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Communities of Practice
Investigating Learning and Teaching
Education
Performance Assessment System – Adopted April 28, 2004
Criterion
1: The Education
Performance Assessment System (EPAS) is designed and implemented with
involvement from the professional community.
The Education Performance Assessment Advisory Committee (EPAAC) is a
group made up of professionals who are knowledgeable of assessment systems and
the SMSU teacher education programs.
Members are representative of the following groups: faculty in the
Education Department, faculty in the Department of Educator Development and
Leadership, faculty from the Arts and Sciences, and educators in P-12
cooperating schools/programs. The initial
meeting of EPAAC was held August 7, 2003.
In addition to EPAAC, other advisory groups give input that affects the
assessment of candidate performance.
These include: the Teacher Education Advisory Committee, the Field
Experience Advisory Committee, the Technology Advisory Committee, and the
Graduate Education Advisory Committee.
Minutes and reports from these advisory committees are available on the
SMSU Education Department Web pages (http://SouthwestMSU.edu/education/advisory_committees.html). This data is used by the Education
Department in making decisions and planning actions in relation to candidate
performance and the assessment system.
Criterion
2: EPAS incorporates
candidate proficiencies of the professional standards of the University (Communities of Practice Investigating
Learning and Teaching), state (Minnesota Standards of Effective Practice),
and nation (Interstate New Teacher Assessment and Support Consortium and the
National Council for Accreditation of Teacher Education). The System assures that:
·
Assessments
are appropriate for the standards they are meant to address
·
Instruments
assess meaningful and authentic elements at challenging levels related to the
knowledge, skills, and dispositions in content and pedagogy
·
Instruments
assess the impact candidates have on the learning of P-12 students
·
Assessments
are systematically evaluated to ensure fairness, accuracy/validity,
consistency/reliability, and objectivity
·
Multiple
assessments are used to reach meaningful decisions about candidate performance
(strengths, needs, and development) at multiple decision points
The EPAS integrates the assessment standards of the National Council
for Accreditation of Teacher Education (2002, NCATE). The primary standard is that an assessment system “collects and
analyzes data on applicant qualifications, candidate and graduate performance,
and unit operations to evaluate and improve the unit and its programs.”
All teacher education licensure programs at SMSU were redesigned to
meet the new Minnesota Board of Teaching standards. The approval process included aligning courses and field
experiences to the Minnesota Standards of Effective Practice. All programs had been approved by fall
2001.
The SMSU Education Department has a syllabus template that includes
alignment of standards that are addressed and assessed in specific
courses. The undergraduate teacher
candidate portfolio, Pre-Student Teaching, and Student Teaching assessments are
organized by the ten Minnesota Standards of Effective Practice (SEP), which are
based on the national standards of the Interstate New Teacher Assessment and
Support Consortium (INTASC). The
standards identified on the Student Teaching Final Assessment are amalgamated
from the 120 subparts of the ten SEP.
The standards of the conceptual framework (CF), Communities of Practice Investigating Learning and Teaching, are
aligned to the standards on the Student Teaching Assessment. A matrix aligning all subparts of the SEP
and the standards of the CF is drafted and being reviewed.
The nonlicensure Master of Science in Education program focuses on the
National Board of Professional Teaching Standards (NBPS). The licensure Master of Science in Special
Education program applies the Minnesota Standards of Effective Practice. The conceptual framework standards are
integrated into both graduate programs.
The CF Communities of Practice
Investigating Learning and Teaching links learning and teaching, theory and
practice, coursework and field experiences.
Assessment forms for all field experiences are being reviewed and
revised to take a more specific developmental approach, to systematically align
the professional standards and assessments to the field experiences, and to
develop assessments that more directly support sequenced course content. Multiple assessment measures from courses
and field experiences are identified in the checkpoints identified in Criterion
3.
A Candidate Growth Plan was developed and adopted during spring
2003. The process for using the plan is
under review. Initially it is being
used as faculty members identify proficiencies of candidates that need
development. Advisors work with
individuals who have a growth plan. The
Dispositions for Teachers Inventory is a part of Checkpoint One for undergraduate
teacher candidates. Candidates
self-assess their professional dispositions and sign a contract of agreement
related to professional development.
Teacher dispositions related to the ten SEP were drafted during the
2002-2003 academic year, were approved April 16, 2003, and were refined and
adopted August 19, 2003. Work is
beginning to develop objective, fair, valid, and reliable means of assessing
dispositions of candidates.
The commercial LiveText
internet technology tool was adopted in spring 2003, for implementation fall
2003 with SMSU education foundation courses.
The tool includes an electronic portfolio tied to professional standards
(national, state, and local). Templates
for a working portfolio and a presentation portfolio are drafted. Assignments from the foundation courses that
will be assessed with the electronic portfolio have been identified and aligned
to standards. Rubrics for these assignments
are being developed to pilot test and review for objectivity, fairness, validity
and reliability. LiveText is also implemented in the graduate programs.
EPAAC
Proposal: In
order to document candidate impact on learning of P-12 students, the Education
Performance Assessment Advisory Committee suggests that candidates take part in
reflective analysis of demonstrated learning growth of students on specific
learning goals during lessons and instructional units taught by the candidates
during the SMSU field experiences.
(Need to plan when, where, and how often
to document candidate impact on learning of P-12 students)
Whole Class
Methodology:
Candidates will
·
Plan lesson/unit to teach specific learning goals and objectives.
·
Write a paragraph describing the demographics of the classroom.
·
Design an assessment plan with pre-assessment and post-assessment
analysis (Assessment can be of varied forms: objective tests
(fill-in-the-blank, short answer, multiple choice, true-false, and
matching-style); subjective tests (essays); and student attitudinal surveys
toward the candidate’s instruction.
·
Administer pre-assessment.
·
Administer post-assessment.
·
Collect and organize data with a graphic display of pre-and-post data
of learning gains.
·
Write an interpretive analysis on the relationships of teaching to
learning and effectiveness of teaching based upon the analysis of growth.
·
Document growth in LiveText
Portfolio.
Work-Sample
Methodology (Could be action research project for all levels):
Candidates will
·
Plan lesson/unit to teach specific learning goals and objectives.
·
Select students (3 at varied levels of ability) to collect work from
throughout the unit. Write a paragraph
describing the students and the demographics of the class.
·
Design an assessment plan with pre-assessment and post-assessment
analysis (Assessment can be of varied
forms: objective tests (fill-in-the-blank, short answer, multiple choice,
true-false, and matching-style); subjective tests (essays); and student
attitudinal surveys toward the candidate’s instruction.
·
Administer pre-assessment.
·
Implement instruction.
·
Administer post-assessment.
·
Collect and evaluate work samples from selected students throughout the
unit.
·
Analyze growth of each student.
·
Write an interpretive analysis on the relationships of teaching to
learning and effectiveness of teaching based upon the analysis of growth.
·
Document growth in LiveText
Portfolio.
Revised from Western Oregon University College of Education at
http://www.wou.edu/education/worksample/twsm/index.htm
Criterion
3: (Undergraduate
Programs) EPAS data from internal and external sources show program quality,
internal governance, and candidate performance, including the first years of
practice. Records of formal candidate
complaints and documentation of their resolution are maintained. Data are regularly and systematically
collected, compiled, summarized, analyzed, and reported publicly for the
purpose of improving candidate performance, program quality, and internal
governance. Information technology is
tested and used to strengthen the assessment system.
SMSU offers teacher education in the following licensure programs:
Early
Childhood (Birth-grade 3)
Elementary
(K-grade 6) with specialties
Preprimary
5-8
Communication Arts/Literature
5-8
Mathematics
5-8
Science
5-8
Social Science
K-8
World Languages & Cultures: Spanish
5-8
General Science
5-12
Communication Arts/Literature
5-12
Health
5-12
Mathematics
5-12
Social Science
9-12
Biology
9-12
Chemistry
K-12
Developmental Adaptive Physical Education
K-12 Music
K-12 Physical
Education
K-12 Visual Arts
K-12 World Languages
& Cultures: Spanish
The Due Process Policy for teacher candidates, found in the Field Experience Handbook, describes a
process to resolve issues, complaints, and/or concerns. The Handbook
is available online, on disk, and in hardcopy.
When issues related to field experiences arise, candidates complete a
form describing the issue. The issue is
then brought to the Field Experiences Issues Committee for resolution.
Candidates identified with areas of concern are given feedback through
the Candidate Growth Plan and conference with advisors. Areas of concern relate to knowledge,
skills, and dispositions specific to the professional standards. Candidates and advisors have
responsibilities to assure progress.
The process may be initiated by education, arts, and sciences faculty
and classroom supervisors as well as by candidates themselves. This may occur at pre-admission and/or
various checkpoints throughout the program.
The electronic portfolio of LiveText
supports the implementation of technology to showcase candidate performance in
meeting the standards of the profession.
It also allows aggregation of data for program review.
A survey of graduates and/or employers assessing success of graduates
is being developed. A goal is to
conduct the survey spring 2004.
See Appendix A for Undergraduate Checkpoints.
Criterion
4: (Graduate Programs)
EPAS data from internal and external sources show program quality, internal
governance, and candidate performance.
Records of formal candidate complaints and documentation of their
resolution are maintained. Data are
regularly and systematically collected, compiled, summarized, analyzed, and
reported publicly for the purpose of improving candidate performance, program
quality, and internal governance.
Information technology is tested and used to strengthen the assessment
system.
SMSU offers teacher education in the following graduate programs:
Master of Science in
Special Education (licensure)
Developmental Disabilities (K-12)
Early Childhood (Birth to 6 years)
Emotional/Behavioral Disorders
(K-12)
Learning Disabilities (K-12)
Master of Science in Education
(nonlicensure)
Criterion
5: The EPAS data are
systematically analyzed and used to make effective program changes. The Teacher Education Unit studies the
effects of any changes to assure that the program is indeed strengthened. Candidates and faculty review data on their
performance regularly and write professional development plans.
The Education Department intends to use LiveText data to analyze quality of programs to make effective
changes. It is recommended that the
Department meet two times per academic year to review multiple forms of data
for assessing quality of courses, field experiences, and candidate
performance. Each fall one or two
changes could be the focus for that year.
Collaboration with other University support services (Alumni Office,
Career Services, Office of Cultural Diversity, etc.) is essential.
Faculty Professional Development Plans shall include a process for
student assessment (Master Agreement Between the Minnesota State Colleges and
Universities Board of Trustees and the Inter Faculty Organization 2001-2003, p.
86). Appendix G of the Master Agreement
provides guidelines for faculty evaluation.
Faculty are encouraged to include student assessments as evidence of
ability to teach effectively (Criterion 1 of the Professional Development
Plan). Evidence may also include, but
is not limited to: peer reviews, quality of syllabi, nature and quality of
assignments, practices and quality for assessing student progress, time lines
of evaluation of student performance, pedagogical approaches, attention to
student advisement, nature and frequency of course development and timeliness
of revision, and timeliness of work assignments. Faculty are encouraged to examine the evidence collected and to
make changes based on the evidence (reflect and take action).
Since the Education Department is in the process of developing
performance assessment of candidate impact on the learning of P-12 students
using LiveText, faculty are
encouraged to reflect in their Professional Development Report about how their
teaching has impacted that learning as well.
Education faculty can apply the Teacher Work-Sample methodology to their
own teaching practices.
References:
Elliott, E.J. (2003). Assessing
education candidate performance: A look at changing
practices. Washington, DC:
National Council for Accreditation of Teacher
Education.
Wigle, S. (2002, June). Indiana
University Northwest School of Education Unit
Assessment
System.
Gary, IN.
National Council for Accreditation of Teacher Education. (2002). Professional standards
for the
accreditation of schools, colleges, and departments of education.
Appendix A:
Undergraduate Teacher Education Checkpoints
CHECKPOINT ONE: Admission to Teacher Education
·
Admission to SMSU
·
Completed 45 semester credits prior to applying
and show evidence that a minimum of 60 semester credits will be completed by
end of semester in which application is made
·
Cumulative 2.8 G.P.A. maintained (See catalog
for specific department
guidelines)
·
Completed ENG 102, ENG 103 and SPCH 110 (or
equivalents) with a minimum grade of “B-“
·
Biographical data
·
Written essay
·
Writing sample done in person
·
Application for Admission to Teacher Education
·
Introduction to Education Candidate Evaluations
or equivalent materials
·
Dispositions for Teachers Inventory and Contract
·
Evidence of liability coverage
·
PPST Results (demonstration of having taken all
three tests)
·
Satisfactory completion all EDFN courses (Grade C or better)
·
Electronic Portfolio for Checkpoint One (EDFN
courses; in progress)
·
Recommendations from academic advisor, recent
faculty, or content area faculty
·
Interview
The foundation
courses with LiveText electronic
assignments identified below are a part of Checkpoint One
EDFN 102 Technology: Classroom Applications 1 Credit
PowerPoint Presentation showing
Word, Excel, and Access created by candidate
EDFN 111 Human Relations and Lab 2
Credits
Topics Paper
EDFN 201 Introduction to Education and Lab 2
Credits
Philosophy
Paper: “Why I Want to be a Teacher”
CHECKPOINT TWO: Admission to Student Teaching
- Formal
admission to the teacher education program (Completion of Checkpoint 1)
- Senior
standing
- Student
Teacher Application materials completed professionally
- Required
Course Completion
- Evidence
of 2.8 G.P.A
- All
X and I grades satisfactorily completed
- Current
DARS report for Student Teaching
- Degree
Check completed with Registrar’s Office
- Satisfactory
completion of all required methods courses (Education Courses Grade C or better.) Any exceptions must be approved by the
Education Department.
- Satisfactory
completion of the Human Relations courses for licensure
- Satisfactory
evaluation from Pre-Student Teaching Experience (or equivalent)
- University
Supervisor Reports
- Recommendations
from Classroom Supervisors
- Verification
of 15 hours experience with students or families from a culture different
from one’s own
- Electronic
Portfolio for Checkpoint Two (minimum one artifact for each of 10 SEP)
assessed by Interview Team of University and classroom supervisors
- Recommendation
from Advisor (See checklist)
The Advisor
has responsibility to review eligibility for student teaching prior to
candidate submission of the application to the Education Department. The candidate has responsibility to meet
with the Advisor to review eligibility at least two weeks prior to the due date
of the application.
* CHECKPOINT
THREE: Completion of Student Teaching and Recommendation
for Initial Teaching License
Candidates need to submit in the portfolio:
Transcripts from all
colleges and/or universities attended
Unique Resume and List
of References
Philosophy of
Education
Classroom Management
Plan
Videotape requirement:
The videotape of the
Student Teacher in action is reviewed by the Student Teacher, Classroom
Supervisor, and the University Supervisor (not necessarily at the same time). (A simple form documenting this action and
feedback given will be developed.)
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CHECKPOINT
FOUR: Program Graduates (At Graduation, 1st, 3rd, and 5th
Years)
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Appendix B: Graduate
Teacher Education Checkpoints
CHECKPOINT ONE: Admission to Master of
Science: Education and Master of Science:
Special Education
1.
Complete
the application form with a $20.00 nonrefundable processing fee and submit to
the Office of Admissions. Checks may be
written to SMSU.
2.
With the
application form, include an academic vita and a one-page letter of application
that indicates career goals. An
academic vita outline is provided.
3.
A
Bachelor’s Degree (B.S. or B.A.) from an accredited college or university.
4.
A minimum
GPA of 3.0 (on a 4.0 scale) for the last two years of undergraduate study (64
semester credits or 96 quarter credits).
5.
Official
transcript stating undergraduate degree is submitted with the application for
admission to Southwest Minnesota State University. (Applicants wishing to transfer graduate credits to the program
should provide one official copy of all post-secondary institutions where
credit has been earned.)
6.
Two letters
of recommendation, with one being from a person who is qualified to discuss
academic potential (an administrator or a university professor who has reviewed
the applicant’s work over an extended period of time).
7.
A copy of
the teaching license is required for the Special Education program.
8.
SMSU
reserves the right to review academic credentials and require certain
prerequisite courses or competencies that may be necessary in the graduate
program.
CHECK POINT TWO: Per Semester
1.
Electronic
portfolio artifacts/reflection completed for each course that reflect meeting
the National Board of Professional Teaching Standards (Education) or the
Standards of Effective Practice (Special Education)
2.
Surveys:
course and facilitator
3.
Self-assessment,
peer review by students, and faculty review
CHECK POINT THREE: Completion of Graduate
Program
Master of Science:
Education
1. Completion of 34 credits of course
work with a minimum GPA of 3.0
2. Successful completion of portfolio review
3. Action research project completed and
signed by committee members
4.
Post
Graduate Survey of Program Effectiveness by Institutional Research
Master of Science: Special
Education
1.
Completion
of 33 credits of course work with a
minimum GPA of 3.0
2.
Successful
completion of portfolio review
3.
Action
research project completed and signed by committee members
4.
Post-Graduate
Survey of Program Effectiveness by Institutional Research
CHECK POINT FOUR: Program Graduates (1
year after graduation)
1. Alumni survey
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