COLLEGE OF EDUCATION AND HEALTH PROFESSIONS

DEPARTMENT OF TEACHER EDUCATION

ELEMENTARY EDUCATION

BSE

ASSESSMENT PLAN

SUBMITTED 2017


Program Report for the

Initial Preparation of Elementary Teachers

Association for Childhood Education International (ACEI)

C O V E R S H E E T

Institution University of Arkansas at Little Rock State AR

Date submitted

Name of Preparers John Burgin, Katina Leland, Anne Lindsay

Phone #: 569-8934 Email

Program documented in this report:

Name of institution’s program (s) Elementary Education

Grade levels for which candidates are being prepared K-6

Degree or award level BSE

Is this program offered at more than one site? □ Yes X No

Title of the state license for which candidates are prepared Elementary Education

State licensure requirement for national recognition:

NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test?

X Yes □ No


SECTION I – CONTEXT

1.  Description of any state or institutional policies that may influence the application of standards: The State Department of Education has changed the licensing of teachers from Early Childhood Pre-K through Grade 4 to Elementary Education K-6, and the standards to be used for accreditation from NAEYC to ACEI. The State Department of Education requires teacher education programs be NAEP accredited. The last cohort of Early Childhood Ed. students were admitted during the fall of 2015 and will graduate spring 2017. The first cohort of Elementary Education students were admitted during the fall of 2015. ECED classes will be deleted as the spring 2015 group completes each block of courses, and will be replaced with ELEM classes.

2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships:

Block / Course / Hrs. / Field/Clinical Experience / Age/Grade /
1 / ELEM 2200 Field Exp. I / 14 days x
7 hrs. = 98 / 14 full days; Large group read alouds, other book activities, story telling w/ELEM 2301 Children’s Lit; ; 10 literacy projects associated with ELEM 2303 Emergent Lit. / K or 1
2 / ELEM 3200 Field Exp. II / 14 days x
7 hrs. = 98 / 14 full days; Teaching and assessment project assigned in ELEM 3301 Integrated Lit. & Lang. I, ELEM 3302 Social Studies, ELEM 3300 Building Learning Environments / Grades 2 or 3
3 / ELEM 4200 Field Exp. III / 14 days x
7 hrs. = 98 / 14 full days; Literacy projects from ELEM 4301 Integrated Lit and Lang II;
Two Assessment projects from ELEM 4300 / Grades 4, 5 or 6
3 / SPED 4301 Ed. Except Learners / 42 hrs. / Complete case study, parent interview / Grades 4, 5 or 6
4 / ELEM 4600
Internship I / 82 days x
7 hrs. = 578 / 16.5 full weeks (equivalent) –Includes one week teaching with full responsibility for all assessing, planning, teaching, and communications with school and community under supervision of cooperating teacher and university supervisor / Grades K, 1, 2 or 3
5 / ELEM 4901
Internship II / 82 days x
7 hrs. = 578 / 14 full weeks--Includes one week teaching with full responsibility for all assessing, planning, teaching, and communications with school and community under supervision of cooperating teacher and university supervisor / Grades 4, 5, or 6

3. Description of the criteria for admission, retention, and exit from the program:

A. Admission to the program will only be considered if the student has completely met the following requirements:

1. Formal admission to UALR.

2. Completion of English Composition 1311 and 1312 with a grade of C or better; completion of Mathematics 1302 or 1315 with a grade of C or better.

3. Completion of a total of all core education requirements (35 hours) with a cumulative average of 2.7 or better.

4. Submission of required scores on all sections of the Praxis Core exam (Reading = 156; Writing = 162; Math = 150)

B. Retention in the program. Once admitted, students are required to:

1. Maintain a 2.7, with at least a C in all professional courses (this includes all courses on the licensure/degree plan).

2. In addition, students' professional skills and dispositions will be evaluated throughout the program.

3. The identification of a problem in any aspect of a student’s performance will result in the convening of a professional development conference. Areas of concern will be addressed and a timeline for remedying them will be specified, and a follow up conference will be scheduled. If the concerns remain, a student may be removed from the program at the time of the follow up conference.

4. During Block III students are required to apply for admission to internship. Students must be recommended by the program for admission. Concerns with students' previous performance may result in students not being recommended for internship.

C. Exit from the Program

1. A GPA of 2.7 and completion of all courses on the degree plan with a minimum grade of C.

2. Passing scores on the Praxis II exams

3. State Police and FBI record check

4. Description of the relationship of the program to the unit's conceptual framework: The mission of the University of Arkansas at Little Rock College of Education and Health Professions is to promote and strengthen the professional development of individuals concerned with education and human resource development in a variety of settings such as schools, colleges and universities, private and corporate organizations, and government agencies. We strive to develop professionals who use state of the art methodologies and technologies.

The conceptual framework is: Leaders in Learning demonstrate Communication, Specialized Expertise, Diversity, and Professional Development in competency, disposition and behavior. The conceptual framework for the elementary education program is the same as the conceptual framework for the college. This conceptual framework aligns with the Arkansas Department of Education's standards for Teacher Licensure and with ACEI standards for initial preparation of elementary teachers. Specialized Expertise of elementary teachers is knowledge of the content areas and mastery of the tools of planning.

Arkansas Department of Education (ADE) Standards

Standard #1: Learner Development.

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.(SE, D)

Standard #2: Learning Differences.

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (SE, D

Standard #3: Learning Environments.

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (SE, C)

Standard #4: Content Knowledge.

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. (SE)

Standard #6: Assessment.

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. (SE)

Standard #7: Planning for Instruction.

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (SE)

Standard #8: Instructional Strategies.

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.(SE)

Standard #9: Professional Learning and Ethical Practice.

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. (C, PD, D)

Standard #10: Leadership and Collaboration.

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.(C, D)

Association for Childhood Education International (ACEI) Elementary Education Standards

DEVELOPMENT, LEARNING AND MOTIVATION

1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

CURRICULUM

2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.

2.2 Science—Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science.

2.3 Mathematics—Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation;

2.4 Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world;

2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;

2.6 Health education—Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health;

2.7 Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

INSTRUCTION

3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;

3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;

3.3 Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving;

3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments;

3.5 Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the

elementary classroom.

ASSESSMENT

4.0 Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

PROFESSIONALISM

5.1 Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to

grow professionally.

5.2 Collaboration with families, colleagues, and community agencies—Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.

5. Indication of whether the program has a unique set of program assessments and their relationship of the program's assessments to the unit's assessment system: All assessments and rubrics required for the elementary education program are closely aligned with the unit's conceptual framework and the ADE Standards for K-6 teacher licensure. The ELEM assessment system includes unit wide assessments and assessments unique to the program. ELEM candidates upload key assessment artifacts into an electronic portfolio called Chalk & Wire (C&W) that are then scored by program faculty. Artifacts are submitted to an "iLab" table of contents that is common to all the programs in the College of Education, and to an ELEM table of contents that covers the program's eight unique assessments. Scored documents are collected after a series of gateways: 1) Entry, 2) Intermediate, 3) Professional, and 4) Capstone. Reports are generated by C&W in order to inform program decision making.

Program of Study: After passing the Praxis core exam and completing the UALR and Arkansas State required “core” curriculum, candidates may apply for admission to the ELEM BSE program. The Elementary program of study for initial licensure (85 hours) is organized around five sequential blocks of courses that candidates take in order, and a “floating block” of courses that is completed as time allows. Candidates graduate with a total of 120 hrs.

Floating Block: 10 hrs. / Block I: 17 hrs. / Block II: 17 hrs.
HHPS 3330 Teaching PK-5 PE (3 hrs)
HIST 4355 Arkansas History (3 hrs)
MUED 3232 Elementary Classroom Music (2 hrs.)
ARED 3245 Art for Elementary Teachers (2 hrs.) / ELEM 2200 Field Exp. I Grades K-2 (2 hrs.)
ELEM 2300 Foundations of Elem. Ed. (3 hrs.)
ELEM 2301 Children’s Literature (3 hrs.)
ELEM 2302 Child Growth & Dev. (3 hrs.)
ELEM 2303 Emergent Literacy (3 hrs.)
ELEM 2304 Integrated Science I (3 hrs.) / ELEM 3200 Field Exp. II Grades 3-4 (2 hrs.)
ELEM 3300 Building Learning Environments
ELEM 3301 Integrated Lit & Lang. I (3 hrs.)
ELEM 3302 Social Studies Methods (3 hrs.)
MATH 3380 Math Methods I (3 hrs.)
LANG 4324 Teach People Other Cult. (3 hrs.)
Block III: 17 hrs. / Block IV: 12 hrs. / Block V: 12 hrs.
ELEM 4200 Field Exp. III Grades 5-6 (2 hrs.)
ELEM 4300 Assessment Methods K-6 (3 hrs.)
ELEM 4301 Integrated Lit & Lang. II (3 hrs.)
ELEM 4302 Integ. Science II (3 hrs.)
MATH 3382 Math Methods II (3 hrs.)
SPED 4301 Ed. Exceptional Learners (3 hrs.) / ELEM 4304 Internship Seminar I (3 hrs.)
ELEM 4600 Internship I Grades K-3 (6 hrs.)
ELEM 4305 Collaboration w/ Families (3 hrs.) / ELEM 4306 Internship Seminar II (3 hrs.)
ELEM 4900 Internship II Grades 4-6 (9 hrs.)

8. Candidate Information: