Annual Report to the Teacher Education Council

ANNUAL REPORT TO THE TEACHER EDUCATION COUNCIL

UNIVERSITY OF CENTRAL MISSOURI

TEACHER EDUCATION ASSESSMENT COMMITTEE

(TEAC)

March 14, 2016

Approved by the TEACHER EDUCATION COUNCIL (TEC)

March 14, 2016

TEAC COMMITTEE MEMBERS

Dr. John R. Zelazek, Chair

Dr. Joyce Downing

Dr. Russell Greinke

Dr. Sally Zellers

SUBJECT PAGE

TABLE OF CONTENTS 1

SUMMARY 2-3

HISTORY AND TEAC CHARGE 4

METHODOLOGY 4-5

DEFINITIONS 5

TEACHER SURVEY 6

PRINCIPAL SURVEY 7

DATA SET 8-10

DEGREE AND PROGRAM RESULTS 11-12

INDIVIDUAL DEGREE AND PROGRAM SURVEY RESULTS 13-21

ALTERNATIVE CERTIFICATION, MAT 13

ART, BIOLOGY 14

BUSINESS EDUCATION, EARLY CHILDHOOD EDUCATION 15

ELEMENTARY EDUCATION, ENGLISH 16

FACS, MATHEMATICS 17

MIDDLE SCHOOL/JUNIOR HS, MUSIC INSTRUMENTAL 18

MUSIC VOCAL, PHYSICAL EDUCATION 19

SOCIAL STUDIES, SPECIAL EDUCATION 20

SPEECH/THEATRE, TECHNOLOGY EDUCATION 21

SUMMARY

· A total of 619 individuals completed UCM’s initial teacher preparation programs during the 2014 and 2015 school years combined. A total of 472 individuals (76.3%) who completed are teaching on a full-time basis. A total of 51 completers (8.2%) have not achieved certification as of yet. However, 33 of those same individuals did achieve full-time teaching positions without initial teacher certification.

· From the 783 email surveys sent, there were 299 surveys returned resulting in 38.2% combined return rate.

· All 619 initial teacher preparation program completers were located and all employment was verified.

· UCM First and Second Year Teachers were employed in 114 different Missouri School Districts, thirteen Out-of-State Districts, nine Missouri Charter Schools, thirty-six Private Schools, four out of country schools, and one Higher Education institution. The First Year Teachers, in most all cases, were only beginning their second semester of full-time instruction when the TEAC surveys were sent to them and their principals. The Second Year Teachers, in most all cases, were only beginning their fourth semester of full-time instruction when the TEAC surveys were sent to them and their principals.

· Respondents (N = 311) included 112 different principals who supervised 153 full-time teachers.

· When reviewing all of the data for AY 2014 and AY 2015 it should be noted that besides the 472 individuals who are full-time teachers, there are also 31 individuals who are full-time para-professionals, 13 full-time graduate students, 35 full-time substitute teachers, 58 individuals who are employed full-time, but not in education, and ten that are stay at home mothers.

· A total of 193 full-time teachers were employed in the same district as the previous year. There were 37 full-time teachers that moved to a new district for their second year of teaching.

· Statistical Analysis: A one tailed Student t-Test was run at the 0.05 level and adjusted to the 0.0025 level after using the Bonferroni Correction because it would make it less likely to get a falsely significant result (David Kreiner, UCM).

· Analysis revealed six statistically significant differences at the 0.0025 level. Q4 p = 0.00043, Differentiated Instruction, Q7 p = 0.00076, Curriculum Content, Q8 p = 0.00166, Engaging all students, Q9 p = 0.00018, Diverse Learners, Q12 p = 0.00084, Class environment, and Q18 p = 0.00112 Conceptual Framework, with respect to Dispositions and the MOSPE Standards.

· It should be noted that any differences between the means for other comparisons per question are just that and nothing more.

· The principals rated the dispositions of the teachers they employed as average or above average.

· MOSPE standards were rated average or above average for both teachers and principals. The principals rated the teachers slightly lower on average than the teachers for each question.

HISTORY

TEAC was established by the Teacher Education Council (TEC) April of 1988 and has been conducting an annual survey for the TEC in order to provide a means of periodic assessment of the Teacher Education programs at the University of Central Missouri.

CHARGE FOR THE TEACHER EDUCATION ASSESSMENT COMMITTEE (TEAC)

NOVEMBER 11, 2013, TEACHER EDUCATION COUNCIL

The Teacher Education Assessment Committee (TEAC) of the Teacher Education Council (TEC) shall conduct and publish results of yearly assessments of First and Second year teachers, who have achieved initial (first) teacher certification through the University of Central Missouri (UCM), via a degree, add-on certification to a degree, alternative certification, or post-bachelor certification. TEAC will also publish yearly assessments of the First and Second year teachers by their administrators.

1. TEAC will report directly to the TEC with its findings in the spring of each school year.

2. TEAC will disseminate results of the findings electronically to the Professional Education Faculty and the Unit Head.

TEAC will be composed of three members and a chair. The members will represent each college that offers teacher education programs at UCM, and a chair who will be the Assistant Dean for Data Management in the College of Education.

METHODOLOGY

A list of all individuals who achieved initial (first) teacher certification through the University of Central Missouri (UCM), via a degree, add-on certification to a degree, alternative certification, or post-bachelor certification was developed from UCM graduation lists, Office of Certification lists, and the DESE website. The list was then compared to employed teachers and their principals based on the current DESE website and DESE MOSIS data. Each teacher and principal was then verified on the DESE site, which is MOSIS data supplied by a School District, and each individual School District website. The TEAC chair further verified data through the UCM Certification Office, FACEBOOK, Google searches, Public School websites, Private School websites, the UCM Alumni Office, the UCM Career Placement Office, UCM Program Coordinators and Student Advisers, and by direct phone calls to the former UCM students.

Emails were sent, with a survey form, to each teacher, and their principal, during the time span from January 14 through January 18, 2016. Directions were given to all participants on how to download the survey form, complete the form, and then send the form back to the TEAC Chair who compiled the data. The TEAC Chair tabulated the data, and designed descriptive charts to be used by Program Coordinators (PC) and Professional Education Faculty (PEF) members as they develop various types of curricular endeavors and reports for various agencies tied to accreditation, and UCM internal reviews. All of TEAC’s members contributed to the conclusions deduced from the data that were compiled and the results that were rendered.

Statistical analysis was completed by the TEAC Chair who used the Student t-Test. TEAC would like to extend a special thanks to Dr. David Kreiner, UCM Department of Psychology Chair, who was consulted about the proper statistical tests to use for the data collected.

All data verifications were accomplished by the TEAC Chair.

Definitions:

Employed--- an individual who completed an initial teacher education program during the 2014 or 2015 academic year and is employed full-time as a teacher.

Not Employed—an individual who completed an initial teacher education program during the 2014 or 2015 academic year and is not employed as a full-time teacher, i.e. Graduate Student, Para-professional, Substitute Teacher, working outside of education, parent, etc.

Name______Degree______Teacher Survey 1/2016

To assist us in our continuing review of the Teacher Education Programs at the University of Central Missouri, as required by our national accreditation agency CAEP, and the State of Missouri, we are soliciting your opinion. Your responses will provide us with valuable information in our on-going program review. Thank you for your cooperation.

Directions: The following are several teacher dispositions that are important in the training of teacher candidates at UCM. Please rate each by selecting the number that describes the effectiveness of the particular element under consideration with respect to your beliefs as a teacher. Rate each item according to the following scale and place your response on the line provided:

5-High 4-Above Average 3-Average 2-Below Average 1-Low

1. ______Ability to take responsibility for student learning.
2. ______Use of technology to teach students.
3. ______Ability to adjust lessons to teach students from diverse cultures.
4. ______Ability to motivate students with different learning needs via use of differentiated instruction.
5. ______Ability to be a reflective practitioner who continually assesses the effects of choices and actions on others.

Directions: Rate the application and accomplishment of the Missouri Standards for the Preparation of Educators (MOSPE) while at UCM. Please rate each by selecting the number that describes the usefulness of the particular element under consideration. Rate each item according to the following scale and place your response on the line proved:

5-High 4-Above Average 3-Average 2-Below Average 1-Low

6. ______Content knowledge of subject matter is a demonstration of having a thorough understanding of the curriculum. ST1

7. ______Demonstrates knowledge of the curriculum and academic language for the content area being taught. ST1

8. ______I understand learning experience and make subject matter meaningful and engaging for all students. ST2

9. ______I provide learning experiences for diverse learners. ST 2

10. _____ I understand and perform long-range planning and curriculum development. ST3

11. _____ I know and use a variety of instructional strategies. ST4

12. ______I create positive classroom environments. ST 5

13. ______I model effective verbal, nonverbal, and media communication techniques. ST6

14. ______I know and use formative and summative assessment strategies to modify instruction. ST 7

15.______I am a reflective practitioner who continually assesses the effects of choices and actions on others. ST 8

Directions: Rate the overall quality/effectiveness of the teacher education program at UCM. Please rate each by selecting the number that describes the usefulness of the particular element under consideration. Rate each item according to the following scale below and place your response on the line proved:
5-High 4-Above Average 3-Average 2-Below Average 1-Low
16. ______A teacher education program needs to be very diverse with respect to fellow participants and the faculty.
17. ______The Teacher Education program at UCM, to the best of my knowledge, was well organized and supported.
18. ______The Conceptual Framework at UCM was the basis for the full teacher education program.
19. ______Clinical Experiences were well defined and outcomes were articulated in the teacher education program.
20. ______It is my belief that the UCM Teacher Education Program’s Quality/Effectiveness is……..

SAVE YOUR RESPONSES AND ATTACH THIS FILE TO YOUR RETURN EMAIL----THANK YOU.

Name of Teacher______Principal Survey 1/2016

To assist us in our continuing review of the Teacher Education Programs at the University of Central Missouri (UCM), as required by our national accreditation agency CAEP, and the State of Missouri DESE, we are soliciting your opinion. Your responses will provide us with valuable information in our on-going program review. Please respond to the questions with respect to your teacher as noted above only. Thank you for your cooperation.

Directions: The following are several teacher dispositions that are important in the training of teacher candidates at UCM. Please rate each by selecting the number that describes the effectiveness of the particular element under consideration with respect to the UCM teacher that you currently employ noted above only. Rate each item according to the following scale and place your response on the line provided:

5-High 4-Above Average 3-Average 2-Below Average 1-Low

Directions: Rate the application and accomplishment of the Missouri Standards for the Preparation of Educators (MOSPE) for your teacher. Please rate each by selecting the number that describes the usefulness of the particular element under consideration.

Rate each item according to the following scale and place your response on the line provided:

5-High 4-Above Average 3-Average 2-Below Average 1-Low

6.______Content knowledge of subject matter is a demonstration of having a thorough understanding of the curriculum. ST1

7.______Demonstrates knowledge of the curriculum, and academic language for the content area being taught. ST1

8.______The teacher understands the learning experience and makes subject matter meaningful and engaging for all students. ST2

9.______The teacher provides learning experiences for diverse learners. ST 2

10._____The teacher understands and performs long-range planning and curriculum development. ST3

11._____The teacher knows and uses a variety of instructional strategies. ST4

12._____The teacher creates a positive classroom environment. ST 5

13._____The teacher models effective verbal, nonverbal, and media communication techniques. ST6

14._____The teacher knows and uses formative and summative assessment strategies to modify instruction. ST 7

15._____The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. ST 8
Directions: Rate the overall quality/effectiveness of the teacher education program at UCM. Please rate each by selecting the number that describes the usefulness of the particular element under consideration. Rate each item according to the following scale and place your response on the line provided:
5-High 4-Above Average 3-Average 2-Below Average 1-Low
16. ______A teacher education program needs to be very diverse with respect to fellow participants and the faculty.
17. ______The Teacher Education program at UCM, to the best of my knowledge, is well organized and supported.
18.______The Conceptual Framework at UCM was the basis for the full teacher education program.
19.______Clinical Experiences were well defined and outcomes were articulated in the teacher education program.
20. ______It is my belief that the UCM Teacher Education Program’s Quality/Effectiveness is……..

SAVE YOUR RESPONSES AND ATTACH THIS FILE TO YOUR RETURN EMAIL----THANK YOU.

DATA SET

· A total of 619 individuals completed UCM’s initial teacher preparation programs during the 2014 and 2015 school years combined. A total of 472 individuals (76.3%) who completed are teaching on a full-time basis. A total of 51 completers (8.2%) did not achieve certification as of yet. However, 33 of those same individuals did achieve full-time teaching positions without initial teacher certification.