Exhibit 2.4.g.15 Early Childhood Education MEd & CAS Comprehensive Data Analysis Report (DAR)
Summary 2011-2013
AY11:
1. Have the change(s) in response to data that you documented last year had the desired effect
on your program? Please provide specifics referencing prior changes that you submitted in AY
2009-2010.
In last year’s report, there were four new actions planned in response to the data, as well as the
continuation of several efforts described in the previous year. This discussion addresses the
effects of on-going changes as well as those made in 2009-2010. Acknowledging that
substantive change requires a commitment over time, as opposed to “quick fixes,” the following
discussion is offered.
Continuation of items noted in the fall 2010 report:




Web-based program information bas become the norm with admitted students now
regularly using TU email and taking advantage of online documents that are updated in a
timely manner.
Off campus growth has occurred substantially in enrollments at USG and SMHEC. As there
are now program completers from those locations, the effectiveness the actions taken to
create strong programs at our satellite campuses has been demonstrated in candidate
performance on the Graduate Professional Portfolio.
The newly revised advanced technology course, with its new course number ECED 616, has
been demonstrably effective (through portfolio assessment) in candidate learning and in
creating positive learning in early childhood classrooms. The course is now offered yearly
on campus and has also been offered off campus.
An increasing number of full-time Early Childhood Department faculty and CAS candidates
in the Teacher Educator Area of Focus have delivered courses in their areas of expertise at
on campus and off-campus sites. Effectiveness of this action has been evidenced by
student evaluations and Graduate Professional Portfolio presentations.
In addition to the continuation of efforts mentioned in the previous section, the faculty has
discussed the following actions described in the Fall 2010 report:

To assist with the “grad student learning curve,” there is a plan to at least pilot an
orientation seminar for students in the beginning of their graduate program. Not to add
another course, the plan would be to require a number of seminar meetings during the
first semester of the program to focus the student on the mission and goals of the
program, to help them build on their own Goals Statement, to situate them within the
profession and to introduce them to the core threads of the program (caring, ethics and
social justice, critical pedagogy and practice.)
The desired effects of this specific effort are yet to be determined. Making what would be a
change in program requirements is more than a simple action and is now in progress in the
Department. What has been done to work toward the desired effect has been the
intentional conversations that have taken place with candidates in a number of the
required and elective courses (see ECED 665 below) to address more intentionally the core
threads of the program. To the extent that candidates in these courses have been among
program completers, the faculty has seen positive effects in Portfolio assessment.

To further these themes, a revisioning or re-emphasis of ECED 665 will take place in the
now ECED-only sections to include reading and discussion in support of what was
introduced in the orientation seminar.
This action has been taken, with ECED-only sections of ECED 665 Curriculum Theory and
Development now offered in both the fall and spring semesters on campus. ECED-only
sections have been offered in our school-system cohort and at SMHEC and USG. (At HEAT,
ECED-only sections are offered but students may still choose a ECED/ELED 665/SCED741
section.) Reading and discussion have been revised to address topics intended for the
proposed program orientation seminar. Student evaluations and data from Assessment 8
and the Portfolio (Assessment 4) provide evidence that the ECE-only approach as had the
desired effect.

The APA manual will be required in the first semester of program course work.
As with the addition of orientation seminar, taking this step has required procedural
changes that are currently in progress. This effort is under way in concert with increased
attention to instruction in the use of APA style among undergraduate Early Childhood
students. Our assessment data show that APA proficiency grows among candidates as they
progress through the program but is at times scored as “Below Expectations” on rubrics for
assessments early in the program.

We will work at our distance technology capability, through Webex and other tools in
order to accommodate the increasing numbers of off campus students, to create a sense
of community across all locations, to offer more course options off campus (and on
campus) and to continue to support our current commitment to cross-location program
integrity.
This effort has begun and will continue to develop with more hybrid and online course. In
spring 2011, Webex and use of the extended Blackboard tools were used in ECED 773
Seminar to bring together three HEAT Center candidates with eleven candidates at SMHEC
to effectively complete this capstone course for the degree. Student evaluations and
portfolio assessment data provide evidence of the desired effects. Hybrid course offerings
on campus and at USG during 2010-2011 provided more schedule options for candidates,
making it logistically feasible for candidates to take courses further from home and work.
2. What significant findings emerge from your examination of these data?
What we have found in our examination of the data are as follows, beginning with overall findings:
 Aware of the emphasis on the positive impact on children’s learning in the current national P-12
education reform efforts, we are gratified with the effectiveness of our Graduate Professional
Portfolio (Assessment 4) as an assessment in this regard and with the strength of the candidate
data from this assessment. Most of the other assessments (Assessments 1, 3, 5, 6, 7, 8) also
provide evidence of our candidates’ effects on children’s learning and environments for learning.
The Graduate Professional Portfolio, however, as the culminating assessment addressing all
NAEYC Advanced Standards and the candidate growth in the M.Ed., is the most comprehensive.
Because having a positive impact on the children in their own classrooms is a personally held
goal of our candidates, the motivation is present and the implication is thus that the
responsibility falls to the faculty to provide opportunities for candidate learning.

Assessment data show candidate ratings that are, overall, consistently “Expectation met” or
“Expectations exceeded.” However, we find that the assessment and scoring rubrics are rigorous
and meaningful, yield valid indications of performance and not “inflated” scoring data.

We have found that, with enrollment growth in the program, there has been greater variance in
scores seen in the assessment data. To a degree, this is to be expected statistically but we are
continuing to critically examine where the lower scores are occurring, in terms of components if
the assessments, in the courses where those assessments take place, and the campus locations
where the courses are offered.

We have noted location-specific issues in candidate performance and are, as above, questioning
the context and expectations in off-campus cohorts and campuses, as well as the diversity
among on campus candidates and the prior academic experience they bring to the M.Ed.

Concerns about insuring consistent instruction and reliable assessment among the multiple
sections of courses is an ongoing discussion but the current data suggest that variations in scores
across sections by the same instructor suggest that variation in candidate performance are not
likely to be “instructor effects.”

Graduate Professional Portfolio: Data from this assessment have provided strong evidence of
candidate performance and program effectiveness across program locations, as well as offering
insight into the effects of data-driven changes that have been made.

Three assessments (Assessments 1, 6, and 7) from ECED 609 Growth and Development of Young
Children give us data to better understand our candidates’ strengths and needs as they begin,
and respond to, the degree program. We have seen that the few students with markedly lower
scores in these assessments have found that graduates study is not a good fit for them, at least
in this point in their lives. In some cases, we have also seen gratifying growth in the candidates,
based on their assessment scores, within the semester. These assessments address critical
content and dispositions related to the profession. Data support the continuing proposal for the
orientation seminar.

Assessment 2 from ECED 611 Teacher as Researcher provides perhaps the most rigorous
assessment of our candidates’ performance as graduate students. Also, taken early in the
program, the course offers insight to faculty of the academic, as well as professional, potential
(realized or not yet realized) of our candidates. We have concluded that the scores reflect the
rigor of the course and of the assessment. Date provide powerful information for faculty to work
throughout the program to support candidate performance. Data support the continuing
proposal for the orientation seminar.

In ECED 619 Assessment, Observation and Evaluation, Assessment 3 provides strong evidence of
our candidates’ proficiency and commitment to appropriate and effective use of assessment of
children’s learning.

Similarly, from ECED 607 Learner Diversity and Inclusion, data from Assessment 5 provide
evidence of our candidates’ commitment to each child and to all children and families. Consistent
with the Dispositions data, candidate growth in the awareness of self, understanding of others
and commitment to culturally responsive teaching and learning is evident in the data.

In ECED 665 Curriculum Theory and Development, data from Assessment 8 in 2010-2011
suggests that in the ECED-only sections, instructors are using the assessment and scoring rubric
consistently and with rigor. Data reinforce the continuing proposal for the orientation seminar to
support the candidates scoring “Below expectation.”
3. How have you involved faculty in your identification of the implications of these data?
The full-time faculty in the department of Early Childhood Education discussed these findings at the
December 2011 Department meeting. Because there are increasing numbers of full-time faculty
teaching graduate courses, on and off campus, it was important to have the discussion during a
Department meeting in order to have all voices heard. In addition, each semester, as formative
assessment, interim reviews of data from required assessments have taken place among course
instructors, both on and off campus, and the program director. Assessment data are now posted on
the departmental O: drive, facilitating discussion among faculty at any time. In addition, faculty
members serving on Graduate Portfolio review teams during fall, sprung and summer, identify
implications of the Portfolio assessment data. The Portfolio data provide a strong source of program
evaluation information as well as candidate performance.
4. What specific actions will you take in response to these data? (REQUIRED response to NCATE
AFI)

Specific actions in response to the data include a continued and strengthened sense of purpose in
creating the graduate student orientation to be required during the first semester in the
program, as described in Item 1. The program director, Department Chair, and senior graduate
faculty in the Department will work on the process of adopting the new program requirement as
well as its design (content and delivery.) The strengthening of ECED 665 as ECED-only, that was
initiated last year, will continue to support the program’s core commitments.

A related action from the previous year is the requirement for the APA Manual among beginning
M.Ed. students. The discussion has been related to the idea of including the APA learning
requirement in the orientation seminar. The faculty will plan ways to address this action in the
interim while the orientation seminar development proceeds. Assessment data show that rubric
components related to writing and mechanics are the ones where most of the “Below
expectations” candidate performance occurs.

A renewed sense of commitment to effective online instruction has come from student
evaluation and assessment data, notably the Graduate Professional Portfolio. Proposals have
been submitted for the development of two online courses for summer 2011, for the advanced
technology course ECED 616 and for a new course on working with dual language learners and
their families.

An examination of the assessment system itself has led to a planned action to revise the scoring
rubric for Assessment 2 Teacher Action Research Proposal to include a component on
information literacy and technology.

While proactively seeking ways to make a strong program even stronger, the most compelling
theme among the faculty was how to better support the “outliers” among candidates, those
scoring “Below expectations.” The specific actions include those described above, along with an
increased commitment to timely counseling of these candidates. One action to take place is the
strategy of having assessment data on the O: drive to alert the program director to begin a
conversation with the course instructor and subsequently with candidates.
AY12:
1. Have the change(s) in response to data that you documented last year had the desired
effect on your program? Please provide specifics referencing prior changes that you
submitted in AY 2010-2011.
As noted in the discussion below, actions related to each of the changes in response to the data
from 2011-2012 were taken. Effects have been seen, to some degree, immediately, while
others will be observed over time as the current graduate students progress to completion of
the program.

Changes in response to 2010-2011 data leading to specific included “a continued and
strengthened sense of purpose in creating the graduate student orientation to be required
during the first semester in the program.” This new program requirement was designed in detail
during Spring 2012 and implemented with the first of the originally planned sessions held on
campus on October 9 for students in ECED 609 and ECED 611, the first two courses in the
program. The second session is scheduled for November. The response from students at the first
session was so positive that we accelerated our plan to expand the orientation session to our
largest satellite campus location and a session is now planned for that location for December 5,
2012. The immediate response from students and their course instructors has been strong but
the ultimate effects will be seen as these students progress through the entire program.

An item for action from the 2010-2011 report was additional support for graduate students to
master APA style. This item has been addressed in two ways: Rather than requiring the purchase
of the APA Manual for beginning M.Ed. students in ECED 609 and ECED 611, we have worked
with Claire Holmes, Cook Library, to create links and video resources about APA on the Course
Gateways for all M.Ed. ECE courses. Since the inception of the Course Gateways in fall 2011,
instructors in all courses have emphasized APA and guided students to this resource. Evidence of
the effectiveness of this action is demonstrated in stronger candidate performance on all
assessments in this report, with specific rubric components in Assessments 5, 6, and 8.
Furthermore, as projected, discussion of the APA learning requirement is part of the orientation
seminar.

Cited in 2010-2011 was “a renewed sense of commitment to effective online instruction.” During
2011-2012. Proposals were approved and for two courses that were effectively taught in summer
2012: ECED 610 Learning Environments: Curriculum and Technology and ECED 670 Working with
Dual Language Learners and Families. Additionally, the Digital Media Classroom was used to
provide videos for the ECED 611 Course Gateway. Students in the course at off campus locations
could view Claire Holmes’ Cook Library orientation session for ECED 611 and two classes on
statistics.

As planned, the scoring rubric for Assessment 2 Teacher Action Research Proposal was revised to
include a component on information literacy and technology. Assessment data have been
included in this report.
2. What significant findings emerge from your examination of these data?
 Assessments throughout the program provide opportunities for candidates to demonstrate the
positive impact on children’s learning that is critical to the current national P-12 education
reform effort. Assessments 1, 3, 4, 5, 7, and 8 have direct child or curriculum planning or
evaluation components, and Assessments 2 and 6 engage candidates in research advocacy
designed to lead to direct or indirect positive impacts on children. Our overall candidate strength
in these assessments offers important evidence while providing an opportunity for further
program improvement.
 Of all the assessments, we are most gratified with the effectiveness of our Graduate Professional
Portfolio (Assessment 4) as evidence of our candidates’ positive impact on children. Consistently
strong data were reported from this assessment with on campus candidates in fall 2011 and
spring 2012 and with the first cohort to complete the program in Howard County in spring. As
the culminating assessment addressing all NAEYC Advanced Standards and the candidate growth
in the M.Ed., the Graduate Professional Portfolio is our most comprehensive assessment.
Because having a positive impact on the children in their own classrooms is a personally held
goal of our candidates, the motivation is present to demonstrate that effectiveness and,
therefore, the implication is that the responsibility falls to the faculty to provide opportunities for
candidate learning.

Assessment data show candidate ratings that are, overall, consistently “Expectation met” or
“Expectations exceeded.” However, we find that the assessment and scoring rubrics are rigorous
and meaningful, yield valid indications of performance and not “inflated” scoring data, as
evidenced by the reporting of the albeit few scores in “Met with Limitations” or “Below
Expectations.” We have found that, with enrollment growth in the program, there has been
greater variance in scores seen in the assessment data. To a degree, this is to be expected
statistically but we are continuing to critically examine trends where the lower scores are
occurring: components of the assessments, courses where those assessments take place, and
campus locations where the courses are offered.

We have examined with care our location-specific data and have found increasing consistency in
candidate performance among those on campus and those at satellite campuses and in schoolsystem cohorts. We have made continued progress and will work to maintain this consistent high
quality of graduate study at our off-campus locations. Solid assessment data from the rapidly
growing USG program and the strong data from the first Howard County cohort completers
offers compelling evidence. (Please see Section IV Data Tables, disaggregated by location.)

Concerns about insuring consistent instruction and reliable assessment among the multiple
sections of courses has been an ongoing discussion but the current data suggest that more
uniformly strong instruction is offered across sections and locations. The one course in which this
was not the case has been improved in terms of instructor and needed updating and sharing of a
common syllabus. By spring 2012, and in place for fall 2012, we are seeing a trend toward our
goal of “consistent instruction and reliable assessment.”

Graduate Professional Portfolio: Data from this assessment (N=66, four sections) have provided
strong evidence of candidate performance and program effectiveness across program locations,
as well as offering insight into the effects of data-driven changes that have been made. The
strength of the Howard program completers offered compelling evidence of the strength of this
latest TLN initiative.

Assessments 1, 6, and 7, all from ECED 609 Growth and Development of Young Children, have
given us data to better understand our candidates’ strengths and needs as they begin, and
respond to, the degree program. There was evidence of strong performance among all
candidates on the three assessments (N=63, four sections) with the exception of two candidates
who failed to complete Assessment 1. These assessments address critical content and
dispositions related to the profession.

Assessment 2 from ECED 611 Teacher as Researcher provides perhaps the most rigorous
assessment of our candidates’ performance as graduate students. Also, taken early in the
program, the course offers insight to faculty of the academic, as well as professional, potential
(realized or not yet realized) of our candidates. We have concluded that the scores reflect the
rigor of the course and of the assessment. Although the 2011-2012 should be considered strong,
with 3 of 80 candidates (3.8%) across five sections scoring “Below Expectations,” faculty
continue to work throughout the program to support each candidate’s performance.

Assessment 3, in ECED 619 Assessment, Observation and Evaluation, (N=69, three sections)
provided strong evidence in 2011-2012 of our candidates’ proficiency and commitment to
appropriate and effective use of assessment of children’s learning.

Assessment 5 data comes from ECED 607 Learner Diversity and Inclusion, and, as Assessment 3,
are strong (N=70, five sections) and have provided evidence of our candidates’ commitment to
each child and to all children and families. Consistent with the Dispositions data, candidate
growth in the awareness of self, understanding of others and commitment to culturally
responsive teaching and learning is evident in the data.

Assessment 8, provides data for 36 candidates in four sections of ECED 665 Curriculum Theory
and Development in 2011-2012. The ECED-only sections continue to be an effective delivery of
this course, although there were some “instructor effects” during the academic year, with one off
campus instructor failing to submit student scores. A concerted effort for consistency resulted in
the appointment of a full-time faculty member as instructor in the spring semester, also to serve
as mentor for others teaching the course, to insure that all are using the assessment and scoring
rubric consistently and with rigor. Data reinforce the need for the newly implemented orientation
seminar to support the candidates scoring “Below expectations.”
3. How have you involved faculty in your identification of the implications of these data?
The full-time faculty in the department of Early Childhood Education discussed these findings during
fall 2012 Department meeting. In addition, faculty members serving on Graduate Portfolio review
teams during fall, spring and summer, at both on-campus and off-campus locations, have identified
implications of the Portfolio assessment data. The Portfolio data provide a strong source of program
evaluation information as well as candidate performance and have guided aspects of program
improvement. Further involvement occurs as formative assessment, in the form of interim reviews of
data from required assessments that have taken place among course instructors, both on and off
campus, and the program director. Assessment data are posted on the departmental O: drive,
facilitating discussion among faculty at any time.
4. What specific actions will you take in response to these data? (REQUIRED response to NCATE
AFI)
Specific actions in direct response to the assessment data in this report address needs identified
in the 2011-2012. Actions will (1) support candidates to become successful as graduate students,
developing their identity as Early Childhood professionals and “masters” in their field, and (2)
provide effective course experiences with strong instructors and consistent syllabi, insuring the
integrity of the Towson M.Ed. in Early Childhood Education in all locations. The following will
detail actions in place, and yet to come, for 2012-2013.

Graduate Orienting Seminar Sessions: These sessions will be offered every semester on campus
and at least once a year at USG. Topics and discussion of the Orienting Seminar will be addressed
with each cohort in AACPS and Howard. Using the Digital Media Classroom to record the on
campus seminars will make the content available for candidates at all locations. To add to
orienting seminar and online program document, a document of the eight assessments current
at the time of entry will be provided to candidates, with the caveat of possible revision or
change.

Expanded course offerings and established course rotations at growing off campus locations:
USG will have four courses per semester/summer and an established course rotation; program
course plans will continue to be established at the beginning of each new cohort in AACPS and
Howard Counties; a program course plan will be in place for the current cohort at SMHEC; a
course rotation will be developed for HEAT/Northeast MDHEC. This plan will not only support
students but will help with regular staffing of courses. A marketing campaign targeted for the
HEAT Center has begun for 2012-2013 with Jesse Trahan.

More on-line courses: Added to ECED 610, on-line as of summer 2012, and ECED 670 Dual
Language Learners, piloted in summer 2012 to become approved course in 2012-2013, other
courses to begin the on-line development process are ECED 665 and ECED 619. The on-line
format supports graduate students at all locations and also helps to insure the consistent
instruction and assessment needed across locations.

Mentorship in teaching: Adding to the mentorship in ECED 665, faculty members will be
identified as mentors in each of the seven required courses, for the four reading electives, and
other electives as can be found. To insure high quality instruction in the many course sections
offered each semester/summer (24 total for spring 2013), regular part-time instructors who are
demonstrated to be effective in courses they teach will be recommended for associate graduate
faculty status.
AY13:
1. Have the change(s) in response to data that you documented last year had the desired effect on
your program? Please provide specifics referencing prior changes that you submitted in Fall
2012, covering AY 2011-2012.
4 areas were identified for 2011-2012: Graduate Orienting Seminar, expanded course offerings and
established course rotations, additional courses offered on-line, and mentorship in teaching.
Graduate Orienting Seminar
The expectation for 2011-2012 was to offer the Graduate Orienting Seminar each semester on campus
and at least once a year at the Universities at Shady Grove (USG). In addition, the seminar was to be
recorded and offered to all students, regardless of location, via a link on the M.Ed. home page
(http://grad.towson.edu/program/master/eced-med/). Neither of these goals was fully achieved.
A Graduate Orienting Seminar was held in fall 2012, on campus, in conjunction with one section (TU) of
ECED 609. Students from other courses were invited to attend. Attendance was mandatory for students
from other sections of ECED 609 (TU, 2nd section). Most students from all sections of ECED 609
attended, however some students were absent. Three instructors facilitated the discussion for the
graduate seminar.
Student feedback from the Graduate Orienting Seminar was received and reviewed. Student response to
the Seminar indicated a need to provide additional details on course selection, scheduling, and portfolio
organization. From this feedback, changes to the process, content, and possibly the time of the seminar
were addressed for 2012-2013.
Expanded Course Offerings and Established Course Rotations
A fixed course rotation was established for USG, and external cohorts in Anne Arundel and Howard
County. At USG, two required courses, ECED 609 Growth and Development of Young Children and ECED
619 Assessment, Observation and Evaluation in Early Childhood, are now offered each spring with the
addition of two elective courses. Summer courses have been added and include ECED 607 Learner
Diversity and Inclusion in Early Childhood Education (required), ECED 610 Learning Environments:
Curriculum and Technology (required) and two electives. ECED 611 Teacher as Researcher and ECED
665 Curriculum Development in Early Childhood Education, both required courses, are offered in the
fall. Two electives are offered as well. The capstone course for the program, ECED 773 Seminar in Early
Childhood Education, is also offered in the fall.
For external cohorts, a course sequence was established for fall, spring and summer: fall, one course;
spring, 1 course the first year; summer, 2 courses; fall, 1 course; spring, 2 courses with an early start
date in January for the first course and a March start date for the second course; summer, 2 courses;
fall, one course; spring, capstone course.
The course rotation for SMHEC was also altered to a cohort structure, with some courses offered in the
executive format. SMHEC cohort participants now reach several counties as well as members of the
Maryland NEAYC chapter.
Enrollment in courses held at USG increased and continues to increase. The demand for courses beyond
the specified course matrix is evident. Students are completing courses at both USG and TU. Anne
Arundel Cohorts continue to flourish with the expectation of a new cohort to begin in 2014.
No marketing has taken place for the promotion of the HEAT Center at this time. Enrollment has
decreased drastically. A course rotation has not yet been established for the HEAT Center however with
a course rotation in place, it is expected that enrollment at the HEAT Center will rebound.
An interest session was held in Howard County for a new cohort to begin fall 2013. Applications are
forthcoming.
On-Line Course Offerings
ECED 610 continues to be offered on-line in both summer and winter sessions. Enrollment reaches full
course capacity on a consistent basis. The process for ECED 670 Dual Language Learners becoming an
approved course is still underway. The expectation is this will take another year to complete (2013-2014
academic year). ECED 665 was approved and is now an on-line course. The process for developing ECED
619 as an on-line course is continuing.
Mentorship in Teaching
Faculty members were to be identified as mentors in each of the seven required courses, for the four
reading electives, and other electives as can be found. Faculty members were identified for ECED 665
(DePetris); and ECED 619 (Steele). An effort to identify faculty members for the remaining courses is
underway.
To insure high quality instruction in the many course sections offered each semester/summer, regular
part-time instructors who demonstrated to be effective in courses they teach would be recommended
for associate graduate faculty status. No decisions or progress has been made on associate graduate
faculty as university policies for this distinction have not yet been determined.
2. What significant findings emerge from your examination of these data?
What we have found in our examination of the data are as follows:
The overwhelming majority of candidates in the program are scoring at meeting or exceeding
expectations across all locations with a median of 94.6%. Overall scores in all assessments were in a
range from 90% to 100%. Candidates were confident in their dispositions as early childhood educators
and once again all candidates scored 100%. Assessments 1, 3, 4, 5, 7, and 8 have direct child or
curriculum planning or evaluation components, and Assessments 2 and 6 engage candidates in research
advocacy designed to lead to direct or indirect positive impacts on children. Our overall candidate
strength in these assessments offers important evidence while providing an opportunity for further
program improvement.
The scores for each assessment are indicated below.
Assessment
Course
Assignment
Meets or
Exceeds
Expectations
1
ECED 609
Final
Statement of
92.8%
Understanding
2
ECED 611
Research
Proposal
94.9%
3
ECED 619
Assessment
Tool Kit
92.4%
4
Culminating Graduate
Experience Portfolio
90.4%
5
ECED 607
Plan for
Commitment
and Action
6
ECED 609
Position Paper
95.5%
7
ECED 609
Child Study
94.6%
8
ECED 665
Curriculum
Evaluation
93.0%
100%
Meets
Expectations
with
Limitations
Below
Expectations
7.2%
8 of 110
candidates
5.1%
4 of 78
candidates
7.6%
7 of 92
candidates
9.6%
5 of 52
candidates
4.5%
5 of 111
candidates
5.4%
6 of 112
candidates
7%
7 of 43
candidates
ECED 609 sequence of assignments and data analysis
ECED 609 Growth and Development is the first course in the program. In this course, three assessments
are collected as evidence of candidate learning (Assessments 1, 6, 9). The first assignment completed is
the child study. This assignment is the last in a series of observational assignments. Candidates have the
opportunity to practice observation and recording skills prior to submitting this assignment. The
majority of candidates (94.6%) met or exceeded expectations for this assignment.
For those scoring below specified minimum requirements, most of the candidates demonstrated
difficulty with all aspects of the assignment. In one section alone (TU-fall 2012, 21.2% of the class),
seven students did not provide additional questions and two students neglected to submit field notes.
Total N= 112 for ECED 609 when the child study was submitted.
The second assignment in ECED 609 is the position statement. The majority of candidates (95.5%)
completed the Position Statement in ECED 609 meeting or exceeding expectations. A total of 10
students, less than 5% of all students enrolled in ECED 609 scored below expectations. Two students (TU
fall 2012) did not submit portions of the assignments and therefore received no credit for those
sections. This increased the overall number students scoring below specified expectations.
4.5% of the students scored below expectations with many of those students displaying a lack of writing
mechanics. Grammar, spelling and appropriate citations were not noted in position papers submitted by
the students. This is becoming a noticeable trend within the M.Ed. and needs to be addressed. APA
citations and correct APA format for references was also an issue for many students. Proper citation and
reference formatting are needed within the course content. Total N= 111 for ECED 609 when the
position paper was submitted.
The last assignment in ECED is the Final Statement of Understanding. The majority of students (92.8%)
enrolled in ECED 609 completed the Final Statement of Understanding at or beyond expectations. The
limited number of students that did not meet specified expectations (7.2%) struggled with connecting
course concepts to course content and assignments. Total N= 110 for ECED 609 when the Final
Statement of Understanding was submitted.
The total N for ECED 609 decreased as the semester progressed. Candidates withdrew from the course.
We speculate that the few students with lower scores in these assessments have found that graduate
study is not a good fit for them, at least in this point in their lives. For other students, a lack of writing
skills is prohibiting their ability to articulate their knowledge on the assignments.
Action Research
Assessment 2 from ECED 611 Teacher as Researcher provides perhaps the most rigorous assessment of
our candidates’ performance as graduate students. Also, taken early in the program, the course offers
insight to faculty of the academic, as well as professional, potential (realized or not yet realized) of our
candidates. The majority of the students (94.9%) completed the research proposal with expectations
met or beyond expectations. 2.6% of the students demonstrated difficulty articulating the statement of
the problem and defining the methodology for the research. The remaining scoring leading to a below
expectations were due incomplete information provided for budget (5.1%) and timeline (2.6%), and in
some cases neglecting to include an appendix (9.0%).
Identification and use of appropriate assessments
Assessment 3 is derived from data collected from students’ compilation of a variety of assessments
designed to provide information in various developmental domains. Students are expected to identify
an assessment, the use for that assessment, recognize differentiation strategies in needed for
implementation, and articulating how to communicate the results of the assessments with colleagues,
professionals and families. The assessment tool kit represents a range of assessments.
In ECED 619 Assessment, Observation and Evaluation, Assessment 3 provides strong evidence of our
candidates’ proficiency and commitment to appropriate and effective use of assessment of children’s
learning. All students met expectations for the tool kit assignment. The majority of students (92.4%)
completed the assessment tool kit with expectations clearly met or beyond expectations with only 7.6%
of students demonstrating limitations in meeting expectations.
Diversity
Similarly, from ECED 607 Learner Diversity and Inclusion, data from Assessment 5 provide evidence of
our candidates’ commitment to each child and to all children and families. Consistent with the
Dispositions data, candidate growth in the awareness of self, understanding of others and commitment
to culturally responsive teaching and learning is evident in the data. All students scored wither proficient
or distinguished on the Plan for Commitment and Action, with the majority exceeding expectations
(95.4%). Of the 4.6% scoring in the proficient range (24-27), all students scored 27 points.
Curriculum
Assessment 8 provides data regarding the analysis of curricula authentic to the students. Students are
expected to critically examine, indicating additional criteria from which to analyze, a specific curriculum,
and offer recommendations. Students met the expectations for the curriculum evaluation project in
ECED 665. The majority of students (93%) across all sections of ECED 665 clearly met or exceeded
expectations. A total of 6 students (7%) completed the assignment with expectations met with
limitations. Of these students, lower scores on additional criteria and appropriate citations and
references were indicated. The lack of knowledge on proper APA citation has been seen across other
courses and assignments. Data support continuing APA citation seminars in ECED 609 to establish
proper procedures for referencing and citing resources.
Culminating experience – Graduate Professional Portfolio
The Graduate Professional Portfolio, as the culminating assessment addressing all NAEYC Advanced
Standards and the candidate growth in the M.Ed., is the most comprehensive. Traditionally, data from
this assessment have provided strong evidence of candidate performance and program effectiveness
across program locations, as well as offering insight into the effects of data-driven changes that have
been made.
In 2011-2012, 13.6% of candidates scored at the proficient level; 89.9% at the distinguished level. The
data from 2012-2013 follows suit with 9.6% at a proficient level and the majority of students (90.4%) at
the distinguished level. However at the presentation of their graduate professional portfolio, many
candidates indicated they did not consider the connection between coursework, content, assignments,
and professional practice until the end of the program. The foundation of the M.Ed. program is based on
theory, collaboration, authenticity, application, advocacy, and an ethic of care. The expectation for all
students in the M.Ed. is to understand and apply the foundations aligning with the NAEYC Standards for
Preparation in Advanced Programs. The lack of consideration of students during the program is a
concern. Through informal data collection (inquiries during Seminar, various points in the program, and
at portfolio presentations), students indicated a need for more information on the process and content
of the graduate professional portfolio. Data supports the continuing of the orientation seminar.
Rigor across sections and locations
Concerns about insuring consistent instruction and reliable assessment among the multiple sections of
courses has been an ongoing discussion but the current data suggest that more uniformly strong
instruction is offered across sections and locations. (TU = 15; External Locations = 11)
3. How have you involved faculty in your identification of the implications of these data?
Communication, Collaboration, and Documentation
The full-time faculty in the department of Early Childhood Education discussed these findings during fall
2013 Department meeting. In addition, faculty members serving on Graduate Portfolio review teams
during fall, spring and summer, at both on-campus and off-campus locations have identified implications
of the Portfolio assessment data. The Portfolio data provide a strong source of program evaluation
information as well as candidate performance and have guided aspects of program improvement.
Further involvement occurs as formative assessment, in the form of interim reviews of data from
required assessments that have taken place among course instructors, both on and off campus, and the
program director. Assessment data are posted on the departmental O: drive, facilitating discussion
among faculty at any time.
4. What specific actions will you take in response to these data? (REQUIRED response to NCATE
AFI)
Exploration of items from 2012-2013 will continue with a plan of action along with newly indicated
problems of practice.
Graduate Orienting Seminar
Plan of Action 2013-2014: Revision of the agenda for the Orientating Seminar to include course
progression or sequence, scheduling, portfolio clarification in addition to topics already discussed
(philosophy, foundation of program). Orienting Seminar is to be offered each fall and spring on campus.
Seminar will be held in conjunction with ECED 609, with an invitation to all students. A graduate
representative (Graduate Program Director or Full time faculty member) will attend USG Open House in
either fall or spring. Recording of the Seminar will occur fall 2014 or spring 2015 after data analysis of
seminars in 2013-2014.
Expanded Course Offerings and Established Course Rotations
Plan of Action 2013-2014: Fixed course rotations will be monitored for all locations (USG, external
cohorts, HEAT, SMHEC). Student feedback on the executive model at SMHEC will also be considered. A
new Howard County cohort will begin fall 2013 with ECED 609.
On-Line Course Offerings
Plan of Action 2013-2014: The process has formally begun to include ECED 670 Dual Language Learners
as an approved course in the M.Ed. The process for developing ECED 619 as an on-line course is
continuing.
Mentorship in Teaching
Plan of Action 2013-2014: Identification of faculty for courses continues. In addition, responsibilities for
mentorship in these courses are to be outlined.
Newly indicated problems of practice
Lack of graduate quality writing
There has been a greater trend among current and incoming graduate students demonstrating a lack of
writing skills. An issue with grammar and spelling has been consistent across assignments and courses.
There is consideration to require an essay response as part of the application process.
Plan of Action 2013-2014: Informal data collection regarding student quality writing will occur for the
2013-14 academic year. If data is collected supporting this trend, the official process will begin to change
program admission requirements. Support is offered to current students through the promotion of the
writing center.
The Writing Center provides individual writing support to all members of the Towson
community, including undergraduate and graduate students as well as faculty and staff. We
work with writers at any stage of the writing process from brainstorming to polishing the final
draft. We help writers develop and organize their thoughts, sharpen their focus, and
communicate their ideas more clearly and precisely. We support writers with any type of writing
project, whether that is a PowerPoint presentation for a sociology class, a lab report for biology,
or a resume for a summer internship. http://www.towson.edu/writingcenter/index.asp
Identifying Additional Issues within the graduate program
With a change in position of graduate program director, it is advised that for the academic year 2013-14,
limited changes will take place until new graduate program directors have become familiar with and
mastered all current procedures in the Master’s program.
Plan of Action for 2013-2014: Concerns and issues will be noted (students, courses, schedules,
assignments, faculty, procedures, etc) but action plans will not be formalized until 2014-15.