Recommended Policy for Using Grades in EDRD 7718 as an Assessment of
Candidate Content & Pedagogical Content Knowledge
NCATE accepts grades in SPA-specific content course as long as there is acceptable
documentation in the following areas:
Part 1. Description of the assessment that includes a rationale for the selection of this particular
course based upon the SPA Standards as well as an analysis of grade data.
Description of the assessment. The Reading Endorsement is comprised of only three
courses; therefore careful consideration must be given to the selection of assessments
for
program review. The course grade in EDRD 7718 was selected as evidence of the candidate’s
mastery of pedagogical and content knowledge which represent many of the standards for
graduate teacher preparation recommended by the International Reading Association (IRA). The
course grade was selected over the rubrics used to assess candidate proficiency on various
assignments because theses individual assessments only address a limited number of IRA
standards. Please note that because the course grade will be used for program review, this course
must be taken at Kennesaw State University.
Part 2. Alignment with SPA standards. This section is comprised of two important sets of
information. The first set describes the course objectives and the second consists of a matrix of
how the course objectives are aligned with the PTEU Outcomes and Proficiencies (PCI) as well as
the standards recommended by NCATE and the IRA.
EDRD 7718 Course Objectives:
1-Treats students equitably and provides equitable access to the full curriculum by respecting
individual differences and adjusting (or assisting teachers in adjusting) practices
accordingly.
2-Creates a safe, well-managed, challenging and inclusive learning environment that supports
student interests, reading abilities, and backgrounds.
3-Uses multiple methods, technologies, both print and non print resources, and organizational
arrangements (including various grouping options) to meet goals articulated for individual
students and the class as a whole.
4-Displays positive dispositions toward reading and teaching of reading by modeling reading/writing
as valued lifelong activities.
5-Continues to pursue development of professional knowledge and dispositions.
6- Possesses broad, current and specialized knowledge of reading (e.g., foundations of the
reading/writing process, major components of reading, reading research and histories of
reading and demonstrates this knowledge to colleagues, parents and students.
1
7- Possesses strong pedagogical content knowledge and uses that knowledge to create
approaches to instructional challenges.
8-Interprets student performance data, designs instruction accordingly, and communicates results.
9-Collaborates with colleagues to observe, evaluate and provide feedback to one another on daily
practice.
10-Reflects upon daily practice, and draws upon experience and the professional literature to
research issues related to improving student learning.
The following chart aligns course objectives with NCATE, CPI, and IRA Professional
Reading Standards:
CPI Outcomes &
Proficiences
Course
Objectives
(From above)
Course Objectives/IRA Standards
NCATE
1.1 Possesses broad,
current and specialized
knowledge of subject
matter and demonstrates
this knowledge to
colleagues, parents and
students.
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1.3 Demonstrate knowledge of language
development and reading acquisition and
the variations related to cultural and
linguistic diversity.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
1.3 Possesses strong
pedagogical content
knowledge and uses that
knowledge to create
approaches to instructional
challenges.
7
1.5 Actualizes the
integration of content,
pedagogy and
interdisciplinary
understanding through
instruction that is
integrated, elaborate and
deep.
3
1.6 Possesses an
interdisciplinary
understanding of the
curriculum and its
applications to real life and
accurately represents
understanding through use
of multiple explanations,
methods, technologies,
and/or strategies.
3, 7 & 8
1.4 Demonstrate knowledge of the major
components of reading (phonemic
awareness, word identification and
phonics, vocabulary and background
knowledge, fluency, comprehension
strategies, and motivation) and how they
are integrated in fluent reading.
1.2 Demonstrate knowledge or reading
research and reading histories.
2.2 Use a wide range of instructional
practices, approaches, and methods,
including technology-based practices, for
learners at different stages of
development and from differing cultural
and linguistic backgrounds.
1.3 Demonstrate knowledge of language
development and reading acquisition and
the variations related to cultural and
linguistic diversity.
2.2 Use a wide range of instructional
practices, approaches, and methods,
including technology-based practices, for
learners at different stages of
development and from differing cultural
and linguistic backgrounds.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
2
2.1 Treats students
equitably and provides
equitable access to the full
curriculum by respecting
individual differences and
adjusting (or assisting
teachers in adjusting)
practices accordingly.
1, 3, 7 & 8
2.2 Use a wide range of instructional
practices, approaches, and methods,
including technology-based practices, for
learners at different stages of
development and from differing cultural
and linguistic backgrounds.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
2.3 Use a wide range of curriculum
materials in effective reading instruction
for learners at different stages of reading
and writing development and from
differing cultural and linguistic
backgrounds.
3.2 Reflects regularly upon dailty
practice, and draws upon experience and
the professional literature to design and
conduct research aimed at improved
student achievement.
2.2 Uses understanding of
human development and
learning and uses this
understanding to create
enriching educational
experiences and/or
environments for all
students.
1&2
1.1 Demonstrate knowledge of
psychological, sociological, and linguistic
foundations of reading and writing
processes and instruction.
1.3 Demonstrate knowledge of language
development and reading acquisition and
the variations related to cultural and
linguistic diversity.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 4:
Diversity
2.1 Use instructional grouping options
(individual, small-group, whole-class, and
computer-based) as appropriate for
accomplishing given purposes.
4.1 Use students’ interests, reading
abilities and backgrounds as foundations
for the reading and writing program.
2.3 Creates a safe, well
managed, challenging and
inclusive learning
environment that supports
student interests, abilities,
and backgrounds.
2
2.1 Use instructional grouping options
(individual, small-group, whole-class, and
computer-based) as appropriate for
accomplishing given purposes.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
4.1 Use students’ interests, reading
abilities and backgrounds as foundations
for the reading and writing program.
4.4 Motivate learners to be lifelong
readers.
5.1 Display positive dispositions related
to reading and the teaching of reading.
2.4 Uses multiple methods,
technologies, resources,
and organizational
arrangements to meet
goals articulated for
individual students, class
instruction and the overall
school improvement plan.
3&7
2.1 Use instructional grouping options
(individual, small-group, whole-class, and
computer-based) as appropriate for
accomplishing given purposes.
2.2 Use a wide range of instructional
practices, approaches, and methods,
including technology-based practices, for
learners at different stages of
development and from differing cultural
and linguistic backgrounds.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 4:
Diversity
3
2.3 Use a wide range of curriculum
materials in effective reading instruction
for learners at different stages of reading
and writing development and from
differing cultural and linguistic
backgrounds.
4.2 Use a large supply of books,
technology-based information, and
nonprint materials representing multiple
levels, broad interests, and cultural and
linguistic backgrounds.
3.2 Reflects, regularly
upon daily practice, and
draws upon experience
and the professional
literature to design and
conduct research aimed at
improved student
achievement.
4, 10
3.5 Adheres to
professional ethical
standards while reporting,
conducting and publishing
research.
5
5.1 Display positive dispositions related
to reading and the teaching of reading.
5.2 Continue to pursue the development
of professional knowledge and
dispositions.
5.2 Continue to pursue the development
of professional knowledge and
dispositions.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Part 3. Grade Policy & Minimum Expectation. According to the 2008-2009 Kennesaw State
University Graduate On-line Catalogue, “All graduate students are required to maintain a 3.0
grade-point average. The grade point average (GPA) is the average grade made by the student on
all graduated course work for which he/she has enrolled. It is calculated by dividing the total
number of quality points earned by dividing the total number of quality points earned by the total
number of semester hours attempted.” (Please see Academic Policies section of the on-line
catalogue.)
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Part 4. Data Tables. Enrollment in the Reading Endorsement is from several constituency
groups, including the following: (a) Reading Endorsement Program Only; (b) M. Ed. in Adolescent
Education; (c) M. Ed. in English Education; (d) M. Ed. in Inclusive Education/Special Education; (e)
M.Ed. in Inclusive Education/TESOL; and (f) MAT in TESOL. The following data tables reflect
candidate performance for a minimum of three academic years.
Candidate’s Grades in EDRD 7718* --- Candidates in Reading Endorsement Program Only
Semester &
Section No.
AY 2007-2008
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
AY 2008-2009
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
AY 2009-2010
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
Expectation
Expectation
Expectation
Spring 1
Spring 2
Summer 1
Summer 2
* A= 4; B=3; C=2; D=1; F=0
Candidate’s Grades in EDRD 7718* --- Candidates in M.Ed. in Adolescent Education
AY 2007-2008
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
AY 2008-2009
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
AY 2009-2010
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
Expectation
Spring 1
Spring 2
Summer 1
Summer 2
* A= 4; B=3; C=2; D=1; F=0
Expectation
Expectation
Semester &
Section No.
Candidate’s Grades in EDRD 7718* --- Candidates in M.Ed. in English Education
Semester &
Section No.
AY 2007-2008
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
AY 2008-2009
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
AY 2009-2010
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
Expectation
Expectation
Expectation
Spring 1
Spring 2
Summer 1
Summer 2
* A= 4; B=3; C=2; D=1; F=0
5
Candidate’s Grades in EDRD 7718* --- Candidates in M.Ed. in Inclusive Education/Special
Education
Semester &
Section No.
AY 2007-2008
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
AY 2008-2009
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
AY 2009-2010
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
Expectation
Expectation
Expectation
Spring 1
Spring 2
Summer 1
Summer 2
* A= 4; B=3; C=2; D=1; F=0
Candidate’s Grades in EDRD 7718* --- Candidates in M.Ed. in Inclusive Education/TESOL
AY 2007-2008
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
AY 2008-2009
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
AY 2009-2010
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
Expectation
Spring 1
Spring 2
Summer 1
Summer 2
* A= 4; B=3; C=2; D=1; F=0
Expectation
Expectation
Semester &
Section No.
Candidate’s Grades in EDRD 7718* --- Candidates in MAT in TESOL
AY 2007-2008
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
AY 2008-2009
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
AY 2009-2010
Ave.
N (%) of
Course
Candidates
Grade &
Meeting
Range
Minimum
Expectation
Spring 1
Spring 2
Summer 1
Summer 2
* A= 4; B=3; C=2; D=1; F=0
Expectation
Expectation
Semester &
Section No.
T. Strieker, 10-22-08
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