FAMOUS ASSESSMENT PLANNING FORM

Instructional Programs (IP)

SECTION I -GENERAL INFORMATION

Degree Program /

Elementary Education K-6

College/School /

Education

Contact Person(s) /

Dr. Mary E. Newell

Academic Year / 2008-2009
Date Submitted, Steps 1-3 /

October 15, 2008

Date Submitted, Steps 4-5 /

May 31, 2009

Date Submitted, Step 6 /

May 31 2009

SECTION II-INSTITUTIONAL MISSION/GOALS CONNECTION
Excerpt(s) Citing Linkage to University Mission Statement /

The Elementary Education K-6/ESOL endorsed program provides field and clinical experiences in rural and urban settings

in which graduates can demonstrate mastery of competencies to become certified teachers in Florida and are prepared to meet the instructional needs of the students they will serve. The program’s curriculum is aligned with 12 practices that students must accomplish and six institutional standards/dispositions that reflect the Professional Unit’s conceptual framework:

The Accomplished Practices

Content Knowledge/SubjectMatter - Graduates will have a basic understanding of the subjects they teach and how a subject is linked to other disciplines and content can be applied to real world integrated settings.

Communication – Graduates will acquire and use effective communication techniques with students and all other stakeholders.

3. Critical Thinking – Graduates will acquire and use appropriate techniques and strategies, which promote and enhance critical, creative, and evaluative thinking capabilities of students

Diversity - Graduates will use teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and socio-economic background.

Role of the Teacher – Graduates will work with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students.

6. Technology – Graduates will use effective technological techniques to access electronic resources and support student learning and instructional management.

7. Urban and Rural– Graduates will use techniques and strategies to set up effective learning environments to meet the needs of all students and work in challenging settings with varied levels of resources.

Learning Environments - Establish effective environments conducive to teaching and learning

Planning - Design appropriate learning experiences.

Ethics – Graduates will demonstrate the ability to work with colleagues in a professional manner, show respect for students, families and other stakeholders in an ethical and moral fashion

Human Development and Learning. Understand theories and concepts on growth and development and how they relate to instructional activities.

Continuous Improvement - Recognize professional improvement as a life long process

Excerpt(s) Citing Linkage to University Goal (s) Statements /

Six (6) Dispositions:

Graduates will be able to:

1) Use diverse teaching and learning strategies that reflect eachstudent’s culture, learning styles, special needs, and socio-economic background (Diversity);

2)Use technology to enhance instruction (Technology);

3)Demonstrate the ability to work with colleagues in a professional, ethical and moral manner, show respect for students, families and other stakeholders (Values);

4)Collect and use data gathered from a variety of sources to enhance solving problems (Critical Thinking);

5)Use effective communication techniques with students and all other stakeholders (Professionalism); and

6) Work in school settings with varied levels of resources, establish
appropriatelearning environments, and demonstrate understanding of the
plight o bothrural and urban students, parents and the community
(Urban/Rural).
Program Mission/Goals /

SubjectMatter - Graduates will have a basic understanding of the subjects they teach and how a subject is linked to other disciplines and content can be applied to real world integrated settings.

Communication – Graduates will acquire and use effective communication techniques with students and all other stakeholders.

Critical Thinking – Graduates will acquire and use appropriate techniques and strategies, which promote and enhance critical, creative, and evaluative thinking capabilities of students.

Diversity - Graduates will use teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and socio-economic background.

Role of the Teacher – Graduates will work with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students.

Technology – Graduates will use effective technological techniques to access electronic resources and support student learning and instructional management.

Learning Environments (Urban/Rural)

Graduates will use techniques and strategies to set up effective learning environments to meet the needs of all students and work in challenging settings with varied levels of resources.

Ethics – Graduates will demonstrate the ability to work with colleagues in a professional manner, show respect for students, families and other stakeholders in an ethical and moral fashion.

Within this framework, outcomes are grounded in the 12 Florida Educator Accomplished Practices (FEAP).

Program Expected Outcomes /

Diversity – At least 90% of graduates will be able to use teaching and learning strategies that show each student’s understanding of diverse backgrounds of individuals; acquisition of the skills & dispositions to understand & support diverse student learning; acceptance of and ability to foster diversity, ability to practice strategies such as: acceptance, tolerance, mediation & resolution; and ability to establish a comfortable environment in which all students can learn.

Technology –At least 90% of graduates will be able to use available technology and software to support student learning; use technology to manage, evaluate and improve instruction; understand fundamental concepts in technology; use fundamental concepts in technology; facilitate access to technology for students; and facilitate the use of technology by students.

Values– At least 90% of graduates will be able to work with colleagues in a professional manner; interact with students, families and other stakeholders in a manner that reflects ethical and moral standards; show respect for varied (groups) talents and perspectives; be committed to individual excellence; and recognize the importance of peer relationships in establishing a climate for learning.

Critical Thinking – At least 90% of graduates will be able to understand a variety of instructional/professional strategies to encourage students development of critical thinking and performance; use a variety of instructional/professional strategies to encourage students’ development of critical thinking and performance; value critical thinking and self-directed learning as habits of mind; acquire performance assessment techniques and strategies that measure higher order thinking skills of student; and demonstrate the use of higher order thinking skills.

Professionalism – At least 90% of graduates will be able to know the content; use the appropriate pedagogy to provide all students with the opportunity to learn.; demonstrate commitment to professional growth & development; use major concepts, principles, theories & research related to the development of children; construct learning opportunities that support student development & acquisition of knowledge & motivation.; display effective verbal & non-verbal communication techniques to foster valuable interaction in the classroom; and display appropriate code of conduct including dress, language, and respective behavior.

Urban/Rural – At least 90% of graduates will be able to work in school settings with varied levels of resources; work in school settings that focus on rural/urban context with opportunities and challenges that these environments provide; understand the plight of both rural and urban students; and communicate effectively with students’ parents and the community.

SECTION III-FAMOUS SIX STEPS
EXPECTED EDUCATIONAL OUTCOME #1 Subject Matter (Professionalism)
Step 1 / Formulate Objective /

The teacher candidate will be able to:

Communicate accurate knowledge of subject matter in a comprehensible manner using language and style appropriate to the learner.

Use his/her breadth of subject matter knowledge to interrelate topics from a variety of perspectives, interests, and points of view.

Demonstrate a breadth of subject matter that enables candidates to collaborate with colleagues from other subject fields in the integration of instruction.

Use references, materials, and technologies of the subject field in a manner appropriate.

Students will demonstrate an understanding of how to integrate content knowledge, pedagogical knowledge and teaching skills to assure that all students learn.

Candidates will demonstrate understanding of how to integrate ESOL (English for Speakers of Other Languages) pedagogical knowledge with language and content subject knowledge and skills to ensure the PreK-12 students learn.

Step 2 / Ascertain Criteria for Success / Direct Criteria for Success:

At least ninety percent of the teacher candidates will earn passing scores on the Florida Teacher Certification Subject Area and Professional Subtests.

In these courses: EDE 4940, MAE 3210, RED 3013, RED 4519, RED 3333, SSE 3811, SCE 3811, EEX 4601, EEX 3011, LAE 3414, LAE 3314, EDE 3940at least 90 percent of the teacher candidates will earn a grade of “C” or above on their final grade report.

Ninety five percent of the students will pass (70% or above) all course examinations and assignments. (EDE 4940)

Eighty-five percent of the candidates will demonstrate satisfactory knowledge of teaching reading in their content area by scoring 70 percent or higher in RED 3333.

Eighty percent of the students will pass (70% or above) all course examinations and assignments in TSL 3080.

  • At least 89% of the teacher candidates will pass the post test RED 3013.
  • Seventy-four percent of the teacher candidates will earn a grade of “C” of higher on the Professional Development Assignment in RED 3013.
  • At least 89percent of the teacher candidates will ass the post test in RED 4519.
  • At least 84 percent of the teacher candidates will pass corrective reading program report with a letter grade of C or higher RED 4519.
  • 85% of the pre-service teachers will demonstrate satisfactory knowledge of teaching reading in their content area by scoring 75% or higher on a reading lesson plan for their specific content area.
  • Seventy-five to 80 percent of the candidates will score between 18 and 25 points on three (3) unit comprehensive quizzes consisting of 25 items (25 points each) to determine their level of content knowledge and dispositions for working with ELLs in TSL 4345.
  • Eighty percent of the candidates will demonstrate a moderate to high level of knowledge, skills, and disposition through class presentations of learning activities for varying developmental levels of language and literacy in TSL 4345.
  • Eighty percent of the candidates will demonstrate a moderate a moderate to high level of satisfactory use of alternative assessment strategies through activities to teach Prek-12 ELLs in TSL 4345.

Each teacher candidate will earn a rating of 3 or greater on the subject area (FEAP) E-Portfolio Final Assessment

At least 70 percent or greater of the candidates will score above 70 on oral presentations related to specific mathematics content.

  • Ninety percent of candidates will develop and implement a behavior change plan for a pupil and earn the specified 65 pts. In EEX 4601.
  • Ninety percent of candidates will complete the Accessibility/ Accommodations (Disabilities) Project and earn the specified points in EEX 3011.
  • At least 80% of the teacher candidates will pass the post test in MAE 3210.
  • At least 70 percent of the students will pass the final exam in MAE 3210
  • At least 80 percent of the students will earn a grade of “C” or above as their final course grade in MAE 3210.
Indirect Criteria for Success:
  • Eighty percent of candidates will progressively transfer elements of the knowledge base gained in class directly to lesson planning and activity development through coaching and direct group constructive feedback of presentations in TSL 4345.
  • Eighty-six percent of teacher candidates will be able to successfully research reading theorists and present a one page reflection report in RED 4519.

Ninety-nine percent of the teacher candidates will participate in multiple questions and answer sessions about the reading process scheduled at the beginning of class in RED 4519.

Completion of their learning portfolio-100 percent in RED 3013 and RED 4519.

Candidates will be asked to write in their entry journal, their feelings about aspects of mathematics, their confidence in their understanding, or their fears of being wrong.

  • One hundred percent of the candidates will be given the opportunity to write, gather, and organize and clarify thoughts as ways of justifying that they have developed relational understanding of mathematical skills.
  • Pre-service teachers will submit their reflection journals on assigned content area reading assignment to demonstrate they have mastered the material

At least 90 percent of teacher candidates participating in the Exit Interview will indicate that they are satisfied with the curriculum and their ability/skills to perform effectively as a teacher.

Ninety percent of candidates will receive positive comments on the Cooperating Teacher Candidate Summative evaluation.

Step 3 / Measure Performance Using Direct and Indirect Methods of Assessment / Direct Assessment Method(s):
  • FTCE Score Report
  • Class pretest and posttest
  • Class quizzes
  • Final grade for coursework
  • Grades on assignments
  • Behavior Change Plan w/rubric
  • Accessibility Report w/rubric
  • Oral presentations w/rubric
  • Corrective Reading Report w/protocols
  • Lesson plans w/rubric
Indirect Assessment Method(s):

SUS evaluation with a result of 4 or higher

  • Contributions to discussions and in class activities Questions and Answers
  • Anecdotal comments & notes on students regarding increasing knowledge of subject.
  • Reflections in portfolios or journals
  • Cooperating Teacher Candidate Summative evaluation

Step 4 / Observe and Summarize Results / Results of Direct Criteria for Success:

26 (100%) of the teacher candidates earned passing scores on the Florida Teacher Certification Examination.

In these courses: EDE 4940, MAE 3210, RED 3013, RED 4519, RED 3333, SSE 3811, SCE 3811, EEX 4601, EEX 3011, LAE 3414, LAE 3314, EDE 3940, 90 % of the teacher candidates earned a grade of “C” or above on their final grade report.

Ninety five percent of the students passed (70% or above) all course examinations and assignments. (EDE 4940)

85% of the candidates demonstrated satisfactory knowledge of teaching reading in their content area by scoring 70 percent or higher in RED 3333.

85% of the students passed (70% or above) all course examinations and assignments in TSL 3080.

  • 89% of the teacher candidates passed the reading post test.
  • 85% of the teacher candidates passed corrective reading program report with a letter grade of C or higher.
  • 84% of the teacher candidates earned a grade of “C” or higher on the final grade report.
  • 89 percent of the teacher candidates passed the post test in RED 4519.
  • 84 % of the teacher candidates passed corrective reading program report with a letter grade of C or higher RED 4519.
  • 85% of the pre-service teachers demonstrated satisfactory knowledge of teaching reading in their content area by scoring 75% or higher on a reading lesson plan for their specific content area.
  • 75to 80% of the candidates scored between 18 and 25 points on three (3) unit comprehensive quizzes consisting of 25 items (25 points each) to determine their level of content knowledge and dispositions for working with ELLs in TSL 4345.
  • 80% of the candidates demonstrated a moderate to high level of knowledge, skills, and disposition through class presentations of learning activities for varying developmental levels of language and literacy in TSL 4345.
  • 80% of the candidates demonstrated a moderate to high level of satisfactory use of alternative assessment strategies through activities to teach Prek-12 ELLs in TSL 4345.

16(64%) of teacher candidates earned a rating of 4; 9(36%) earned rating of 3on the subject area (FEAP) E-Portfolio Final Assessment.

70 % of the candidates scored above 70 on oral presentations related to specific mathematics content.

  • 100 % of candidates developed and implemented a behavior change plan for a pupil. 5% earned the specified 65 pts. 95% earned between 52 to 64 points in EEX 4601.
  • 90% of candidates completed the Accessibility/Accommodations (Disabilities) Project and earn the specified points in EEX 3011.
  • 80% of the teacher candidates passed the post test in MAE 3310.
  • 75 % of the students passed the final exam in MAE 3310

Spring

27 (100%) of the teacher candidates earned passing scores on the Florida Teacher Certification Examination.

In these courses: EDE 4940, MAE 3210, RED 3013, RED 4519, RED 3333, SSE 3811, SCE 3811, EEX 4601, EEX 3011, LAE 3414, LAE 3314, EDE 3940 at least 90 % of the teacher candidates earned a grade of “C” or above on their final grade report.

90% of the candidates demonstrated satisfactory knowledge of teaching reading in their content area by scoring 70 percent or higher in RED 3333.

90% of the students passed (70% or above) all course examinations and assignments in TSL 3080.

  • 85% of the teacher candidates passed the reading post test.
  • 90% of the teacher candidates passed corrective reading program report with a letter grade of C or higher.
  • 90% of the teacher candidates passed the post test in RED 4519.
  • 100 % of candidates earned 80 percent or greater on integrated instructional plan in SSE 3811.
  • 90% of the students earned a grade of ‘C’ or higher on all course assignments in EDE 3940.
  • 20 out of 22 or 90% of the students earned a grade of ‘C’ or higher as their final semester grade in EDE 3940.
  • 11 out of 19 students or 60% passed the Midterm exam in LAE 3314.
  • 17 out of 19 students or 89% passed the Final Exam in LAE 3314.
  • 10 out 0f 11 students or 90% scored 35 or higher on their poster presentations in LAE 3414.
  • 7 out of 11 or 64% of the students passed the Midterm Exam in LAE 3414.
  • 6 out of 11 or 55% of the students passed the Final Exam in LAE 3413.
  • 80% of the teacher candidates passed the post test in MAE 3310.
  • 70 percent of the students passed the final exam in MAE 3310
  • TSL 4345 – Not offered Spring Semester

19(89%) of teacher candidates earned a rating of 4; (4) earned rating of 3 in Skill and knowledge on the subject area (FEAP) E-Portfolio Final Assessment.

  • At least 70 percent or greater of the candidates scored above 70 on oral presentations related to specific mathematics content.
Results of Indirect Criteria for Success:
Fall
  • 80% of candidates progressively transfer red elements of the knowledge base gained in class directly to lesson planning and activity development through coaching and direct group constructive feedback of presentations in TSL 4345.
  • 100% of the teacher candidates participated in multiple questions and answer sessions about the reading process scheduled at the beginning of class.
  • Completion of their learning portfolio-100%.

Candidates wrote in their entry journal, their feelings about aspects of mathematics, their confidence in their understanding, or their fears of being wrong.

  • 100% of the candidates wrote, gathered, organized and clarified thoughts as ways of justifying that they have developed relational understanding of mathematical skills.
  • Pre-service teachers submitted their reflection journals on assigned content area reading assignments to demonstrate mastery of the material.

100 percent of teacher candidates participating in the Exit Interview indicated that they were satisfied with the curriculum and their ability to perform effectively as a teacher.