.
Middle Grades
Field Experiences and Clinical Practice
The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and
other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.
Elements of Standard
Department=s Student
Outcomes
Course Assessments
Performance Assessments
Collaboration between Unit
and School Partners
Middle level candidates collaborate with
colleagues to improve schools and
advance knowledge and practice in their
fields.(NMSA)
The institution seeks to enhance the
University=s image. (FSU)
Teacher candidates collaborate with
colleagues, parents, local schools,
agencies and the community to support
learning and achievement for all
students. (SOE)
Course work
Quizzes
Department faculty, partnership teachers,
and partnership coordinator meet
formally and informally to discuss field
experiences, content, pedagogy, etc.
Readings
University educators/ school collaborate
concerning a variety of settings.
Field experience assignments
Reflections regarding teaching context
and ways of involving family in
student=s education
Partnership Agreements
Undergraduate Program Assessments
School/College School of Education
Department Middle Grades, Secondary, and Special Education Program
Middle Grades
II. UNIT CAPACITY
Standard 3. Field Experiences and Clinical Practice
The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teachers candidates and
other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.
Elements of Standard
Department=s Student
Outcomes
Course Assessments
Performance Assessments
Design, Implementation, and
Evaluation of Field
Experiences and Clinical
Practice
Middle level candidates collaborate with
families, resource persons, and
community groups to achieve common
goals for young adolescents. (NMSA)
The institution seeks to improve the
academic quality and climate. (FSU)
The unit engages in partnerships with
area schools and service to the
community. (SOE)
Grades in field experiences courses
Conferences with cooperating teachers,
mentor teachers, university supervisors
Observations of candidates=s teaching
by cooperating teacher, mentor teacher,
and university supervisors
Interviews
Assessment of lesson plans by university
supervisors
Professional development seminars
Exit Criteris
Middle level candidates understand
learning theory, the subject matter he or
she teaches, curriculum development,
and human development and knows how
to use this knowledge in planning
instruction to meet curriculum
goals.(INTASC)
Middle level programs contain
knowledge, pedagogy, and field
experiences designed especially for
teaching at the middle level. (NMSA)
The unit engages partnerships with area
schools and service to the
community.(SOE)
Scores on PRAXIS tests
Grades in courses
Interviews
Observations
Candidates Development and
Demonstration of Knowledge,
Skills, and Dispositions to
Help All Students Learn
Lesson plans
Reflections
Samples of assessments
Lesson plans
GPA
Feedback from field experiences
(cooperating teacher, mentor teacher,
university supervisor)
Multiple, well sequenced field
experiences
Observations from cite supervisors
Post observation conferences
Reflection papers
Lesson/unit plans
Exit Criteria
Undergraduate Program Assessments
School/College School of Education
Department Middle Grades, Secondary, and Special Education
Program
Middle Grades
Standard 4. Diversity
The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and
dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty,
diverse candidates, and diverse students in P-12 schools.
Elements of Standard
Department=s Student
Outcomes
Course Assessments
Performance Assessments
Design, Implementation, and
Evaluation of Curriculum and
Experiences
Middle level candidates understand that
students= physical, social, emotional,
moral, and cognitive development
influence learning and know how to
address these factors when making
instructional decisions. (INTASC)
Middle level candidates plan
developmentally and culturally
responsive instruction. (NMSA)
The institution seeks to improve student
life and campus culture. (FSU)
Middle level candidates understand the
importance of valuing cultural
differences, as well as different family
structures, and provide classroom
organization and institutional approaches
which recognize these differences. (SOE)
Lesson plans
Observation of candidates(during field
placements
Unit plans
Reflective journals
Readings
Position papers
Course work
Case studies
Research papers
Interviews
SPED 320 Introduction to
Exceptionalities
Follow-up surveys
Cultural Diversity Profiles I & II
Equitable Treatment Checklist
Role play
Undergraduate Program Assessments
School/ College School of Education
Department Middle Grades, Secondary, and Special Education
Standard 4.
Program
Middle Grades
Diversity
Elements of Standard
Department=s Student
Outcomes
Course Assessments
Performance Assessments
Experiences Working with
Diverse Faculty
Both middle level candidates and
instructors create a learning community
in which individual differences are
respected. (INTASC)
Both middle level candidates and
instructors honor individual differences
among learners by utilizing multiple
approaches to thinking and
learning.(NMSA)
Middle level students interact with
faculty in classrooms, seminars,
workshops, departmental sponsored
activities, and university sponsored
functions. (SOE)
Readings (Chapters dealing with
ethnic/racial groups)
Observations
Middle level candidates create a learning
community in which individual
differences are respected. (INTASC)
Middle level candidates honor individual
differences among learners by utilizing
multiple approaches to thinking and
learning. (NMSA)
The institution seeks to engender an
appreciation of diverse cultures around
the globe....(FSU)
Middle level candidates demonstrate
sensitivity to diverse issues and to their
fellow teacher education majors from
diverse backgrounds and who may have
exceptionalities (SOE )
Course work
Discussions
Partnership professional development
activities
SPED 320
Special Visions Seminars (exceptional
students)
Experiences Working with
Diverse Candidates
Committee assignments
Field experiences
Professional development activities
(partnership schools)
University/school faculty rosters
Student teaching placement rosters
Journals
Reflections
Observations
Feedback from candidates, students, cite
supervisors
Cooperative group experiences
Undergraduate Assessment Plan
School/College School of Education
Department Middle Grades, Secondary, and Special Education
Standard 4.
Program
Middle Grades
Diversity
Elements of Standard
Department=s Student
Outcomes
Course Assessments
Performance Assessments
Experiences Working with
Diverse Students in P-12
Schools
Middle level candidates create lessons
and activities that operate at multiple
levels to meet the developmental and
individual needs of diverse learners and
to help each progress. (INTASC)
Middle level candidates plan
developmentally and culturally
responsive instruction. (NMSA)
The institution seeks to improve student
life and campus culture. (FSU)
Middle level candidates can assess
student needs in light of their diverse
backgrounds and abilities. (SOE)
Course work
Observation
Feedback from cooperating teacher,
university supervisor, partnership
coordinator
Lesson plans
Unit plans
Obsrvation
Projects
Position papers
Undergraduate Program Assessments
School/College School of Education
Department Middle Grades, Secondary, and Special Education
Standard 1:
Program
Middle Grades
Candidate Knowledge, Skills, and Dispositions
Elements of Standards
Department=s Student
Outcomes
Course Assessment
Performance Assessments
Student Learning for Teacher
Candidates (Initial and
Continuing Preparation of
Teachers)
Middle level candidates understand the
characteristics, uses, advantages, and
limitations of different types of
assessments (such as criterion-referenced
and norm-references instruments,
traditional standardized and
performance-based tests, observation
systems, and assessments of student
work) for evaluating how students learn,
what they know, and what they are able
to do, and what kinds of experiences will
support their further growth and
development. (INTASC)
Middle level candidates employ
accountability measures that balance
evaluation of academic learning with
assessment of individual growth and
development. (NMSA)
The institution seeks to improve the
academic quality and climate. (FSU)
Teacher candidates use a variety of
formal and informal assessments aimed
at meeting program goals and positive
student learning outcomes. (SOE)
Lesson/unit plans
Pre/post-tests
Course work (advantage/disadvantage of
formal and informal)
Mentor teacher, cooperating teacher, and
university supervisor assessments and
observations of the candidate=s teaching,
lesson plans
Student Learning for Other
Professional School Personnel
Readings
Papers
Samples of candidates= assessments,
lesson plans
IEPs
Reflections
Lesson plans
Follow-up surveys
Exist interviews
Questionnaires
Anecdotal records
Case studies
Student Course Evaluations