Laughlin-Schultz/HIS-TL/1
STUDENT LEARNING ASSESSMENT PROGRAM
SUMMARY FORM AY 2013-2014
Degree and
Program Name:
Submitted By:
B.A. in History with Teacher Licensure
Bonnie Laughlin-Schultz
Please complete a separate worksheet for each academic program
(major, minor) at each level (undergraduate, graduate) in your
department. Worksheets are due to CASA this year by June
13, 2014. Worksheets should be sent electronically to
kjsanders@eiu.edu and should also be submitted to your college
dean. For information about assessment or help with your
assessment plans, visit the Assessment webpage at
http://www.eiu.edu/~assess/ or contact Karla Sanders in CASA at
581-6056.
PART ONE
What are the learning
objectives?
How, where, and when are they
assessed?
What are the expectations?
What are the results?
Committee/ person
responsible? How are
results shared?
1. Broad Content
Knowledge in History
History with Teacher
Licensure majors will
know and understand the
standard content of U.S.
and world civilizations.
Specific content knowledge
is mandated in the Illinois
Core Standards for Social
Science Teachers and
broad thematic knowledge
is indicated in the National
Council for the Social
Studies (NCSS) Ten
Thematic Strands.
Scores on the History
Common Core, World
History, and U.S./Illinois
history sections of the
Content Area Test for history
(test 114). The CAT is
typically taken the semester
prior to student teaching, and
it has four sections:
1. Social Science Common
Core
2. History Common Core
3. World History
4. U.S. and IL History
A minimum of 90% of
2012-2013 test takers will
pass the History CAT, and
80% will receive a 240 or
higher on the three history
sections. All program
completers must have
achieved passing composite
scores of 240 or higher on
their CAT, but it is possible
to pass the overall test but
score below 240 in one or
more of the sub-tests.
100% of test takers
(n=14) passed the History
CAT. ICTS CAT score
results for the three
history sub-tests are as
follows:
 92.8% of test takers
(13/14) received scores
of 240 or higher on
section 2, History
Common Core.
 78.5% (11/14) of test
takers (23/26) received
scores of 240 or higher
on section 3, World
History.
 92.8% (13/14) of test
takers (23/26) received
scores of 240 or higher
on section 4, U.S./IL
history.
While the goal was met it
Test Score results are
monitored by Associate
Dean Doug Bower in
CEPS, the History
department advisor,
and the Social Science
Teaching Coordinator.
Both the advisor and
coordinator keep
running spreadsheets
that are updated each
time the content test is
given, and the
Associate Dean
produces reports of test
data each October. Test
results are shared with
the SOS Program
Committee in meetings
held once per semester.
Laughlin-Schultz/HIS-TL/2
is worth noting that 3
scores on world history
were below passing. See
Appendix B for full data.
NCSS ten themes survey data
on history-based themes. This
data is gathered at two
program points: during SOS
3400 and during student
teaching.
Point 1. During SOS 3400
students complete a portfolio
that included four lesson
plans. These were reviewed
by the Teacher Education
Committee in the History
department and assessed.
Ratings are: “does not meet”;
“occasionally meets”;
“meets”; “occasionally
exceeds”; and “exceeds.” See
appendix B for description of
the themes.
Point 2. Cooperating teachers
of all 2013-2014 student
teachers were surveyed over
student teacher knowledge of
each of the NCSS ten themes.
The same survey instrument
as in point 1 was used.
At point 1, a minimum of
75% of portfolio
submissions will receive
ratings of “meets,”
“occasionally exceeds,” or
“exceeds” (3, 4, or 5) on the
NCSS ten themes
evaluation form. (The n
does not always equal the
total number, as reviewers
can mark N/A for historyrelated themes. Data is
gathered anonymously it
represents both History with
Teacher Licensure and
History with Teacher
Licensure majors.)
Theme 2: 100% (n=12)
earned ratings of 3, 4, or
5.
Theme 8: 100% (n=12)
earned ratings of 3, 4, or
5.
Theme 9: 91.6% (n=12)
earned ratings of 3, 4, or
5.
The Social Science
teaching coordinator
gathers data for the
NCSS ten themes
survey at two program
points and then shares
data with the History
with Teacher Licensure
program and
curriculum committees
in meetings held once
per semester. Data is
also shared with CEPS
in preparation for
accreditation by NCSS.
At point 2, a minimum of
90% of program completers
will receive ratings of
“meets,” “occasionally
exceeds,” or “exceeds” (3,
4, or 5) on the NCSS ten
themes evaluation form.
(The n does not always
equal the
total number, as reviewers
can mark N/A for historyrelated themes. Data is
Theme 2: 100% (n=12)
earned ratings of 3, 4, or
5.
Theme 8: 100% (n=12)
earned ratings of 3, 4, or
5.
Theme 9: 91.6% (n=12)
earned ratings of 3, 4, or
5.
The Social Science
teaching coordinator
gathers data for the
NCSS ten themes
survey at two program
points and then shares
data with the History
with Teacher Licensure
program and
curriculum committees
in meetings held once
per semester. Data is
Laughlin-Schultz/HIS-TL/3
2. Content Knowledge:
Historical Thinking
History with Teacher
Licensure majors will be
able to analyze a source
document using the
historical method. This
includes close reading,
sourcing (asking questions
about author credentials/
motivation and audience
and evaluating claims and
detecting limitations),
corroborating, and
contextualizing in order to
analyze what the document
tells us about the past.
(UG: Critical Thinking;
Writing and Critical
Reading)
Every History major submits
one source analysis paper
from HIS 2010 (required of
all majors). The History
Curriculum Committee
evaluates the papers
holistically using a
departmental rubric that ranks
candidates with scores 4
(highly competent), 3
(competent), 2 (minimally
competent), and 1 (not
competent). Their
understanding of historical
characteristics of the
document, point of view,
organization, development,
style, and mechanics are
considered in assigning the
rating.
3. Broad Content
Knowledge in Social
Science
History with Teacher
Licensure majors will
know and understand the
standard content of
economics, geography,
political science,
psychology, and sociologyanthropology as described
in the Illinois Core
Scores on the Social Science
Foundations section of
Content Area Tests Scores
attained on the appropriate
Illinois Certification Testing
System (ICTS) Content Area
Tests (CAT): 113 (GEG); 117
(PLS); 118 (PSY); and 121
(SOC/ANT). The CAT is
typically taken the semester
prior to student teaching.
gathered anonymously it
represents both History with
Teacher Licensure and
History with Teacher
Licensure majors.)
20% will be rated highly
competent
50% will be rated
competent
20% will be rated minimally
competent
10% will be rated not
competent
A minimum of 80% of
2013-2014 test takers will
receive a 240 or higher on
the Social Science
Foundations section. All
Social Science program
completers must have
achieved passing composite
scores (240 or higher) on
their concentration’s CAT,
but it is possible to pass the
overall test but score below
also shared with CEPS
in preparation for
accreditation by NCSS.
Of the selections analyzed
for 2013-2014 (n=34):
20.5% (n=7) were rated as
highly competent
50% (n=17) were rated
competent
23.5% (n=8) were rated
minimally competent
5.9% (n=2) was rated not
competent
We did meet all
expectations.
100.0% of test takers
(n=14) passed the Social
Science Foundations
segment. See Appendix B
for full data.
The Curriculum and
Assessment committees
work with faculty to
gather items for
assessment and to carry
out scoring. The
Curriculum Committee
and the chair discuss
the data and results and
share information with
the rest of the faculty.
The Social Science
teaching coordinator is
on both the Curriculum
and Assessment
committees and shares
information with the
Social Science Studies
Program and
curriculum committees
as needed.
Test Score results are
monitored by Associate
Dean Doug Bower in
CEPS, the History
undergraduate advisor,
and by the Social
Science Teaching
Coordinator. Both the
advisor and coordinator
keep spreadsheets that
are updated each time
the test is given, and
Laughlin-Schultz/HIS-TL/4
Standards for Social
Science Teachers and as
indicated in the National
Council for the Social
Studies Ten Thematic
Strands.
240 in non-concentration
areas.
NCSS ten themes survey data
on broad social science
themes. This data is gathered
at two program points: during
SOS 3400 and during student
teaching.
Point 1. During SOS 3400
students complete a portfolio
that included four lesson
plans. These were reviewed
by the Teacher Education
Committee in the History
department and assessed.
Ratings are: “does not meet”;
“occasionally meets”;
“meets”; “occasionally
exceeds”; and “exceeds.” See
appendix B for description of
the themes and data.
Point 2. Cooperating teachers
of all 2013-2014 student
teachers were surveyed over
student teacher knowledge of
each of the NCSS ten themes.
the Associate Dean
produces reports of test
data each October. Test
results are shared with
the History with
Teacher Licensure
Program Committee in
meetings held once per
semester.
At point 1, a minimum of
80% of portfolio
submissions will receive
ratings of “meets,”
“occasionally exceeds,” or
“exceeds” (3, 4, or 5) on the
NCSS ten themes
evaluation form. (The n
does not always equal the
total number, as reviewers
can mark N/A. Data is
gathered anonymously it
represents both History with
Teacher Licensure and
History with Teacher
Licensure majors.)
Theme 1: 100% (n=12)
earned ratings of 3, 4, or
5.
Theme 3: 90% (n=10)
earned ratings of 3, 4, or
5.
Theme 4: 100% (n=6)
earned ratings of 3, 4, or
5.
Theme 5: 100% (n=6)
earned ratings of 3, 4, or
5.
Theme 6: 91.6% (n=12)
earned ratings of 3, 4, or
5.
Theme 7: 100% (n=7)
earned ratings of 3, 4, or
5.
Theme 10: 90.9% (n=11)
earned ratings of 3, 4, or
5.
At point 2, a minimum of
90% of program completers
will receive ratings of
“meets,” “occasionally
exceeds,” or “exceeds” (3,
Theme 1: 90.9% (n=12)
earned ratings of 3, 4, or
5.
Theme 3: 90% (n=10)
earned ratings of 3, 4, or
The Social Science
teaching coordinator
gathers data for the
NCSS ten themes
survey at both program
points and then shares
data with the History
with Teacher Licensure
program and
curriculum committees
in meetings held once
per semester. Data is
also shared with CEPS
in preparation for
accreditation by NCSS.
Laughlin-Schultz/HIS-TL/5
4. Effective Planning for
Instruction & Assessment
Social Science majors will
effectively plan for
instruction, developing
objectives that are tied to
appropriate learning goals
and standards; designing
appropriate instructional
strategies and lessons to
build content
understanding and support
learning needs of students;
integrating attention to
literacy into instruction;
and planning how to assess
student learning. (UG:
Critical Thinking;
Writing and Critical
Reading)
The same survey instrument
as in point 1 was used.
4, or 5) on the NCSS ten
themes evaluation form. .
(The n does not always
equal the total number, as
reviewers can mark N/A.
Data is gathered
anonymously it represents
both History with Teacher
Licensure and History with
Teacher Licensure majors.)
Four lesson plans are
submitted as part of
Department Approval
Portfolio, and they are rated
on a variety of criteria by
members of the History
Department Teacher
Education Committee. Each
student is given a score
between 0 and 10 by each of
the three members of the
History Department Teacher
Education Committee, and
the average of the scores will
be reported here.
75% of students submitting
lesson plans within the
department assessment
portfolio (DAP) will receive
an average score of 8 or
above, and at least 40% will
earn scores of 9 or 10.
In departmental methods
A minimum of 80% of
5.
Theme 4: 100% (n=6)
earned ratings of 3, 4, or
5.
Theme 5: 83.30% (n=9)
earned ratings of 3, 4, or
5.
Theme 6: 91.6% (n=12)
earned ratings of 3, 4, or
5.
Theme 7: 100% (n=7)
earned ratings of 3, 4, or
5.
Theme 10: 90.9% (n=11)
earned ratings of 3, 4, or
5.
83.3% (n=12) of HIS-TL
students earned scores of
8 or higher, and 50%
earned scores of 9 or 10.
90.9% (n=11) of HIS-TL
The Teacher Education
Committee for Social
Science and History
assesses the portfolios
and communicates
midterm conditional
approval of all students
applying for student
teaching to CEPS and,
specifically, to
Associate Dean Doug
Bower. All instructors
of SOS 3400 are part of
the Teacher Education
Committee, and in
assessing portfolio
s/he/they discover areas
in which students need
to improve and adapt
instruction accordingly.
SOS 3400 instructors
Laughlin-Schultz/HIS-TL/6
(SOS 3400) students are
required to submit a unit plan
to Livetext for the CEPS unit
assessment, and SOS 3400
instructors rate the unit plans
on a rubric developed by the
Unit Assessment Committee
in consultation with Associate
Dean Doug Bower. Eleven
criteria are then assessed
using a five-point rubric; see
appendix D for full data and
criteria. (Data shown
represents both HIS-TL and
SOS majors.)
5. Implementing
Instruction and Engaging
Students in Learning
Social science teaching
majors will demonstrate
professional teaching
competency by planning,
organizing, effectively
presenting, and reflecting
upon social studies lessons
that are designed to reach a
diverse group of learners.
(UG: Speaking/Listening;
Responsible Citizenship)
submissions will receive
ratings of “meets,”
“occasionally exceeds,” or
“exceeds” (3, 4, or 5) in all
eleven criteria.
submissions received
ratings of “meets,”
“occasionally exceeds,” or
“exceeds” (3, 4, or 5) in
all eleven criteria.
complete the rubrics on
Livetext, and data is
used for both program
and unit assessment.
CEPS Associate Dean
Doug Bower monitors
and uses this data for
unit assessment and
accreditation, while the
Social Science teaching
coordinator monitors it
for programmatic
assessment, using data
gathered to improve
assignments in SOS
3400 and bringing
pertinent data to the
attention of the History
with Teacher Licensure
program and
curriculum committee
meetings each
semester.
A minimum of 80% of
students will receive a score
of 160 or higher (out of
200) on the MT checklist.
This means that
microteaching modules
were presented in a clear,
articulate, and organized
manner and will have used
instructional technology and
research-based strategies.
100% (n=11) of HIS-TL
students earned scores of
160 or higher.
The Social Science
teaching coordinator
and undergraduate
advisor are the
instructors of record for
this course, and they
communicate
frequently about
problems with any
microteaching. If
problems persist or
become severe, the
Data is gathered at two
program points.
Micro-Teaching: Students
enrolled in SOS 3400 teach a
lesson (what we call
microteaching modules)
during the semester. The
instructor use a 20-item
microteaching checklist to
assess the effectiveness of
student presentation skills,
including appropriate use of
technology, incorporation of
effective teaching strategies,
Laughlin-Schultz/HIS-TL/7
classroom management and
presence, and connection
between goals and lesson
itself as well as a reflective
component.
6. Assessing Student
Learning and Reflecting
Upon Instruction Social
science teaching majors
will be reflective teachers,
understanding the variety
of learning needs in their
classroom; planning
assessments (formative and
summative) to monitor and
Social Science teaching
coordinator can
withhold approval for
student teaching and
communicates with
CEPS Associate Dean
Doug Bower and
Student Teaching.
Student Teaching Evaluation:
Student teachers are assessed
for their ability to use diverse
strategies to plan and execute
effective instruction. Student
teachers are evaluated on 18
different elements of
instructional planning in the
“diverse strategies” section of
the student teaching
evaluation form. Note: Data
from 2014 is not yet
available, so the data used is
the 2013 ISBE data.
A minimum of 90% of
History with Teacher
Licensure student teachers
will receive ratings of
“meets” through “exceeds”
on the “diverse strategies”
components of the Student
Teaching Evaluation form.
Ratings are: “does not
meet”; “occasionally
meets”; “meets”;
“occasionally exceeds”; and
“exceeds.”
95.9% (n=24) of HIS-TL
earned ratings of “meets”
through “exceeds,” with
100% of students
receiving “meets” through
“exceeds” in 15 of 18
categories. See Appendix
C for complete data.
At present reflection upon
planning and implementation
has been incorporated into the
lesson and unit plan
assignments in SOS 3400. In
the future data will be
available from both the
practice edTPA done prior to
SOS 3400 in SED 3330/EDP
3331 and the edTPA
Students will begin to
incorporate reflection into
lesson planning, submitting
rationales in all lesson and
unit plans. A specific rubric
will be added for SOS 3400
assignments in 2014-2015
so that student competency
can be assessed at multiple
program points.
N/A
Cooperating teachers
and student teaching
supervisors from the
Department of Student
Teaching (CEPS)
conduct the assessment.
The Chair of the
Department of Student
Teaching, the Associate
Dean of CEPS, and the
coordinator of Social
Science Teaching
monitor assessment
results, sharing with
other department chairs
and committees when
data is troubling or
indicates broad
programmatic issues.
N/A
Laughlin-Schultz/HIS-TL/8
support student learning;
and adapting classroom
instructional strategies in
response to assessment
data. In doing this they also
demonstrate aspects of
global citizenship,
particularly understanding
of diversity and respect for
the needs of all learners.
(UG: Writing and
Critical Reading;
Quantitative Reasoning;
Responsible Citizenship)
7. Writing
Social science teaching
majors will demonstrate the
ability to write effectively.
(UG: Writing and
Critical Reading)
completed during student
teaching. Six of the 15 edTPA
rubrics focus on assessment
and reflection upon/use of
assessment data. (See the list
in part III below.) I would
also like to incorporate data
and information from a focus
group of practicing teachers
alums.
The ability to write clearly is
one element that is assessed
in the Department Approval
Portfolio for Student
Teaching, and students are
rated on a scale of 1-5 by
each of the three members of
the History Department
Committee on Teacher
Education. Scores of the three
reviewers will be averaged
and reported in the data here.
100% of students
submitting unit and lesson
plans within the department
assessment portfolio (DAP)
will receive an average
score of 3 or above, and at
least 50% will earn scores
of 4 or 5.
100% (n=11) of HIS-TL
students earned ratings of
3 or above, and 81.8%
earned scores of 4 or 5.
8. Critical Thinking and
Social Studies Literacy
Skills
Social science teaching
majors will demonstrate the
ability to incorporate
historical thinking (a subset
of critical thinking) and
discipline-specific literacy
development into their
In fall 2013, social studies
literacy and historical
thinking rubrics were piloted
in SOS 3400 to assess student
ability to incorporate literacy
work and to teach with
primary documents. SOS
3400 instructors assessed
student performance using
two five-point rubrics created
A minimum of 80% of
students enrolled in SOS
3400 will receive ratings of
“meets” through “exceeds”
on the “Critical Thinking
and Social Studies Literacy”
portion of the rubrics used
to assess lesson plans in
SOS 3400.
On the Planning for
Social Studies Literacy
assignment, 100% (n=11)
received ratings of
“meets” (7), “occasionally
exceeds” (3), and
“exceeds” (1).
On the Teaching
Historical Thinking
Concerns with student
writing are first
addressed by asking
students to re-submit
the portfolio. If
problems persist, the
social science teaching
coordinator
communicates issues
with approval of all
student teachers to
CEPS Associate Dean
Doug Bower and to
Student Teaching.
The Social Science
teaching coordinator
gathers data in both
SOS 3400 and in
tabulating the exit
surveys and then shares
data with the History
with Teacher Licensure
program and
curriculum committees
Laughlin-Schultz/HIS-TL/9
teaching and align lessons
with Common Core
Histor/Social Studies
literacy standards. (UG:
Critical Thinking;
Writing and Critical
Reading)
9. Professionalism
Social science teaching
majors will demonstrate
professional dispositions
and responsibilities.
(UG: Responsible
Citizenship)
by the Social Science
Teaching coordinator: (1)
Planning for Social Studies
Literacy and (2) Teaching
Historical Thinking. Both
rubrics included specific
assessments of Critical and
Historical Thinking, and full
data is in Appendix F.
assignment, 62.5% (n=8)
received ratings of
“meets” (2), “occasionally
exceeds” (2), and
“exceeds” (1).
An exit survey of program
completers was also piloted in
2013-2014, and it contained a
specific question of how EIU
prepared respondents to teach
historical thinking.
Respondents should indicate
that SOS 3400 assignments
helped identify key tenets of
historical thinking and
assisted them in developing
abilities to teach such skills.
Dispositions surveys done at
multiple points throughout
the professional education
sequence (including
departmental methods and
student teaching) rate
students on 5 dispositions:
• Interaction with students
(IWS)
• Professional and ethical
practices (PEP)
• Effective communication
(EC)
• Planning for teaching and
student learning
(PTSL)
• Sensitivity to diversity and
equity (SDE)
A minimum of 90% of SOS
3400 students will receive
ratings of “meets” through
“exceeds” in all five
components of the
dispositions evaluation
instruments. (Ratings are:
“does not meet”;
“occasionally meets”;
“meets”; “occasionally
exceeds”; and “exceeds.”)
Some students identified
specific courses
(including SOS 3400) that
prepared them to teach
historical thinking, but the
answers to this question
were so varied that I
cannot really extrapolate
any conclusions.
100% of students (n=15)
were rated as “meets”
through “exceeds” on all
dispositional elements.
See Appendix E for full
dispositions data.
in meetings held once
per semester.
Consultation with
department chairs in
HIS, PLS, GEG, and
SOC is part of this
process and is designed
to improve
disciplinary-specific
instruction in the social
studies. Information is
also shared with CEPS
in meetings about
Common Core
alignment and
preparation of students
for edTPA.
This data comes from
LiveText and is an
integral part of the
CEPS-History
Department-History
with Teacher Licensure
Committee assessment
loop. If problems exist,
the social science
teaching coordinator
communicates issues
with approval of any
students applying for
student teaching to
CEPS Associate Dean
Doug Bower.
Laughlin-Schultz/HIS-TL/10
PART TWO
Describe your program’s assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to the
CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.
The learning goals for the program were overhauled in 2012-2013, and we revised them slightly this year, tweaking descriptions, incorporating the
revised university learning goals, and working to highlight new Common Core and edTPA skillsets. In 2013-2014, we continued to revise and reenvision the broader social science teaching program and to adapt to changes in teacher preparation in Illinois and to improve our curriculum and
student performance. We were particularly focused on recruitment this year and improving communication with (and retention of) current majors,
and we also focused on revisions to SOS 3400, social science teaching methods. We worked to integrate Common Core learning goals into the
course, focusing especially on preparing future teachers to address disciplinary-specific literacy, historical thinking, and the Common Core ELA
subset of History/Social Studies reading strands. Literacy assignments were embedded into SOS 3400 and the departmental approval portfolio
(DAP), and rubrics were created in order to provide feedback to students and to gather data for programmatic assessment. Additionally, we
worked to incorporate the disciplinary lenses that the Common Core (and NCSS’s C3 framework) require, and in consultation with program
committee members from Geography, History, Political Science, Psychology, and Sociology, discussed how to better incorporate disciplinary
literacy into SOS 3400. Faculty members from four different disciplines made presentations in the class, and a variety of measures to better
incorporate multiple disciplines will be developed in future years. I added a more extensive unit plan to SOS 3400 in spring 2013 as a pilot, and it
was strengthened and aligned more with the edTPA standards in 2013-2014 and submitted as the culmination of SOS 3400. Data from it is
included in the report above. Finally, emphasis was also placed on preparing students to reflect upon their teaching and to offer research-based
rationales for teaching strategy. This skill is something that good teachers possess and it is also central to edTPA, the new performance assessment
required for teacher licensure in Illinois beginning in fall 2015. In 2013-2014 much work to incorporate asking students to write rationales for
teaching decisions and to use assessment data in making decisions; data from edTPA work in multiple points in the program will be used for future
assessment reports. Additionally, History with Teacher Licensure continues to benefit from the ongoing curriculum revisions and attention to
transferable skills and critical thinking in the History department.
To address areas of concern in the response to the Student Learning Assessment Program report from last year, we continued to clarify learning
objectives, working on defining historical thinking and improving the objectives that pertain to critical thinking and literacy, two areas which are
becoming more and more critical to teacher training in the era of the Common Core. We worked to gather data at various points in the program,
adding assessment of NCSS ten themes knowledge prior to student teaching, piloting a student teacher exit survey, and trying to draw data from
various program points whenever possible. I am making plans for a future focus group of graduates; in my second year as social science teaching
coordinator, I have identified a small group of graduates and soon-to-be graduates who will form the core of a focus group that can grow over
time. Instead of just offering information about the program in retrospect, this focus group will also serve as a resource, connecting me to what is
going on in secondary classrooms.
PART THREE
Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment
program. How have you used the data? What have you learned? In light of what you have learned through your assessment efforts this year and
in past years, what are your plans for the future?
Laughlin-Schultz/HIS-TL/11
Student performance on many goals continues to be strong—all History with Teacher Licensure students passed the Content Test, and students’
performance on the Department Portfolio, Ten Themes assessments, and Student Teaching was strong. Two areas of concern emerge in the data
above. The first deals with historical knowledge and performance on the content test. All 14 HIS-TL students who took the Content Test passed it;
several students scored in the high 270s (300 is the maximum). However, three students struggled with the world history portion, an area where we
have noticed lower scores in the past. As students take and succeed in a core of world history classes and consistently do well student teaching in
world history, I am not overly concerned about this one indicator. But in 2014-2015, we will begin to offer a content test preparation session each
semester. We will also undertake a full curriculum review in fall 2014.
The second area where students lag relates to disciplinary-specific literacy (how to think like a geographer, historian, etc.) and our goals relating to
future performance on edTPA, particularly student ability to reflect on teaching and cite research-based strategies and approaches. Students in
HIS-TL do not seem particularly better prepared to discuss “historical thinking” than any of the other social science fields, and data from the SOS
3400 rubrics that pertains to critical thinking and literacy reveal that students perform lower in these categories than in other categories on the
rubric (see Appendix F). SOS 3400 students—both HIS-TL and SOS majors—were particularly weak in teaching historical thinking. I expect that
this trend will change over time, particularly as CEPS is building more work on Common Core, disciplinary literacy, and academic vocabulary
into their professional education sequence and as we work to strengthen the program overall. We have begun revising the SOS 3400 curriculum to
include more work on disciplinary specific literacy and edTPA preparation. In 2013-2014 I added several weeks devoted to literacy and historical
thinking to SOS 3400, and we brought in guests from Political Science, Geography, and Sociology to speak to those disciplinary perspectives.
Over time we hope to build modules on the various disciplines that comprise social science teaching (ECN, GEG, HIS, PLS, PSY, and SOCANT). This summer I will create a model for HIS to share with the other departments. The hardest component of edTPA, according to nationwide
pilot data shared with us in meetings in CEPS, is the reflective commentaries that students are required to write about their planning,
implementation, and assessment. We incorporated rationales into lesson planning and microteaching in SOS 3400, with students writing
paragraph-length justifications of their choices of teaching strategies and implementation. Student performance on these rationales was not
systematically assessed; rather, I wanted to use this year to feel out how students were doing and to think carefully about how to assess this
performance in the future. For next year we will revise the microteaching module and unit plan assignment to further reflect edTPA reflective
teaching goals and to create an assessment apparatus for both of those. We will also look at revising the Department Approval Portfolio process to
incorporate reflection upon teaching.
edTPA is tied to the cycle of effective teaching, building student learning through a cycle of planning, instructional delivery, assessment, and use
of assessment data to improve instruction. We should get data from the 2013-2014 pilot as well as next year. In fall 2015, students will be required
to take and pass the official edTPA and we will receive data on their overall performance as well as sub-scores on 15 rubrics that will allow us to
pinpoint areas of program weakness. The rubrics will cover the following: Planning for History/Social Studies Instruction; Planning to Support
Varied Student Learning Needs; Using Knowledge of Students to Inform Teaching and Learning; Identifying and Supporting Language Demands;
Planning Assessments to Monitor and Support Student Learning; Learning Environment; Engaging Students in Learning; Deepening Student
Learning; Subject-Specific Pedagogy; Analyzing Teaching Effectiveness; Analysis of Student Learning; Providing Feedback to Guide Learning;
Student Use of Feedback; Analyzing Students’ Language Use and History/Social Studies Learning; and Using Assessment to Inform Instruction. I
have begun incorporating edTPA language into objectives above, and expect to continue to do so. For goal four, for example, edTPA data will
eventually become part of our assessment program.
Laughlin-Schultz/HIS-TL/12
Finally, over the past year, it has become increasingly obvious that more concentrated work with social science teaching majors is needed, and
preferably, earlier in the program. Simply put, students are expected to graduate knowing much more about pedagogy and teaching disciplinaryspecific literacy in order to successfully tackle the Common Core and, as important, the new Danielson model of teacher evaluation that has been
legally mandated statewide. To that end, I drew up a sketch for a new course and consulted with the History department curriculum committee to
refine it. We then presented to both the History department and Social Science Studies program committee a preliminary proposal for a new
course, SOS ####: Introduction to Social Science Teaching, that will allow me to introduce students to all of these issues earlier in the program. I
will begin the formal course approval process through COTE, etc., in fall 2014 and I hope to begin offering the class in fall 2015. SOS #### is a
one-credit course that would be taken prior to practicum by all History with Teacher Licensure and Social Science Studies majors. This course
would provide an introduction to social science education research/theory; the various disciplinary perspectives of all social sciences; edTPA and
reflective teaching; and the secondary classroom setting. This once-a-week course will allow us to introduce students to social science disciplinary
thinking and teaching methods before they undertake practicum—where now they will do a practice edTPA. The addition of this course will mean
that students have a three-step process in which to build their teaching methods and ability to reflect upon their teaching choices (central to success
on edTPA) prior to student teaching: SOS ####, Practicum, and finally, our capstone SOS 3400. In terms of assessment, it will provide another
point in which we can gather data.
Laughlin-Schultz/HIS-TL/13
Appendix A. NCSS Ten Themes Data, 2013-2014
1
2
3
4
5
6
7
8
9
10
NCSS Thematic Strand
Culture
Time, Continuity, and Change
People, Places, and Environments
Individual Development and Identity
Individuals, Groups, and Institutions
Power, Authority, and Governance
Production, Distribution, & Consumption
Science, Technology, and Society
Global Connections
Civic Ideals and Practices
Explanation
elements of culture; similarities and differences among cultural groups across time, place
historical roots
geography, regional studies, world cultures; location, regions, interaction w/ environment
human growth, behavior, perception; social, political, cultural impact on identity
role of institutions; change over time & cultural place; individual in institutional change
purposes/function of govt; rights/responsibilities of citizens
economics – production/distribution questions; market decisions; scarcity
tech change in history; influence of technology/science; global access
civic ideals; civic participation; democratic ideals; rights/responsibilities; world policy
Lesson Plans/DAP Assessment, 2013-2014
10. Civic Ideals/Practices
9. Global Connections
8. Science, Tech, Society
7. Production, Distrib, Consump
N/A
6. Power, Authority, Govt
Does not meet
Occasionally Meets
5. Individuals, Grps, Institutions
Meets Standards
4. Indiv Deve/Identity
Occas Exceeds
3. People, Places, Env
Exceeds
2. Time, Cont, and Change
1. Culture
0
1
2
3
4
5
6
7
8
Laughlin-Schultz/HIS-TL/14
Student Teaching Ten Themes Evaluations, 2013-2014
10. Civic Ideals/Practices
9. Global Connections
8. Science, Tech, Society
N/A
7. Production, Distrib, Consump
Does not meet
6. Power, Authority, Govt
Occasionally Meets
5. Individuals, Grps, Institutions
Meets Standards
Occas Exceeds
4. Indiv Deve/Identity
Exceeds
3. People, Places, Env
2. Time, Cont, and Change
1. Culture
0
1
2
3
4
5
6
7
8
Laughlin-Schultz/HIS-TL/15
Appendix B. Content Test Scores, 2013-2014
HIS test 114
Name
asdASasASasA
asdASasASasA
asdASasASasA
asdASasASasA
asdASasASasA
asdASasASasA
asdASasASasA
asdASasASasA
asdASasASasA
Shimer, Ethan
asdASasASasA
asdASasASasA
asdASasASasA
asdASasASasA
asdASasASasA
asdASasASasA
asdASasASasA
SS fds
P/F
P
P
P
Exam Date Total
7/6/2013
254
7/6/2013
279
9/7/2013
260
HIS cc
con-world
US-IL
1
272
275
269
2
211
293
265
3
232
289
246
4
256
268
243
P
9/7/2013
279
269
279
279
300
P
P
P
P
P
P
P
P
9/7/2013
9/7/2013
9/7/2013
9/7/2013
11/16/2013
11/16/2013
2/8/2014
4/12/2014
265
261
268
267
245
244
266
267
266
253
272
260
252
245
261
266
293
272
272
272
252
252
293
244
246
268
268
232
215
177
258
279
249
262
256
294
236
257
257
281
P
P
4/12/2014
4/12/2014
261
278
260
272
258
272
268
268
262
300
Laughlin-Schultz/HIS-TL/16
Appendix C. Student Teaching Assessment, 2013 ISBE Report
Diverse Strategies-1)Clarity and suitability of goals
and objectives
2 (8%)
9 (39%)
Diverse Strategies-2) Integration of goals and
objectives
2 (8%)
9 (37%)
Diverse Strategies-3) Resources for teaching and
students
10 (41%)
1 (4%) 7 (29%)
Diverse Strategies-5) Instructional materials and
resources
1 (4%) 8 (33%)
Diverse Strategies-6) Instructional groups
2 (8%)
13 (54%)
Diverse Strategies-7) Lesson and unit structure
2 (8%)
5 (20%)
Diverse Strategies-8) Congruence of assessment
with instructional goals and objectives
1 (4%) 9 (37%)
Diverse Strategies-9) Criteria and standards
1 (4%) 3 (12%)
4 (16%)
Diverse Strategies-11) Directions and procedures
3 (12%)
Diverse Strategies-12) Levels of questions and
response time
4 (16%)
Diverse Strategies-13) Discussion techniques
5 (20%)
Diverse Strategies-15) Feedback to students
2 (8%)
Diverse Strategies-17) Management of materials
Diverse Strategies-18) Classroom arrangement and
accessibility
16 (66%)
15 (62%)
9 (37%)
17 (70%)
14 (58%)
3 (12%)
17 (70%)
8 (33%)
12 (50%)
6 (25%)
15 (62%)
8 (33%)
12 (50%)
1 (4%) 1 (4%) 10 (41%)
Diverse Strategies-14) Student participation
Diverse Strategies-16) Management of transitions
13 (54%)
14 (58%)
Diverse Strategies-4) Learning activities
Diverse Strategies-10) Used student needs in
planning
12 (52%)
8 (33%)
11 (45%)
9 (37%)
1 (4%) 3 (12%)
2 (8%)
12 (50%)
13 (54%)
11 (45%)
7 (29%)
1 (4%) 6 (25%)
Does Not Meet Standard
9 (37%)
15 (62%)
17 (70%)
Occasionally Meets
Meets Standard
Occasionally Exceeds
Exceeds Standard
Laughlin-Schultz/HIS-TL/17
Appendix D. Unit Plan Assessment Data, 2013-2014
This data is gathered by CEPS from SOS 3400 instructors, and it includes both History with Teacher Licensure and History with
Teacher Licensure majors. Since the data reflects a course taken by all social science teaching majors in both programs, the data is not
separated out by degree.
Fall 2013, SOS 3400
Laughlin-Schultz/HIS-TL/18
Spring 2014, SOS 3400
Laughlin-Schultz/HIS-TL/19
Appendix E. Dispositions Data
SOS 3400, 2013-2014
This data includes both History with Teacher Licensure and History with Teacher Licensure majors. Since the data reflects a course
taken by all social science teaching majors in both programs, the data is not separated out by degree.
Fall 2013
Spring 2014
Laughlin-Schultz/HIS-TL/20
Appendix F. Disciplinary-Specific Critical Thinking and Literacy Data
Planning for Social Studies Literacy, 2013-2014
Note: Fall 2013 students worked on this assignment in pairs, while most spring 2014 students submitted it individually.
9
8
7
6
5
4
3
2
1
0
Exceeds
Occas Exceeds
Meets Standards
Occasionally Meets
Does not meet
Teaching Historical Thinking
Note: All students completed this assignment in pairs, and each pair is represented ONCE in the data that follows.
5
4
3
2
1
0
Exceeds
Occasionally Exceeds
Meets Standards
Occasionally Does Not Meet
Does Not Meet