Minor in Secondary Education
Spring 2014 and Fall 2014
Student Learning Outcomes Assessment Plan and Report
(Document student learning outcomes assessment plans and assessment data for each undergraduate and
graduate degree program and certificate program, stand alone minor, and distance education program
offered online only.)
College:
Department:
Degree Program:
College of Education
Middle and Secondary Education
Minor in Secondary Education – Initial Licensure
The University of North Carolina at Charlotte offers 2 pathways to the Initial Teacher Licensure required to
teach in North Carolina. One is the Graduate Certificate in Teaching (GCT) and the other is the Minor in
Secondary Education. Due to state regulations both must have the exact same student learning outcomes.
The Minor in Secondary Education is the focus of this report. Content area foci include pathways with a
traditional BA content area degree (in English, Mathematics, Biology, Chemistry, Physics, Earth Science,
History, and Geography), and the Minor in Secondary Education or a Graduate Certificate (GCT) that is
earned after completing an approved BA degree. The Minor in Secondary Education provides 9-12 licensure
in one of the following areas: English/Language Arts, Mathematics, Comprehensive Science and
Comprehensive Social Studies.
Reflection on the Continuous Improvement of Student Learning
1. List the changes and improvements your program planned to implement as a result of last year’s student learning
outcomes assessment data.
2. Were all of the changes implemented? If not, please explain.
3. What impact did the changes have on student learning?
As was indicated in the 2013 Annual Report, all undergraduate teacher-candidates completing a Minor in
Secondary Education met expectations for each of the five SLOs. As a result no changes were made.
Student Learning Outcome 1
(knowledge, skill or ability to be assessed)
SLO 1: Initial teacher licensure candidates demonstrate knowledge of the important principles and
concepts of the content they teach.
All program completers pass the content examinations in states that require examinations for
licensure.
1
Minor in Secondary Education
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the
assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology
and Performance Outcome) for this student learning outcome since your last report was submitted, briefly
summarize the changes made and the rationale for the changes.
Due to the piloting of a new performance-based assessment (edTPA) in 2014, teacher candidates
in the Undergraduate Minor in Secondary Education no longer complete the Instructional Unit
Plan (IUP) assignment. Once the edTPA rubrics have been finalized, this assessment will be used
as a new measure for SLO 1.
Due to state adoption of the PRAXIS II content test as a licensure requirement in all content
areas, undergraduate minors in Secondary Education will also demonstrate content knowledge
via passing scores on the PRAXIS II content test.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will
be used to gauge acquisition of this student learning outcome and explain how it assesses the desired
knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated
with this student learning outcome are to be submitted electronically to the designated folder on the
designated shared drive.


A common observation instrument, Student Teaching Assessment Rubric (STAR 2012),
is used with every student teacher at the end of his or her academic program. The final
(fourth) administration of the STAR instrument is used specifically to measure SLO 1.
The University Supervisor (US) observes the teacher candidate using the rubric. The
rubric has a 4-point scale. Three elements included on the STAR rubric are used to
measure SLO #1 (K2a: Demonstrates Knowledge of Content, K2c Demonstrates
Awareness of Literacy Instruction Across All Content Areas, K2d Makes content relevant
and accessible to all learners).
PRAXIS II Subject Assessment measures teacher candidates’ knowledge and skills. The
tests are used for licensing and certification processes and required of all teacher
candidates in the state of North Carolina.
2
Minor in Secondary Education
Methodology: Describe when, where and how the assessment of this student learning outcome will be
administered and evaluated. Describe the process the department will use to collect, analyze and
disseminate the assessment data to program faculty and to decide the changes/improvements to make on
the basis of the assessment data.
The Student Teaching Assessment Rubric (STAR 2012) is used to evaluate a student’s work and
teaching during the student teaching semester which is the final semester a teacher candidate is
in the program. The student teaching semester includes a secondary education student teaching
course and MDSK 4150, Assessment, Reflection, & Management Practices. The student
teaching courses for the Minor in Secondary Education include: SECD 4451, SECD 4452,
SECD 4453, or SECD 4454]. Candidates only enroll in one of the four courses and enrollment
is based on the licensure area. Each course provides all candidates the same student teaching
experience but are separated to designate the content area in which candidates will receive
licensure. These include secondary English, mathematics, science, and social studies. For all
licensure areas, the University Supervisor (US) observes the student teacher in a school setting.
The final administration of the instrument is collected and used to measure SLO #1.
Teacher candidates must complete the PRAXIS II prior to completion of student teaching
semester: SECD 4451, SECD 4452, SECD 4453, or SECD 4454. Candidates who fail to do so
will have their licensure paperwork held in the Teacher Education Advising, Licensure and
Recruitment Office (TEALR) until documentation of their passing score has been submitted.
Praxis II tests are delivered electronically. They are administered through an international
network of test centers. Teacher candidates must register to complete the test online at the
Education Testing Services (ETS) website. In the state of North Carolina a passing score for a
candidate seeking an initial license to teach secondary education licensure areas is as follows:
3
Minor in Secondary Education
Scores are collected using a data management system, TaskStream, and are analyzed at the
college and program levels. Simple descriptive statistics are used to analyze the scores, and
disaggregated findings are reported by semester at three levels (College, Program and Licensure
Area). Once a year results from all assessments administered by the programs are disseminated
to the faculty in the College of Education. The data are discussed during a final faculty meeting
and next steps are determined to address any needs identified. All strategies determined during
4
Minor in Secondary Education
this closing the loop discussion are implemented during the next academic year. All data reports
created by the College of Education are housed on a secure website which is accessible to all
faculty within the College of Education.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate
proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the
students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring
Rubric. (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance,
is to be submitted electronically to the designated folder on the designated shared drive.)
The program expects 80% of its teacher candidates to score “3” or better (target/exemplary) on
the Student Teaching Assessment Rubric (STAR 2012) which uses a 4 point scale. In regard to
the PRAXIS II, it is the program expectation that a passing mean score be obtained by all
candidates prior to completion of their degree and before recommendation for licensure.
2013 Assessment Data
2014 Assessment Data
Program
Semester
Count
STAR 2012: K2a Demonstrates Knowledge of
Content
STAR 2012: K2c Demonstrates Awareness of
Literacy Instruction Across All Content Areas
STAR 2012: K2d Makes content relevant and
accessible to all learners
Count
SECD
Minor
Spring
2013
30
SECD
Minor
14
SECD
Minor
Spring
2014
30
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
15
47
Fall 2013
SECD
Minor
Fall 2014
11
86.8%
N/A%
Praxis II*
*Data were not available for 68% of candidates. Mean program scores could not be calculated.
Plans for 2015: Based upon the 2014 assessment data included in this annual report, what
changes/improvements will the program implement during the next year to improve performance on this
student learning outcome?
All performance outcomes were met. As a result, no changes are needed at this time. To better
prepare candidates in all programs, the College of Education and College of Liberal Arts and
Sciences will continue to offer preparatory PRAXIS II workshops in a variety of content areas.
5
Minor in Secondary Education
Student Learning Outcome 2
(knowledge, skill or ability to be assessed)
SLO 2: Initial teacher licensure candidates demonstrate thorough understanding of the
relationship between clear, meaningful presentation of content and content-specific pedagogy
through the appropriate use of multiple explanations, instructional strategies, and technologies.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the
assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology
and Performance Outcome) for this student learning outcome since your last report was submitted, briefly
summarize the changes made and the rationale for the changes.
Due to the piloting of a new performance-based assessment (edTPA) in 2014, teacher candidates
in the Minor in Secondary Education no longer complete the Instructional Unit Plan (IUP)
assignment. Once the edTPA rubrics have been finalized, this assessment will be used as a new
measure for SLO 2.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will
be used to gauge acquisition of this student learning outcome and explain how it assesses the desired
knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated
with this student learning outcome are to be submitted electronically to the designated folder on the
designated shared drive.

A common observation instrument, Student Teaching Assessment Rubric (STAR 2012), is used
with every student teacher at the end of his or her academic program. The final (fourth)
administration of the STAR instrument is used specifically to measure the SLO 2. The University
Supervisor (US) observes the teacher candidate using the rubric. The rubric has a 4-point scale.
Six elements included on the STAR 2012 rubric relate specifically to Pedagogical Content
Knowledge and are therefore used to measure SLO #2 (E5b Develops higher order thinking skills
in students, E5c Uses a variety of instructional methods, E5d Integrates technology with
instruction, E5e Varies the instructional role, E2a Teachers connect content, K2b Implements
interdisciplinary approaches and multiple perspectives for teaching content).
6
Minor in Secondary Education
Methodology: Describe when, where and how the assessment of this student learning outcome will be
administered and evaluated. Describe the process the department will use to collect, analyze and
disseminate the assessment data to program faculty and to decide the changes/improvements to make on
the basis of the assessment data.
The Student Teaching Assessment Rubric (STAR 2012) is used to evaluate a student’s work and teaching
during the student teaching semester which is the final semester a teacher candidate is in the program.
The final (fourth) administration of the STAR 2012 instrument is used specifically to measure the
SLO#2. The student teaching semester includes a secondary education student teaching course and
MDSK 4150, Assessment, Reflection, & Management Practices. The student teaching courses for the
Minor in Secondary Education include: SECD 4451, SECD 4452, SECD 4453, or SECD 4454.
Candidates only enroll in one of the four courses and enrollment is based on the licensure area. Each
course provides all candidates the same student teaching experience but are separated to designate the
content area in which candidates will receive licensure. These include secondary English, mathematics,
science, and social studies. For all licensure areas, the University Supervisor (US) observes the student
teacher in a school setting. The final administration of the instrument is collected and used to measure
SLO #2.
Scores are collected using a data management system, TaskStream, and are analyzed at the college and
program levels. Simple descriptive statistics are used to analyze the scores, and disaggregated findings
are reported by semester at three levels (College, Program and Licensure Area). Once a year results from
all assessments administered by the programs are disseminated to the faculty in the College of Education.
The data are discussed during a final faculty meeting and next steps are determined to address any needs
identified. All strategies determined during this closing the loop discussion are implemented during the
next academic year. All data reports created by the College of Education are housed on a secure website
which is accessible to all faculty within the College of Education.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate
proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the
students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring
Rubric. (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance,
is to be submitted electronically to the designated folder on the designated shared drive.)
The program expects 80% of its teacher candidates to score “3” or better (target/exemplary or
proficient/accomplished) on the STAR 2012 Rubric, which has a 4-point scale.
2013 Assessment Data
2014 Assessment Data
Program
Semester
Count
STAR 2012: E5b Develops Higher Order Thinking Skills
in Students
STAR 2012: E5c Uses a Variety of Instructional Methods
STAR 2012: E5d Integrates Technology with Instruction
STAR 2012: E5e Varies the Instructional Role
STAR 2012: E2a Teachers connect content
7
SECD
Minor
Spring
2013
30
SECD
Minor
Fall
2013
14
SECD
Minor
Spring
2014
30
SECD
Minor
Fall
2014
11
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
Minor in Secondary Education
STAR 2012: K2b Implements Interdisciplinary Approaches
and Multiple Perspectives for Teaching Content
100%
100%
100%
100%
Plans for 2015: Based upon the 2014 assessment data included in this annual report, what
changes/improvements will the program implement during the next year to improve performance on this
student learning outcome?
All performance outcomes were met. As a result, no changes are needed at this time.
Student Learning Outcome 3
(knowledge, skill or ability to be assessed)
SLO 3: Initial teacher licensure candidates apply their knowledge of how students learn to
facilitate meaningful and accessible learning for all students, while considering family, community,
and real-world issues, reflecting on their practice, and making necessary adjustments to enhance
student learning.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the
assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology
and Performance Outcome) for this student learning outcome since your last report was submitted, briefly
summarize the changes made and the rationale for the changes.
Due to the piloting of a new performance-based assessment (edTPA) in 2014, teacher candidates
in the Minor in Secondary Education no longer complete the Instructional Unit Plan (IUP)
assignment. Once the edTPA rubrics have been finalized, this assessment will be used as a new
measure for SLO 3.
The Professional Development Plan (EE6) has been added for assessment of SLO#3.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will
be used to gauge acquisition of this student learning outcome and explain how it assesses the desired
knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated
with this student learning outcome are to be submitted electronically to the designated folder on the
designated shared drive.

A common observation instrument, Student Teaching Assessment Rubric (STAR 2012),
is used with every student teacher at the end of his or her academic program. The final
(fourth) administration of the STAR 2012 instrument is used specifically to measure the
SLO. The University Supervisor (US) observes the teacher candidate during the student
teaching internship and evaluates his/her teaching skills using the STAR 2012 Rubric.
The rubric has a 4-point scale. Ten elements included on the STAR rubric relate
specifically to Professional and Pedagogical Knowledge and Skills and are therefore
used to measure SLO #3 (E1a Manages Time and Materials), E1c (Monitors and
Responds to Student Behavior), E2b (Communicate Effectively with Students), E2c
(Encourages Students to Articulate Understanding of Content), E2d (Embraces Diversity
in the School Community and in the World), E3c (Creates Opportunities for Learner
Response), E4a (Develops Plans that are Aligned with State and District Curriculum),
8
Minor in Secondary Education

E4b (Monitors and Adjusts Lesson Plans to meet and enhance student progress towards
goals), E5a (Poses Quality Questions , and C1d (Self-evaluates Teaching and
Professional Role).
The Professional Development Plan (EE6) has been added for assessment of SLO 3. The
Professional Development Plan (EE6) is completed by candidates in the Undergraduate
Minor in Secondary Education program during the student teaching semester (SECD
4451, SECD 4452, SECD 4453, or SECD 4454). In fulfillment of this requirement,
candidates include analyses of school data using the school improvement plan. The
Professional Development Plan (EE6) rubric has a 3-point scale. The Professional
Development Plan is evaluated by the University Supervisor using this rubric and is used
to measure SLO 3 (2e.1 Communicates and collaborates with home and community).
9
Minor in Secondary Education
Methodology: Describe when, where and how the assessment of this student learning outcome will be
administered and evaluated. Describe the process the department will use to collect, analyze and
disseminate the assessment data to program faculty and to decide the changes/improvements to make on
the basis of the assessment data.
The Student Teaching Assessment Rubric (STAR 2012) is used to evaluate a student’s work and
teaching during the student teaching semester which is the final semester a teacher candidate is
in the program. The student teaching semester includes a secondary education student teaching
course and MDSK 4150, Assessment, Reflection, & Management Practices. The student
teaching courses for the Minor in Secondary Education include: SECD 4451, SECD 4452,
SECD 4453, or SECD 4454. Candidates only enroll in one of the four courses and enrollment is
based on the licensure area. Each course provides all candidates the same student teaching
experience but are separated to designate the content area in which candidates will receive
licensure. These include secondary English, mathematics, science, and social studies. For all
licensure areas, the University Supervisor (US) observes the student teacher in a school setting.
The final administration of the instrument is collected and used to measure SLO #3.
The Professional Development Plan (EE6) is a capstone product completed during the student
teaching semester. The student teaching semester includes a secondary education student
teaching course and MDSK 4150, Assessment, Reflection, & Management Practices. The
student teaching courses for the Minor in Secondary Education include: SECD 4451, SECD
4452, SECD 4453, or SECD 4454. This product requires the candidate to reflect on specific
coursework and professional development activities that he/she has experienced throughout the
program. The Professional Development Plan (EE6) is scored by the University Supervisor
using the Professional Development Plan rubric. The rubric uses a 3-point scale: 1, Not Met
(Inadequate); 2, Proficient (Meets Standard); 3, Accomplished (Exemplary). The data from the
rubric are collected and the element 2e.1 Communicates and collaborates with home and
community is used to measure SLO 3.
Scores are collected using a data management system, TaskStream, and are analyzed at the
college and program level. Simple descriptive statistics are used to analyze the scores, and
disaggregated findings are reported by semester at three levels (College, Program and Licensure
Area). Once a year results from all assessments administered by the programs are disseminated
to the faculty in the College of Education. The data are discussed during a final faculty meeting
and next steps are determined to address any needs identified. All strategies determined during
this closing the loop discussion are implemented during the next academic year. All data
reports created by the College of Education are housed on a secure website which is accessible
to all faculty within the College of Education.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate
proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the
students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring
Rubric. (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance,
is to be submitted electronically to the designated folder on the designated shared drive.
The program expects 80% of its teacher candidates to score “3” or better (target/exemplary) on
10
Minor in Secondary Education
the STAR, which has a 4-point scale. With respect to the Professional Development Plan (EE6),
which has a 3-point scale, the program expects 80% of its teacher candidates to score “2” or
better (meets standard/exemplary) on the corresponding rubric.
2013 Assessment Data
2014 Assessment Data
Program
Semester
Count
STAR 2012: E1a Manages Time and Materials
STAR 2012: E1c Monitors and Responds to Student Behavior
STAR 2012: E2b Communicate Effectively with Students
STAR 2012: E2c Encourages Students to Articulate
Understanding of Content
STAR 2012: E2d Embraces Diversity in the School
Community and in the World
STAR 2012: E3c Creates Opportunities for Learner Response
STAR 2012: E4a Develops Plans that are Aligned with State
and District Curriculum
STAR 2012: E4b Monitors and Adjusts Lesson Plans (to meet
and enhance student progress towards goals)
STAR 2012: E5a Poses Quality Questions
STAR 2012: C1d Self-evaluates Teaching and Professional
Role
Count
PDP: 2e.1 Communicates and collaborates with home and
community
SECD
Minor
Spring
2013
30
100%
100%
100%
SECD
Minor
Fall
2013
14
100%
100%
100%
SECD
Minor
Spring
2014
30
100%
100%
100%
SECD
Minor
Fall
2014
11
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
58
10
100%
100%
Plans for 2015: Based upon the 2014 assessment data included in this annual report, what
changes/improvements will the program implement during the next year to improve performance on this
student learning outcome?
All performance outcomes were met. As a result, no changes are needed at this time.
Student Learning Outcome 4
(knowledge, skill or ability to be assessed)
SLO 4: Initial teacher licensure candidates demonstrate classroom behaviors consistent with
fairness and the belief that all students can learn, including creating caring, supportive learning
environments, encouraging student-directed learning, and making adjustments to their own
professional dispositions when necessary.
11
Minor in Secondary Education
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the
assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology
and Performance Outcome) for this student learning outcome since your last report was submitted, briefly
summarize the changes made and the rationale for the changes.
To address SLO 4, teacher candidates in the Undergraduate Minor in Secondary Education program have
their dispositions assessed by their Cooperating Teacher in the Student Teaching Semester.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will
be used to gauge acquisition of this student learning outcome and explain how it assesses the desired
knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated
with this student learning outcome are to be submitted electronically to the designated folder on the
designated shared drive.
A common observation instrument, Student Teaching Assessment Rubric (STAR 2012), is used with
every student teacher at the end of his or her academic program. The University Supervisor (US)
observes the teacher candidate during the student teaching internship and evaluates his/her teaching skills
using the STAR Rubric. The rubric has a 4-point scale. Three elements included on the STAR rubric
relate specifically to SLO 4 (K1b Sets Expectations for Learning and Achievement, E1d Establishes and
Maintains a Positive Climate, C1a Assumes the Professional Role and Maintains High Ethical
Standards).
The Assessment of Professional Dispositions (APD) is completed during student teaching courses for the
Minor in Secondary Education include: SECD 4451, SECD 4452, SECD 4453, or SECD 4454]. This
rubric is used by the University Supervisor and the Cooperating Teacher to rate behaviors observed
during the year long internship and the student teaching experience. The rubric has a 4-point scale: Not
Observed, Needs Improvement, Meets Expectations and Exceeds Expectations. The data from the rubric
are collected and the elements are: D1 Impact, D2 Professional Identity & Growth, D3 Leadership, D4
Advocacy, D5 Collaboration, D6 Ethics that are used to measure SLO #4.
12
Minor in Secondary Education
Methodology: Describe when, where and how the assessment of this student learning outcome will be
administered and evaluated. Describe the process the department will use to collect, analyze and
disseminate the assessment data to program faculty and to decide the changes/improvements to make on
the basis of the assessment data.
The Student Teaching Assessment Rubric (STAR 2012) is used to evaluate a student’s work and teaching
during the student teaching semester which is the final semester a teacher candidate is in the program.
The student teaching semester includes a secondary education student teaching course and MDSK 4150,
Assessment, Reflection, & Management Practices. The student teaching courses for the Minor in
Secondary Education include: SECD 4451, SECD 4452, SECD 4453, or SECD 4454]. Candidates only
enroll in one of the four courses and enrollment is based on the licensure area. Each course provides all
candidates the same student teaching experience but are separated to designate the content area in which
candidates will receive licensure. These include secondary English, mathematics, science, and social
studies. For all licensure areas, the University Supervisor (US) observes the student teacher in a school
setting. The final administration of the instrument is collected and used to measure SLO #4.
The Assessment of Professional Dispositions (APD) is completed during student teaching courses for the
Minor in Secondary Education include: SECD 4451, SECD 4452, SECD 4453, or SECD 4454].
Candidates only enroll in one of the four courses and enrollment is based on the licensure area. Each
course provides all candidates the same student teaching experience but are separated to designate the
content area candidates will receive licensure. These include secondary English, mathematics, science,
and social studies. For all licensure areas, the University Supervisor (US) observes the student teacher in
a school setting. This rubric is used by the University Supervisor and the Cooperating Teacher to rate
behaviors observed during the year-long internship and the student teaching experience.
Scores are collected using a data management system, TaskStream, and are analyzed at the college and
program levels. Simple descriptive statistics are used to analyze the scores, and disaggregated findings
are reported by semester at three levels (College, Program and Licensure Area). Once a year results from
all assessments administered by the programs are disseminated to the faculty in the College of Education.
The data are discussed during a final faculty meeting and next steps determined to address any needs
identified. All strategies determined during this closing the loop discussion are implemented during the
next academic year. All data reports created by the College of Education are housed on a secure website
which is accessible to all faculty within the College of Education.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate
proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the
students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring
Rubric. (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance,
is to be submitted electronically to the designated folder on the designated shared drive.)
The program expects 80% of its teacher candidates to score “3” or better (target/exemplary or meets
expectations) on a 4 point scale on both rubrics [Student Teaching Assessment Rubric (STAR) and
Assessment of Professional Dispositions (APD)].
2013 Assessment Data
2014 Assessment Data
SECD SECD SECD SECD
Program Minor Minor Minor Minor
Semester Spring Fall Spring Fall
13
Minor in Secondary Education
Count
STAR 2012: K1b Sets Expectations for Learning and
Achievement
STAR 2012: E1d Establishes and Maintains a Positive Climate
STAR 2012: C1a Assumes the Professional Role and Maintains
High Ethical Standards
Count
APD: D1 Impact
APD: D2 Professional Identity & Growth
APD: D3 Leadership
APD: D4 Advocacy
APD: D5 Collaboration
APD: D6 Ethics
2013
30
2013
14
2014
30
2014
11
96.7%
100%
96.7%
100%
100%
100%
100%
100%
100%
100%
100%
100%
28
100%
100%
100%
100%
100%
100%
14
100%
100%
100%
100%
100%
100%
31
100%
100%
100%
100%
100%
100%
11
100%
100%
100%
100%
100%
100%
Plans for 2015: Based upon the 2014 assessment data included in this annual report, what
changes/improvements will the program implement during the next year to improve performance on this
student learning outcome?
All performance outcomes were met. As a result, no changes are needed at this time.
Student Learning Outcome 5
(knowledge, skill or ability to be assessed)
SLO 5: Initial teacher licensure candidates demonstrate a positive impact on student learning by
assessing/analyzing student learning, adjusting instruction, monitoring progress, and reflecting on
the effects of their instruction.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the
assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology
and Performance Outcome) for this student learning outcome since your last report was submitted, briefly
summarize the changes made and the rationale for the changes.
Teacher candidates no longer complete the Instructional Unit Plan (IUP) assignment due to the
piloting of new performance-based practice tasks and assessments (edTPA) in 2014. Once the
edTPA rubrics have been finalized, these assessments will be used as new measures for SLO 5.
The Professional Development Plan (PDR) which satisfies NCDPI’s Electronic Evidence #6 for
program accreditation has been added for assessment of SLO 5.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will
be used to gauge acquisition of this student learning outcome and explain how it assesses the desired
knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated
with this student learning outcome are to be submitted electronically to the designated folder on the
designated shared drive.

A common observation instrument, Student Teaching Assessment Rubric (STAR 2012),
is used with every student teacher at the end of his or her academic program. The
University Supervisor (US) observes the teacher candidate using the rubric. The rubric
14
Minor in Secondary Education

has a 4-point scale. Six elements included on the STAR rubric relate specifically Student
Learning and are therefore used to measure SLO 5 (K1a Individualizes the Instructional
Environment, E3a Uses a Variety of Formal and Informal Assessment Strategies, E3b
Establishes Criteria and Provides Assessment Feedback, E3d Uses, Monitors, and
Records Assessment Data, E4b Monitors and Adjusts Lesson Plans (to meet and enhance
student progress towards goals, E4c Collaborates and Plans with Others Professionals).
The Professional Development Plan (PDR) which satisfies NCDPI’s Electronic Evidence
#6 for program accreditation has been added for assessment of SLO 5. The PDR is
completed by candidates in the Undergraduate Minor in Secondary Education program
during the student teaching semester. In fulfillment of this requirement, candidates
include analyses of school data using the school improvement plan. The Professional
Development Plan (PDR) rubric has a 3-point scale. The PDR is evaluated by the
University Supervisor using this rubric and is used to measure SLO 5 (1b.3 Uses data to
identify areas of need for School Improvement Plan).
15
Minor in Secondary Education
Methodology: Describe when, where and how the assessment of this student learning outcome will be
administered and evaluated. Describe the process the department will use to collect, analyze and
disseminate the assessment data to program faculty and to decide the changes/improvements to make on
the basis of the assessment data.
The Student Teaching Assessment Rubric (STAR) 2012 is implemented in Student Teaching
Semester. The student teaching semester includes a secondary education student teaching course
and MDSK 4150, Assessment, Reflection, & Management Practices. The student teaching
courses for the Minor in Secondary Education include: SECD 4451, SECD 4452, SECD 4453,
or SECD 4454. The student teaching semester includes the final courses secondary teacher
candidates take in the Minor in Secondary Education program. The University Supervisor (US)
observes the student teacher in a school setting. The final administration of the instrument is
collected and used to measure SLO 5.
The Professional Development Plan (PDR) which satisfies NCDPI’s Electronic Evidence #6 for
program accreditation is a capstone product completed during the student teaching semester. The
student teaching semester includes a secondary education student teaching course and MDSK
4150, Assessment, Reflection, & Management Practices. The student teaching courses for the
Minor in Secondary Education include: SECD 4451, SECD 4452, SECD 4453, or SECD 4454.
This product requires the candidate to reflect on specific coursework and professional
development activities that he/she has experienced throughout the program. The PDR is scored
by the University Supervisor using the Professional Development Plan (PDR) rubric. The rubric
uses a 3-point scale: 1, Not Met (Inadequate); 2, Proficient (Meets Standard); 3, Accomplished
(Exemplary). The data from the rubric are collected and the element 1b.3 (Uses data to identify
areas of need for School Improvement Plan) is used to measure SLO#5.
Scores are collected using a data management system, TaskStream, and are analyzed at the
college and program levels. Simple descriptive statistics are used to analyze the scores, and
disaggregated findings are reported by semester at three levels (College, Program and Licensure
Area). Once a year results from all assessments administered by the programs are disseminated
to the faculty in the College of Education. The data are discussed during a final faculty meeting
and next steps determined to address any needs identified. All strategies determined during this
closing the loop discussion are implemented during the next academic year. All data reports
created by the College of Education are housed on a secure website which is accessible to all
faculty within the College of Education.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate
proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the
students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring
Rubric. (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance,
is to be submitted electronically to the designated folder on the designated shared drive.
The program expects 80% of its teacher candidates to score “3” or better (target/exemplary or
proficient/accomplished) on a 4 point scale for the Student Teaching Assessment Rubric
(STAR). With respect to the Professional Development Plan (PDR), which has a 3-point scale,
the program expects 80% of its teacher candidates to score “2” or better (meets
standard/exemplary) on the corresponding rubric.
16
Minor in Secondary Education
2013 Assessment Data
2014 Assessment Data
Program
Semester
Count
STAR 2012: K1a Individualizes the Instructional Environment
STAR 2012: E3a Uses a Variety of Formal and Informal
Assessment Strategies
STAR 2012: E3b Establishes Criteria and Provides Assessment
Feedback
STAR 2012: E3d Uses, Monitors, and Records Assessment
Data
STAR 2012: E4b Monitors and Adjusts Lesson Plans (to meet
and enhance student progress towards goals)
STAR 2012: E4c Collaborates and Plans with Others
Professionals
Count
SECD
Minor
Spring
2013
30
SECD
Minor
Fall
2013
14
SECD
Minor
Spring
2014
30
SECD
Minor
Fall
2014
11
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
58
10
100%
100%
Professional Development Plan (PDR): 1b.3 Uses data to
identify areas of need for School Improvement Plan
Plans for 2015: Based upon the 2014 assessment data included in this annual report, what
changes/improvements will the program implement during the next year to improve performance on this
student learning outcome?
All performance outcomes were met. As a result, no changes are needed at this time.
17