Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.
Evidence for the Onsite BOE Team to validate during the onsite visit
1) Update on the status of the Special Education: Generalist Emphasis (K12) Program and other programs that were nationally recognized with conditions. What have the programs done to remove the conditions?
The SPA programs that currently hold a “recognized with conditions” status include: Special Education Generalist, M.A.; Elementary Post Bac, and Secondary Science. Responses to conditions reports were submitted September 15, 2010 in order to remove conditions. The Science Program was submitted in 2007 and was resubmitted until September 2010. The other 25 SPA reports have earned full national recognition with no conditions. It should be noted that ACTFL reviewers reversed their decision in the Reviewers’ Final Report and awarded the Secondary German and French Programs full national recognition on August 8, 2010.
2) Update on data collection in Secondary German and French, Special Education – Generalist Teacher MA, Foreign Language-MA-Spanish programs. What additional data are being collected since the program was submitted for national review?
Updated information on data collection is provided for programs that have not yet received national recognition. As with all programs assessment data are collected annually on 6-8 assessments in the Elementary Post Bac, Secondary Science, the SPED Generalist, and Secondary German and French programs. Annual Assessment Data Profiles were created for the past three years and were returned to these programs annually on August 15th. The profiles were posted also on the Accreditation Shared Drive.
The Foreign Language-MA-Spanish program is not required to submit a program review to ACTFL. However, annual data are collected on this program and performance-based rubrics are used in the program. Beginning summer 2011program coordinators will submit rubric data for individual candidates so that candidate and program needs and strengths can be identified.
3) Update on guidelines for assessment of Elementary Education Post-Bac Licensure Teacher Education program, Secondary German and French, Special Education – Generalist Teacher MA. Whole scores are being reported. What disaggregated data by program indicates that candidates are meeting proficiencies?
Assessment data are collected annually on 6-8 performance-based rubrics used in the Secondary German and French, Secondary Science, Elementary Post Bac, and the SPED Generalist programs. Individual candidate scores on each rubric category are collected, aggregated, and reported as overall means for each rubric category. Faculty review the data collected on performance-based rubrics to determine candidates’ and program needs and strengths. Prior to 2008 disaggregated assessment results on each category of each performance-based rubric were presented as the percentage of candidates scored at the “developing,” proficient,” and “advanced” level. Data were presented in this manner because of state reporting requirements. “Whole scores,” interpreted as candidates receiving an overall score on a rubric rather than individual scores for each category on the rubrics, are not being reported in our program data. Annual Assessment Data Profiles were created and returned to programs annually by August 15th. The most recent Assessment Data Profiles for these programs are used to document how candidates are meeting proficiencies as evidenced in the disaggregated data by programs.
The most recent Annual Data Assessment Profiles for these programs document candidates are meeting proficiencies.
4) Diversity Assessment for Math MA: Teaching Emphasis program. What data on diversity proficiencies are being collected in this course?
The Mathematics MA Program is involved in a 5-year grant that integrates diversity, responsive pedagogy, and working with English language learners into the program. The course “Culture in the Mathematics Classroom” provides multiple opportunities for the teachers to address diversity. The Intercultural Development Inventory (IDI) is being used in the course to assess diversity. The IDI was constructed to measure orientations toward cultural differences and is a 50-item (with 10 additional demographic items), paper-and-pencil measure of intercultural competence. The reports we have of IDI measures are baseline proficiencies that are not appropriate to report due to the sensitive nature of the information. However in a year we will be able to report changes in proficiency among our first master’s program cohort.
5) Enrollment/Completer Data for Reading MA. These data were missing from the program report. What enrollment/completer data are available for this program?
The inadvertently omitted data on enrollment/completer data for the Reading MA have been uploaded into the Non-SPA Report at http://www.unco.edu/cebs/ncate/A-17_Reading_MA.pdf
6) Data from MAT Curriculum Studies. At the time that the program report was written, the program was new and had not collected any data. What do current data indicate about candidates developing proficiencies?
MAT Curriculum Studies data are being collected on the following performance-based assignments and rubrics: Curriculum project, Teacher research final project, and Capstone experience: Submission of a manuscript for publication. The 2009-2010 data have been analyzed and the data analysis has been integrated in the MAT Curriculum Studies Annual Report at http://www.unco.edu/cebs/ncate/A-5_MAT_Curriculum_Studies.pdf.
7) Secondary mathematics program. How has the program responded to areas not met in the national recognition review?
The Secondary Mathematics Program submitted the Response to Conditions Report on September 15, 2009 and was fully recognized in the Final Reviewers Report by the National Council of Teachers of Mathematics in February 2010.