Elementary Education Standard 3. Continuous Improvement 3.5... · 2012. 8. 27. · Continuous...
Transcript of Elementary Education Standard 3. Continuous Improvement 3.5... · 2012. 8. 27. · Continuous...
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Elementary Education
Standard 3. Continuous Improvement The approved program implements processes to ensure continuous program improvement.
Continuous improvement across and within programs is the result of routine analysis of data collected on
Standards 2 and 3; admission, enrollment, and completion status of each candidate; and results of recent faculty
experiences.
_______________________________________________________________________________________
Summary of data analysis for 1-9 must be provided for entire continuing approval period
1. Admission, enrollment, and completion data
2. Candidate performance data on Uniform Core Curriculum
3. Impact on P-12 student learning for candidates and completers
4. Results of assistance to students who need remediation during their first two years of teaching,
if applicable.
5. State and district needs, if applicable
6. Employer satisfaction, including percentage of completers employed Florida public schools
following the first year of program completion and length of stay in the classroom
7. Completer satisfaction
8. Faculty recency of experience data
9. Stakeholder input
A description of how data analysis was used to inform programmatic decisions for entire continuing approval
period must be provided.
_________________________________________________________________________________________
1. Admission, enrollment, and completion data
Candidates admitted to teacher education in the Elementary Education Department are assigned a
faculty advisor who monitors their progression through the program culminating with Student
Teaching. Data show that upon admission, the majority of candidates meet or exceed the required 2.50
GPA and passing scores on the General Knowledge Test (GKT). Two candidates did not meet the
GPA requirement in 2008 and were admitted under the 10% waiver. A developmental plan was
written to remediate the deficiency. Advisors monitored the implementation of the plan throughout the
remediation period. While the majority of candidates are meeting admission criteria, pre-elementary
major enrollment data show that a high percentage of pre-majors had completed all general education
coursework but were unable to pass the GKT. To minimize this problem, several interventions were
put in place. The College of Education offers classes to assist students in preparing for the General
Knowledge Math, Reading and Essay subtests; test review software programs are available in the
Distance Learning Computer Lab and monitored by the Center for Academic Success. The number of
candidates completing the program has been constant when compared to program admission data.
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Since candidates are required to pass the FTCE subject area prior to student teaching, they are eligible
for graduation and Florida certification.
The faculty and College of Education representatives continue to engage in recruitment activities to
increase enrollment. We have been successful is attracting students from community colleges,
specifically North Florida and Tallahassee Community Colleges. Elementary Education completion
data for 2007-2010 are presented below:
Year # Completers # Passing
FTCE
% Passing
FTCE
2007-2008 65 67 100
2008-2009 46 47 100
2009-2010 38 41 100
2. Candidate performance data on Uniform Core Curriculum
Candidates are assessed at the individual and program levels on the Uniform Core Curriculum
during course work and internship. Each candidate is assessed on the FEAPs across courses multiple
times. Specific assignments/assessments aligned with the FEAPs are required of each candidate and
assessed by the faculty. Program faculty monitors candidate performance throughout the semester in
course work and a final review at the end of each semester. The following graph demonstrates the
overall performance of candidates on the FEAPs for 2009-2010.
Academic Year
Number of candidates entering program and admission point
Number enrolled in program from year to year
Number of candidates meeting admission requirements upon entry
Number of candidates entering under 10% waiver
2007-08 50 130 48 2
2008-09 64 316 64 0
2009-10 44 298 44 0
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Figure 1 FEAPs Performance
Candidates demonstrated an acceptable level of performance on all of the FEAPs. Performance on FEAPs 2, 4,
and 10 show a higher level of acceptable (3 rating) performance on grading rubrics for FEAPs 2, 4 and 10.
Standards 1, 3, 5-9, 11 and 12 show a range of 3to 3.5 level of acceptable performance.
Elementary Education is an ESOL infused program. The graph below represents the ESOL-infusion
program within Elementary Education. The data analysis for academic year 2009-2010 is presented as a
sampling for the ESOL-infused programs in the unit. The graph includes both stand alone and ESOL
infused courses combined to obtain a combined aggregation of data to show candidates demonstration of
the performance standards as measured by a variety of artifacts including, lesson plans, philosophies for
working with English language learners, article critiques, research projects with writing sample use, of
teaching strategies using technology.
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The graph reveals a high level of demonstration at the Favorable Level, which is the highest level on the
grading rubric, for standards 5, 8, 10, 15, 17, 20, 21, 22, and 24. Standards 1, 3, 4, 7, 9, 13, 14, 16,18,19, 22,
and 25 were demonstrated at the Acceptable Level which is the second highest point on the grading rubric.
Standards 2 and 11 appear to be demonstrated at the Marginal Level, however, since the old 25 ESOL
Standards were redundant in many areas these two standards correlate with standards 2, 3, 4, and 5 which
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were met at the Favorable and Acceptable levels. Therefore, all ESOL standards were demonstrated at the
Favorable and Acceptable levels as indicated in the graph.
Additional analysis of student performance on the FEAPs at the course level overall indicates general
performance at the acceptable level. Changes were made in areas in which mastery was lowest. The following
addresses some of the revisions that resulted from analysis of student performance:
Assessment- Data analyses show that candidates demonstrate proficiency in FEAP assessments noted by
their 3.31/4 (80.31%) score on assignments across courses.
Communication- Though candidates demonstrated mastery of the FEAP Communication, on some
assignments, 52% scored 1.56/3 and 67% scored 2.70/4. This finding was also part of the impetus to
address the communication competency in EDE 2940 Field Experience II. Candidates are required to
obtain “The Essentials of English Grammar” by L. Sue Baugh. The text is a required supplement to
the professional core curriculum courses. Faculty is to work with individual students with limited
communication proficiency and make appropriate referrals to the Writing Center. A writing initiative is
also in the developmental stage to assist teacher education majors with communication.
Continuous Improvement- Data analysis indicates a high proficiency toward continuous improvement as
noted by 86% of student scoring an average of 3.45/4 on relevant assignments.
Critical Thinking- Candidates’ critical thinking skill analysis reveal variability ranging from an average
2.59/4 (64.75%) to an average of 3.78/4 (94.50%) on select assignments involving critical thinking with
a cumulative average of 3.38/4 (84.77%). This finding is being addressed by increasing activities across
the curriculum to provide opportunities for candidates to engage in critical thinking. A research
component was implemented fall 2009 in which all core courses requires some aspect of research.
Diversity-Candidates’ performance in the area of diversity also showed considerable variability on
assignments even though overall performance was in the passing range (3.17or79.20%). In review, the
nature of the assignments involving diversity was a bit more challenging- assessment accommodation
and modification for ESL and ELL reflect the challenge. Faculty includes more opportunity for
reflective discussion and case study analysis during EEX 3011 to facilitate increase competency in this
area.
Ethics-Consistent performance on assignments involving the FEAP ethics was at the acceptable level
ranging from 2.82/4 (71%) to 87.13% of candidates scoring 3.76/4 (94%) on some assignments and a
cumulative average of 3.49/4(87%).
Human Development 3.45 (86.27%) Learning Environment 3.07 (76.72%) and Knowledge of Subject
Matter 3.39 (84.82) - Application of human development to instructional planning and learning
environment is a higher order developmental process requiring critical thinking skills and content
knowledge. Data analysis of course performance showed a wide range of scores with all averaging in
the passing range. Faculty instituted changes in field experience to better tie theory to practice with the
intent of improving candidate performance in the three areas. The program of study pre-
professional track was revised to to replace Human Growth and Development with Child
Development (EEC 3700)
Planning and Role of the Teacher - Candidate performance on course assignments involving the three
FEAPs were above average as reflected in respective averages of 3.21 (80.31%) 3.40(85%), and
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marginal 2.69 (70.46%) in technology.
Planning appropriate lesson objectives as well as identification of formal and informal strategies for
measuring students’ mastery of lesson objective was problematic. Institution of a uniform Professional
Education Unit lesson was adopted. Several purposes were achieved by doing so: the same process and
procedure was implemented throughout the college, hence providing reinforcement and improvement of
student performance; the uniformity of the PEU lesson plan eliminated confusion in definition and
expectation some students experience from course to course. The PEU lesson plan companion form also
redirected students to multiple appropriate methods of evaluation.
FTCE test report data show that some candidates take the subject area test multiple times before passing.
To ensure candidates’ success on the first testing of the FTCE subject area, content review sessions were
incorporated in EDE 3921 Professional Colloquium. The non-credit course is assigned to program
faculty who monitor the progress of the candidates.
3. Impact on P-12 student learning for candidates and completers
Analyzing the results of the student intern reports for 2007, 2008 and 2009, the average scores of
students in their classrooms showed an increase in their performance. While the data are limited, data
from the interns show increases in performance from pre to post test on different subject matter
presented to the students. Using this information, it is assumed that interns are adequately teaching
content to the K-6 students in their classrooms. Faculty continued to strengthen course content in
methods courses ensuring that information and methods were current research-based and reflecting
best practices.
Mean Values of Candidates’ Impact on Student Performance
Academic
Year
# of Candidates Unit Pre-Test Unit Post Test
Fall 2007 26 40.51 57.98
Fall 2008 17 54.27 80.64
Fall 2009 13 34.2 55.7
4. Results of assistance to students who need remediation during their first two years of teaching, if
applicable.
Candidates in the department performed at or above the 94% level for each of the semesters of the review
period on student learning indicators. The results are documented by the external value-added research
conducted through the Carnegie grant. To date, the department has not received a request to provide assistance
to program completers. However, a firm plan is in place to address needs of our completers as well as a periodic
review to ensure that if assistance is requested, it can effectively be provided.
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5. State and district needs, if applicable
The Elementary Education program assists in closing the gap in the minority teaching pool in
meeting the instructional staffing goals of surrounding districts and Florida. The program also enrolls
candidates who are recipients of the Minority Teacher Education Scholarship. Upon graduation, recipients are
required to teach one year in a Florida public school for each year they received the scholarship. Not only do
some of candidates work in low performing schools where there is a need for these highly qualified teachers but
also increase the State’s minority teaching pool for the required time period required by the scholarship and
beyond. The table below shows the number of Elementary Education program scholarship recipients/candidates
who are working in Florida schools.
The reading endorsement program is committed to ensuring that our students acquire scientifically-
based research methodology needed to be outstanding teachers of reading to help meet the state’s
reported need for more highly qualified teachers. The goals and objectives of the program takes into
account the high percentages of vacant positions in the state that cannot be filled because of shortages
in qualified teachers and hiring non-qualified teachers to fill these vacancies. While Just Read Florida
and the No Child Left Behind Initiative state the need for highly qualified reading teachers, we also
recognize the need to remedy the low supply of graduates from state approved programs in critical
fields such as English/language arts, mathematics, technology, science, ESE and ESOL where critical
skills in reading are important.
Further, we know that a successful reading program will strengthen our state as a whole as we
contribute to the preparation of P-12 students. Therefore, in response to supporting the state and
districts in bridging the gap in the demand for highly qualified teachers to support reading instruction,
we offer a reading endorsement program that is comprised of five courses which covers the reading
endorsed competencies and indicators. This program produces teachers equipped to work with diverse
students with reading difficulties, special needs and helps to increase the instructional minority reading
teacher pool (Educational Information and Accountability Services Data Report - May 2010).
Academic Year Number of
Elementary
Teachers
Teaching in
Florida Schools
(Yes)
2007-2008 29
2008-2009 23
2009-2010 11
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6. Employer satisfaction, including percentage of completers employed Florida public schools following
the first year of program completion and length of stay in the classroom.
The Employer Satisfaction survey is based on a Likert Rating Scale of 5-1 with five being the highest rating.
The 2008-2009 and 2009-2010 surveys indicate many positive qualities in the development and conduct of our
graduates. The 2008-09 survey revealed that 22% (5-rating) to 56% (4-rating) compared to the 2009-2010
survey reflect that 48.14% (5-rating) to 37.03% (4-rating) of the responding employers indicated that our
graduates have appropriate ethical behavior; Both surveys, indicated candidates are able to maintain an orderly
and disciplined classroom that is conducive to student learning, specifically, 24% (5-rating) to 56% (4-rating)
and 29.62% (5-rating) to 59.25% (4-rating) respectively, and 35% (5-rating) to 59.25% (4-rating) are able to
establish a comfortable learning environment; demonstrate knowledge and understanding of the Sunshine State
Standards; are able to use and integrate appropriate technology in the teaching and learning process; and are able
to use strategies that reflect the culture and learning styles and special needs of individual students. More
importantly, the employers of our graduates indicated that they were very pleased with our graduates thus
indicating at a rate of 90% that they would recommend the hiring of a FAMU graduate to other districts and
schools.
The survey revealed areas with a rating of 68% to 72% rated the graduates at a level of 4 and 5 in the areas of
planning, use of a variety of resources; in the area of critical thinking; effective leadership skills; and recognition
of signs of difficulties with reading and computational difficulties and the application of means for student
improvement. Another area of concern is the rating indicating that 68% of the candidates are considered
independent and 16% dependent. These areas were viewed as areas for concerns and areas for improvement.
The Assessment Committee designated the area of Critical Thinking and Problem-Solving Skills as an area for
unit–wide emphasis. This area is included on course assessment rubrics and on the University–wide Assessment
Compacts. With attention to critical thinking, improvement will also be attained in other related areas of
concern, including planning, leadership as a result of initiatives to solve learning problems and other
environmental problems. Data in Table 1 show that many of our completers choose to work in Florida
and Table 2 presents the average number of years completers were employed in the state.
Table 1 - Percentage of Completers Employed and Employment Years in Florida
# of
Completers
for
2007-2008
# of 2007-2008
Completers
Employed in
Florida Public
Schools in 2008-
2009
% of 2007-2008
Completers
Employed in
Florida Public
Schools in
2008-2009
# of 2007-2008
Completers
Employed in
Florida Public
Schools in
2009-2010
% of 2007-2008
Completers
Employed in
Florida Public
Schools in
2009-2010
62 32 51.61% 33 53.25%
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# of
Completers
for 2008-09
# of 2008-09
Completers
Employed in Florida
Public Schools in
2009-10
% of 2008-2009
Completers
Employed in
Florida Public
Schools in 2009-
2010
# of 2008-2009
Completers
Employed in
Florida Public
Schools in 2009-
2011
% of 2008-2009
Completers
Employed in
Florida Public
Schools in 2009-
2011
40 26 65.00% Not Available Not Available
Table 2 – Average Years Completers Taught in Florida
2007-2008 First Year
Employment Second Year Employment
# of Completers for
2007-2007
# of 2007-2008
Completers
Employed in Florida
Public 2008-2009
# of 2007-2008
Completers
Employed in Florida
Public Schools for
two years from
2008-2009 to
2009-2010
# of 2007-2008
Completers
Employed in Florida
Public Schools for
one year from 2008-
2009 to 2009-2010
62 32 26 13
The percentage of completers employed in Florida public schools the first year following program
completion is generally low because many of our graduates choose to teach out of state for economic
reasons and/or make decisions to obtain an advanced degree immediately after graduation.
(See e-Exhibit Center for data analysis of all surveys for continuing approval period)
7. Completer Satisfaction
The data from the Exit Survey, given to candidates upon completion of their final student teaching
experience showed critical information that is used to revise the program. These data, combined with the results
of assessment of student performance in regard to progress in knowledge, skill, and disposition of the FEAPs, is
discussed by the Pre-K/Primary and Elementary Education faculty team. Recommendations are made for
changing the program, i.e., plan of study, courses, course content, assignments, and field experience activities to
better ensure increased performance.
An analysis of data from the 2009 -2010 Exit Survey includes the following key points. According to the
students that participated in coursework, field experience, etc, overall, the Elementary Education Program is
having above average or average success in addressing needs or areas of knowledge, skill, and disposition
required for teaching. These include: overall curriculum, currency of information, teaching aids used in
instruction, communication of ethics, techniques for collaboration, and knowledge of faculty instructors. The
Program is having average success in helping students gain knowledge, skill, and disposition in access to
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technology and audiovisual aids used in classrooms, assessment and using assessment results for instruction,
reporting grades, effectively communicating ideas, the facility at FAMU used for instruction including the
library and curriculum lab, and such features as lighting. The highest rated area included the use of problem
solving.
The results from the Exit Survey somewhat correlate with student progress data on assignments and artifacts
that are integrated within course content covering the areas assessed on the Survey. One area of concentration
has been on ensuring that methods courses focus on techniques for fostering higher level thinking and problem
solving in the classroom. This decision has proven to be effective in that graduates are reporting that they are
prepared to support higher level learning of their students.
While the Program has had knowledge that a weak area is the candidates’ access and ability to use state of the
art technology, the lack of financial resources has limited our improvement. This is confirmed through the Exit
Survey data. With limited access to technology, faculty has attempted to expand the field experience
opportunities for students, thereby, increasing the likelihood of exposure to more current technology within
actual classrooms in the district.
8. Faculty Recency of Experience Data
The Recency of Experience documentation is collected and reviewed each academic year. Program faculty
engage in a minimum of two instances of onsite participation in one or more K-6 settings during the school year
with the activities related to the teacher preparation courses taught. The table below shows the participation of
the Elementary Education faculty in various classroom experiences.
Faculty Recency of Experience
Academic Year Number of
Faculty
Number of
Instances
% Total
2007-2008 11 22 100
2008-2009 11 22 100
2009-2010 11 22 100
Program revisions that ranged from minor to extensive as a result of faculty recency of experience
include the following:
Adopted a new text for LAE 3414 Children’s Literature that captures a broader age range
(Pre-K to age 13) and emphasizing to candidates the importance of rhyming which
increases vocabulary therefore comprehension and demonstrating to students how to read
poetry.
Provided focused attention to differentiated instruction in RED 3013Foundations of
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Reading and RED 4519.
Incorporated “best practices” such as increasing the use of technology in methods courses
and stressed the importance of candidates integrating technology in their instruction
provided to K-6 students. In EDE 4943 Student Teaching, candidates expand the use of
digital technology, such as the Flip Video and the social network medium, the “Blog”,
which offers creative opportunities for the pre-service teacher to increase the motivational
impact on student learning. Teacher candidates are encouraged to put their video lessons
on a common social network as documentation of an increase in student engagement. The
video is used in the following ways: field trips, science experiments, English/Reading
assignments, drama productions, school assemblies and the designing of school web-sites
to communicate with parents.
Revised RED 3013 Foundations of Reading, RED 4519 and RED 3333 Reading in the
Content Area to include increased emphasis on phonemic awareness, fluency, vocabulary
development and comprehension. Included different assessments to evaluate various
aspects of reading.
Redesigned the lesson and unit plans accompanied with a companion which provides
explicit instructions to assist candidates in their use. These plans are used across methods
courses in which candidates develop content plans and theme units.
EDE 3940 Field Clinical II: Theory and Practice and EDE 4940 Field Clinical III
Professional Theory and Legal Aspects increased focus on classroom management, lesson
development and focus on the importance of a positive learning environment
9. Stakeholder Input
Data indicated that our candidates needed more focused field experiences in diverse settings.
Therefore, the integrated and structured the field experience requirement was combined into
separate courses. Elementary Education has three field experience requirements: EDE 2940
Field Clinical I: Orientation to Teaching Young Children, EDE 3940 Field Clinical II Theory
& Practice of Teaching, and EDE 4940 Field Clinical III: Professional Theory & Legal
Aspects. The separate courses allowed for more diverse placements in local K-6 schools and
more focused field experiences with faculty monitoring.
Major transition points for assessing, tracking, and mentoring candidates were identified by the
program. This information is provided to candidates in written form. They use these forms to
track their own progress and advisors also utilize this information to ensure candidates are
progressing in their program.
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