EPP ASSESSMENT SYSTEM · The EPP Assessment System is designed to be a dynamic document which is...

EPP ASSESSMENT SYSTEM

Revised 2005; April 2011; October 2011, April 2014, Oct. 2016, May 2019

TABLE OF CONTENTS Page GRAPHIC OF THE EPP ASSESSMENT SYSTEM 3

EPP ASSESSMENT SYSTEM 4

Focus and Development of the System 4

Chart 1, EPP Assessment System 5

PROGRAM ASSESSMENT 6

Candidate Competencies 6

Standards of Specialty Professional Associations 8

State Certification Tests 8

Multiple Assessments - Internal and External 9

CANDIDATE ASSESSMENT 9

Formative Assessment Instrument 9

Summative Assessment Instrument 10

Oklahoma Teacher Work Sample 10

Certification Examination for Oklahoma Educators 11

Transition Points Assessments 11

Graphic of Assessment at Transition Points 12

At Entry into Program 13

Before Clinical Practice (Student Teaching) Begins 13

Before Program Completion 14

Upon Entry into the Profession of Teaching 14

FACULTY ASSESSMENT 15

ASSESSMENT OF EPP OPERATIONS 15

Systematic Collection of Data 17

Analysis and Summarization of Data 17

Use of Data 18

Use of Technology 18

TIMELINE FOR DATA COLLECTION AND ANALYSIS 17

APPENDICES Appendix A Assessment of Candidates at Transition Points 20

Appendix B Summary of Assessment Processes and Use of Data 24

Appendix C Specialty Professional Association Standards 27

Early Childhood (NAEYC) 27

Elementary Education (CAEP) 29

English Education (NCTE) 32

Mathematics (NCTM) 33

Music (NASM) 34

Science Education (NSTA) 37

Social Studies Education (NCSS) 39

Appendix D Index to the Assessment of Competencies and

Professional and Character Excellence (PACE) 44

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-Knowledge Base: Coherent, Shared -Aligned with EPP and Univ. Mission

-Aligned with National, State, and

Specialty Professional Association Standards

-Commitment to Diversity

Support Learning for All Students Include Diverse Field and Clinical

Experiences

Integrated into Curriculum and Assessment

-Technology Integrated Throughout

Programs

-Focused on Candidate Competencies

Admission Criteria

Monitoring Progress at Transition Points

Advising

Licensing

Entry Into Profession

Focused on: 1) Competency in Knowledge, Skills

and Dispositions PACE

2) Effectiveness in Producing

Learning by P-12 Students

Qualifications

Qualifications

Teaching, Involvement in EPP

Scholarship - Program Development

(Profess. Achievement) - Governance Service - Assessment of Program

- Assessment of

Collaboration Candidate Competencies - On Campus

- Off Campus

Professional Engagement

and Development

Evaluation

Faculty Workload Policies Leadership

Faculty Professional Authority

Development

Accountability

Support Personnel

Facilities: Adequacy

and Maintenance

Technology Support

Financial Support

Library Resources

1. Candidates admitted have the potential to become

effective teachers.

2. Programs prepare candidates for success at various transition points.

3. The EPP functions effectively in delivering quality

programs. 4. Candidates are effective teachers based upon

their ability to produce learning among all their

P-12 students.

PROGRAMS - Early Childhood

(P-3), Elementary (1-8), K-12,

Secondary (6-12)

CANDIDATES EPP FACULTY CLINICAL

FACULTY

EPP

RESOURCES

EPP

GOVERNANCE

1. All Internal Requirements for Admission to

Teacher Education

2. Teacher Work Sample

3. Assessment of Candidate Knowledge, Skills,

And Dispositions for Teaching in:

- Courses in Major and Pedagogy

- Formative and Summative Assessments of

Field and Clinical Experiences by University

Faculty

4. PACE Assessment

5. All Internal Requirements for Admission to

Clinical Practice (Student Teaching)

6. Teacher Education Faculty Professional

Growth Plans

7. Student Assessment of Faculty

8. Exit Surveys of Senior Level Candidates

R E S U L T S

1. State Tests (Title II Report Card)

Oklahoma General Education Test (OGET)

Oklahoma Subject Area Test (OSAT)

Oklahoma Professional Teacher Exam

(OPTE)

2. State Standards

3. CAEP Standards

4. Program Reviews by Specialty

Professional Associations (SPA)

5. Employer Follow-Up Survey of Recent

Graduates from the State Department

6. Formative and Summative Assessment of

Clinical Practice by Clinical Faculty

7. SPA-specific assessments

8. Teacher Education Advisory Committee

9. Public Forum

GRAPHIC OF EPP ASSESSMENT SYSTEM March 22, 2005, 2014, 2016, 2019


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EPP ASSESSMENT SYSTEM SCHOOL OF EDUCATION

Oklahoma Christian University

FOCUS AND DEVELOPMENT OF THE SYSTEM

In recent years there has been a heightened national interest in the professional preparation of

educators with numerous and substantial mandates arising from both state and national levels

of government. New emphasis has been placed on academic standards for P-12 students.

Institutions that prepare teachers must meet the challenge of preparing teachers who can teach

all students well, accommodating for the diversity among students and capitalizing on this as

a strength rather than viewing it as a negative determinant.

The School of Education, the EPP responsible for the preparation of teachers, has collaborated

with the school-based professional community to develop a comprehensive assessment

system that links performance of its teacher candidates to national and state standards,

including those of the Specialty Professional Associations, with a focus on preparing teachers

who positively impact student learning. The EPP Assessment System is aligned with the

Conceptual Framework and uses assessments and assessment processes that are consistent

with the new demands for greater accountability and emphasis on student learning. For

example, the Teacher Work Sample is used to focus the attention of the candidates on

systematic planning and delivering of instruction, assessing student performance before and

after instruction, analyzing student learning, reflecting on their practice in light of current best

practice and the progress that their students are making, and identifying areas of their practice

that should be improved through additional analysis and study.

The purposes of assessment are to ensure that: (1) programs delivered by the EPP are based

on a well-articulated conceptual framework with knowledge bases that are aligned with state,

national, and SPA standards, (2) the EPP admits quality candidates to teacher education and

closely monitors their progress from admission through the early years of practice, (3) all

personnel involved in the preparation of teachers are qualified and effective, and (4) the EPP

responsible for teacher education programs functions under a well-defined governance system

and has the resources, personnel, technology, and facilities needed to deliver effective

programs.

The EPP Assessment System is designed to be a dynamic document which is continuously

reviewed to ensure that it facilitates program and candidate improvement with attention given

to accuracy, fairness, and consistency in all assessments. Chart 1, page 5, and the graphic on

the preceding page provide an overview of the EPP Assessment System.

5

Chart 1


PROGRAMS CANDIDATES

FACULTY EPP OPERATIONS

Level Conceptual

Framework

Reviews

Admission to

Completion

EPP Off Campus Resources Governance

Early

Childhood

(P-3)

Elementary

(1-8)

K-12

-Music

Secondary Education

(6-12)

-English -Math

-Science

-Social Studies

Knowledge Base

-Coherent

-Shared

Aligned with EPP

competencies & University Learning Outcomes

Aligned with National,

State and Specialty

Professional Associations

(SPA) Standards

Commitment To Diversity

-Supports Learning for All Students

-Includes Diverse Field

and Clinical Experiences -Integrated in Curriculum

& Assessment

Technology Integrated

Throughout Programs

Focused on Candidate

Competencies

Courses

-Gen Ed

-Major Field -Pedagogy

Field & Clinical

Experience

Program

Reviews by

Specialty Professional

Associations

Accreditation

Reviews by State and CAEP

Surveys of: -Employers

-Completers

Admission Criteria

Advising

Monitoring Progress

at Transition Points

Preparation is

Focused on:

1) Competency in

Knowledge

Skills Dispositions

PACE

2) Effectiveness in

producing learning

by P-12 students Licensing

Entry Into Profession

Qualifications

Teaching

Scholarship

(Professional Achievement)

Service

Collaboration

-On Campus -Off Campus

Professional Engagement

Professional Development

Evaluations

Qualifications

Involvement in EPP

-Program

Development -Governance

-Assessment

of Programs

-Assessment

of Candidate

Competencies

Faculty

-Work Load

Policies -Professional

Development

Support

Personnel

Facilities

-Adequacy

-Maintenance

Technology

Support

Financial

Support

Library -

Curricular, & Electronic

Information

Materials

Leadership

Authority

Accountability

INTERNAL PROCESSES

1. All Internal Requirements for Admission to Teacher Education

2. Teacher Work Samples - Using Rubric Assessments

3. Assessment of Candidate Knowledge, Skills, and Dispositions for

Teaching in:

- Courses in Major and Pedagogy

- Formative and Summative Assessments of Field and Clinical

Experiences by University Faculty

- PACE assessment

4. All Internal Requirements for Admission to Clinical Practice

5. Teacher Education Faculty Professional Growth Plans


7. Exit Survey of Senior Level Candidates

EXTERNAL PROCESSES

1. State Tests (Title II Report Card)

Oklahoma General Education Test (OGET)

Oklahoma Subject Area Tests (OSAT)

Oklahoma Professional Teacher Exam (OPTE)

2. State Standards

3. CAEP Standards

4. Program Reviews by Specialty Professional

Associations (SPA)

5. Employer and Completer Surveys

6. Formative and Summative Assessment During

Clinical Practice by Clinical Faculty

7. SPA-specific Assessments


9. Public Forums

Results

1. Candidates admitted to the programs have the potential to become effective teachers.

2. Programs prepare candidates for success at various transition points in their programs.

3. The EPP functions effectively in delivering quality programs.

4. Candidates are effective teachers based upon their ability to produce learning among all their students.

6

PROGRAM ASSESSMENT

Program assessment is designed to ensure that all programs: (1) are aligned with the mission

of the University and the EPP that is responsible for the preparation of teachers, (2) are

supported by a coherent and shared Conceptual Framework which has been collaboratively

developed with professionals in P-12 schools, (3) meet national, state, and specialty

organization standards, (4) are competency-based, focused on candidate proficiency to

produce learning among all groups of students, (5) prepare teachers who are sensitive to the

educational and social needs associated with a diverse student population and competent to

modify the learning environment to address this diversity, and (6) incorporate technology

routinely as both a management and an instructional tool. SPA-specific assessments are

utilized along with EPP assessments.

CANDIDATE COMPETENCIES

Candidates are expected to achieve proficiency in a number of competencies by the

completion of their programs (see Chart 2) which prepare them to be Effective Teachers for

All Learners. To ensure appropriateness of the competencies, the EPP faculty collaborated

with the professional community through the School of Education Teacher Education

Advisory Committee.

CHART 2

CANDIDATE COMPETENCIES – New 2014

___________________________________________________________________________

Learner Development

1. The teacher understands how learners grow and develop, recognizing that patterns of

learning and development vary individually within and across the cognitive, linguistic, social,

emotional, and physical areas, and designs and implements developmentally appropriate and

challenging learning experiences. (INTASC 1)

Learning Differences

2. The teacher uses understanding of individual differences and diverse cultures and

communities to ensure inclusive learning environments that enable each learner to meet high

standards. (INTASC 2)

Learning Environments

3. The teacher works with others to create environments that support individual and

collaborative learning, and that encourage positive social interaction, active engagement in

learning, and self-motivation. (INTASC 3)

Content Knowledge

4. The teacher understands the central concepts, tools of inquiry, and structures of the

discipline(s) he or she teaches and creates learning experiences that make these aspects of the

discipline accessible and meaningful for learners to assure mastery of the content.

(INTASC 4)

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Application of Content

5. The teacher understands how to connect concepts and use differing perspectives to engage

learners in critical thinking, creativity, and collaborative problem solving related to authentic

local and global issues. (INTASC 5)

Assessment

6. The teacher understands and uses multiple methods of assessment to engage learners in

their own growth, to monitor learner progress, and to guide the teacher’s and learner’s

decision making. (INTASC 6)

Planning for Instruction

7. The teacher plans instruction that supports every student in meeting rigorous learning goals

by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and

pedagogy, as well as knowledge of learners and the community context. (INTASC 7)

Instructional Strategies

8. The teacher understands and uses a variety of instructional strategies to encourage learners

to develop deep understanding of content areas and their connections, and to build skills to

apply knowledge in meaningful ways. (INTASC 8)

Professional Learning and Ethical Practice

9. The teacher engages in ongoing professional learning and uses evidence to continually

evaluate his/her practice, particularly the effects of his/her choices and actions on others

(learners, families, other professionals, and the community), and adapts practice to meet the

needs of each learner. (INTASC 9)

Leadership and Collaboration

10. The teacher seeks appropriate leadership roles and opportunities to take responsibility for

student learning, to collaborate with learners, families, colleagues, other school professionals,

and community members to ensure learner growth, and to advance the profession. (INTASC

10)

Professional and Character Excellence (PACE)

11. The teacher approaches teaching with positive and enthusiastic participation (OC PACE)

12. The teacher meets deadlines and aims toward excellence (OC PACE)

13. The teacher demonstrates a Christian and professional attitude with stakeholders and

university supervisors (OC PACE)

14. Exemplifies mature behavior and emotional stability (OC PACE)

15. Maintains punctual and regular attendance (OC PACE)

Personal Adequacy

16. Maintains appropriate grooming/dress (OC)

The additional standards included in the Candidate Competencies were added by the School

of Education in collaboration with the Teacher Education Advisory Committee. A quick

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reference to the source of the Candidate Competencies is provided in Chart 3. The full text of

each competency and the reference numbers used to identify each competency are provided in

Chart 2.

Chart 3

SOURCE OF

COMPETENCY

COMPETENCY NUMBERS FROM LIST

IN CHART 2

INTASC 1-10

School of Education 11-16

STANDARDS OF PROFESSIONAL ASSOCIATIONS

In addition to the competencies listed in Chart 2, candidates are expected to meet the specific

standards of the Specialty Professional Associations appropriate for their areas of

specialization as cited below. See Appendix C for a complete listing of these standards.

Early Childhood National Association for the Education of Young

Children (NAEYC)

Elementary Education Council for Accreditation of Educator Preparation

(CAEP)

English National Council of Teachers of English (NCTE)

Mathematics National Council of Teachers of Mathematics (NCTM)

Music National Association of Schools of Music (NASM)

Science National Science Teachers Association (NSTA)

Social Studies National Council for Social Studies (NCSS)

STATE CERTIFICATION TESTS

The Oklahoma Commission for Teacher Preparation has developed a competency-based

assessment system consisting of the Certification Examinations for Oklahoma Educators, a

three-part exam. The three parts of this exam include the:

Oklahoma General Education Test (OGET) – a test of core general education

knowledge and skills, including critical thinking, computation, and communication

Oklahoma Subject Areas Test (OSAT) – tests of subject matter knowledge and skills

for each certification area

Oklahoma Professional Teacher Examination (OPTE) – a test of professional

knowledge and skills for entry-level educators

The three-part state test reflects the standards of state and national groups and organizations

including the Oklahoma State Board of Education, the Interstate New Teacher Assessment

and Support Consortium (INTASC), the Specialty Professional Associations cited above, and

CAEP. The work of the State Board of Education reflects its development of full subject

matter competencies, the state’s core curriculum known as Oklahoma Academic Standards

and the standards of National Learned Societies.

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MULTIPLE ASSESSMENTS

Assessment of the EPP, its programs, and the teacher education candidates incorporates

multiple assessments. These include internal and external assessments as identified below:

INTERNAL PROCESSES

1. All Internal Requirements for Admission to Teacher Education

2. Teacher Work Sample Process

3. Assessment of Candidate Knowledge, Skills, and Dispositions for Teaching in:

a. Courses in Content and Pedagogy

b. Formative and Summative Assessments of Field and Clinical Experiences by

University Faculty

c. PACE Assessment

4. All Internal Requirements for Admission to Clinical Practice (Student Teaching)

5. Teacher Education Faculty Professional Growth Plans


7. Exit Survey of Senior Level Candidates

EXTERNAL PROCESSES

1. State Tests

a. Oklahoma General Education Test (OGET)

b. Oklahoma Subject Area Tests (OSAT)

c. Oklahoma Professional Teacher Exam (OPTE)

2. State Standards from the Oklahoma Commission for Teacher Preparation

3. CAEP Standards

4. Program Reviews by Specialty Professional Associations (SPA)

5. International Society of Technology in Education

6. Employer and completer surveys from the State Department

7. Formative and Summative Assessment during Clinical Practice by Clinical Faculty

8. SPA-specific Assessments


10. Public Forum

CANDIDATE ASSESSMENT

The 15 Candidate Competencies presented in Chart 2 and the standards of the Specialty

Professional Associations presented in Appendix C form the basis for assessment of

candidates. Multiple assessment instruments and processes are used to ensure that all

candidates are Effective Teachers for All Learners.

Appendix D provides an index to the major assessments described below and the specific

competencies assessed by each.

FORMATIVE ASSESSMENT INSTRUMENT - The Formative Assessment Instrument

includes twenty-four (24) competencies (criteria). These competencies are aligned with the

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state’s former mandated assessment system, “Minimum Criteria for Effective Teaching,” by

which all public school teachers are assessed annually. At Oklahoma Christian University, a

rubric with range of 0–4 (four being the highest score and 3 being the target) is used to assess

each of the competencies/criteria.

The Formative Assessment Instrument was developed for, and is used as, an assessment of the

candidate’s ability to effectively plan and deliver a specific lesson or series of lessons with

careful attention being given to the monitoring of student progress and adjusting teaching

methods as needed to ensure that all students are progressing.

SUMMATIVE ASSESSMENT INSTRUMENT – The Summative Assessment Instrument

includes sixteen (16) competencies. These competencies are included in the EPP’s Conceptual

Framework and the Assessment System. They are aligned with the standards of the Interstate

New Teacher Assessment Consortium (INTASC). Each competency is assessed using a rubric

with range of 0–4 (four being the highest and 3 being the target).

The Summative Assessments Instrument was developed for use as an overall assessment of

clinical practice (student teaching). It is administered at the end of student teaching at each of

two placement sites. While the instrument is used in some pre-student practicums, its use at

these levels is as a formative instructional process.

OKLAHOMA TEACHER WORK SAMPLE (TWS) - The Oklahoma Teacher Work

Sample (TWS) assignment is used at Oklahoma Christian University for all candidates. The

work sample is used as a formative learning process beginning in ECUC 3122, the first

professional education class. This formative process continues in methods classes and

culminates during clinical practice.

Upon entry into and during student teaching, the TWS is used as a summative assessment

tool. Candidates are expected to be proficient in the development and use of the TWS. If they

are found deficient in this skill they are given additional instruction and required to correct the

deficiency.

Through use of the TWS teacher candidates are expected to demonstrate that they can prepare

and deliver an effective instructional unit in their specialized academic discipline and grade

level, employ meaningful classroom assessments and analyze and reflect on their experiences.

They must demonstrate that they have an impact on student learning - their students should

gain substantive knowledge and skills. The purpose of this assignment is to evaluate the

degree of impact that candidates have on student learning by examining:

Their ability to construct and deliver an instructional unit.

Their ability to construct challenging, meaningful classroom assessments.

Their students’ pre-test to post-test score learning gains.

Their ability to analyze and reflect on their experience to promote their own

professional growth.

As reflected in the Scoring Guide, the Teacher Work Sample is based on six factors

with clearly defined rubrics as follows:

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Factor 1 – Contextual Information

Factor 2 – EPP Learning Goals and Objectives and Tables

Factor 3 – Assessment Plan

Factor 4 – Instruction Design

Factor 5 – Analysis of Learning Results

Factor 6 – Reflection on Teaching and Learning

Learning Gain Score – The Teacher Work Sample includes a mathematical formula for

Computing a learning gain score derived from the results of pre and posttests. The total class

average gain is computed after having first computed individual student gains.

CERTIFICATION EXAMINATION FOR OKLAHOMA EDUCATORS – A three-part

exam consisting of:

Oklahoma General Education Test (OGET) – a test of core general education

knowledge and skills, including critical thinking, computation, and communication

Oklahoma Subject Areas Test (OSAT) – tests of subject matter knowledge and skills

for each certification area

Oklahoma Professional Teacher Examination (OPTE) – a test of professional

knowledge and skills for entry-level educators

TRANSITION POINT ASSESSMENTS

Realizing that the acquisition of competencies by candidates does not occur suddenly nor

completely, the assessment system includes assessment of candidates at transition points to

monitor their growth as they progress through their chosen programs from admission to the

early years of professional practice (see graphic of the Assessments of Candidates at

Transition Points).

Use of the transition points ensures that the EPP: (1) admits to candidacy students who have

demonstrated high potential to become effective teachers, (2) monitors the progress of

candidates in early field experiences and academic courses, (3) determines candidate

readiness for extensive clinical practice -student teaching, (4) assesses the knowledge and

skills of its candidates to teach so that P-12 students learn, (5) recommends only qualified

candidates for Oklahoma teacher licensure, and (6) by follow up surveys sent to the

employers of all recent graduates.

An appropriate and clear course of action is defined for those candidates who fail to

demonstrate satisfactory progress in any part of their preparation or who are considered

deficient at any of the transition points. Likewise, a clearly established appeals process

(University Academic Catalog) is one means of assuring equity and fairness in the process.

12

To ensure that the candidates admitted to

professional teacher preparation are prepared for

this experience and that they have potential for success as professional teachers. Candidates must

have:

1. A propensity for scholarship -GPA of 2.75 in 45+ hours

-GPA of 3.00 in 20 hours of Liberal Arts or

Pass OGET -C in EDUC 3121 and 3122

2. Proficiency in the verbal skills -C in COMM 1213

-Pass TEWE

- GPA of 3.00 in 20 hours of Liberal Arts, or

Pass OGET (required in program)

3. Proficiency in the quantitative skills - GPA of 3.00 in 20 hours of Liberal Arts, or

Pass OGET (required in program), or pass

Pre-Professional Skills Test

4. A mature and respected personal character

appropriate for teaching -Positive recommendation from Student Life

Office

-Positive recommendation documenting work

with children

5. An informed interest in and desire to teach -Positive recommendation of TE Interview

Committee

-Approval of TE Council -Positive recommendation of Major Department

for admission

6. Score of 2 on Disposition portion of Teacher

Education Interview Rubric

See Details of Above in Assessment of Candidates at Transition Points, Appendix A

To ensure that teacher education candidates

are prepared for entry into a full term (13

weeks) of extensive field experience, Clinical Practice (Student Teaching). Candidates have:

1. Completed 95 hours

2. An overall GPA of 2.75 3. Met foreign language requirement

4. Mastered the content knowledge of major

field(s) -Completed all courses in major field

-GPA of 3.00 in major field

-Passed OGET and OSAT -Positive recommendation of Major

Department documenting content

knowledge

5. Acceptable dispositions for teaching

-PACE Assessment Rubric by Faculty

-Positive recommendation from Student Life Office

6. Acquired an understanding of students at

the appropriate level for their specialization

-Satisfactory completion of all pre-clinical

field experiences 7. Become effective in reflecting on

professional practice and identifying areas

for growth in knowledge, skills, and

dispositions

8. Approval of TE Council

To ensure that all requirements of the program have been met, and that the candidates have

acquired the knowledge, skills, and dispositions

that are expected in the program before being given final approval of the faculty and

recommended for an initial teaching license.

Candidates: 1. Satisfactorily completed 13-week clinical

practice

-Grade of C or better. 2. Have completed all program requirements

-University Degree Audit

3. Are viewed as competent teachers based on: -Passing Scores on state tests – OGET,

OSAT & OPTE

4. Are viewed by other professionals as competent in knowledge, skills, and

dispositions (PACE)

-Formative Assessment During Clinical Practice by University Faculty and Clinical

Faculty

-Summative Assessment During Clinical Practice by University Faculty and Clinical

Faculty

-Disposition Assessment Rubric by Faculty -Score of 70 on Teacher Work Sample

5. Have demonstrated that they are effective teachers with all learners

-Selected items from Formative and

Summative Assessments completed by University and Clinical Faculty

-Selected items from the Teacher Work

Sample 6. Have become proficient in self assessment

by reflecting on their work as teacher

candidates -Selected Items from the Teacher Work

Sample

To ensure that upon entry into the profession of teaching, candidates are given

the assistance needed during the early years

by experienced professionals. New teachers:

1. Are adequately introduced to full time work as teachers with support and

assistance from experienced

professional -Support offered by EPP to first-year

teachers

2. Demonstrate their effectiveness as viewed by employers

-Follow up Survey by Employers of

Recent Completers (State Assess.’s)

3. Have a positive impact on student

learning -Follow up Survey by Employers of

Recent Graduates (from state)

-Results of student learning per state tests when these become available

2. Before Clinical Practice Begins

1. At Entry into Program

3. Before Program

Completion Upon Entry Into the Profession

ASSESSMENT OF CANDIDATES AT 3 TRANSITION POINTS and UPON

ENTRY INTO THE PROFESSION

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I. At Entry Into Program. Both internal and external assessments, which focus on content

knowledge and dispositions that suggest readiness for teaching, are used at the entry level.

Minimum Criteria – Compliance Elements

45 Hours or more with GPA of 2.75

GPA of 3.00 in 20 hours of Liberal Arts prescribed by the EPP, or Pass Oklahoma

General Education Test (OGET) if GPA is less than 3.0 in 20 hours of Liberal Arts

C or higher in EDUC 3121 Orientation to Teacher Education and EDUC 3122 The

School in the American Culture

C or higher in COMM 1213 Communication II: Oral Communication

Pass Teacher Education Writing Exam (TEWE)

Character Reference

Reference documenting work with children

Program Entry-Level Competencies - Elements That Require Judgments and/Decisions

Evidence of Desire to Teach

Evidence of Satisfactory Dispositions for Teaching

Documented Success in Working with Appropriate Age Level

Recommendation of Competence, Major Dept.

Recommendation of Character and Suitability for Teaching, Student Life Office

Approval of Teacher Education Council

II. Before Clinical Practice (Student Teaching) Begins. As the candidates progress through the

teacher education program and prior to entering clinical practice their knowledge of content and

pedagogy and the demonstration of the dispositions for teaching are assessed.

Minimum Criteria – Compliance Elements

Complete all items for entry into program

Complete 95 semester hours of credit-Overall GPA of 2.75

GPA of 3.00 in major field(s)

Completed foreign language requirement

Passed State Tests – Oklahoma Subject Area Test (OSAT) and Oklahoma General

Education

Test (OGET)

Scored sufficiently on PACE (disposition) Assessment (less than five total sub-target

PACE reports and evidence of not receiving three sub-target PACE reports in

succession).

Clinical-Level Entry Competencies - Elements That Require Judgments and/Decisions

Recommendation of Student Life Office

Approval of Teacher Education Council

Successful completion of pre-clinical field experiences

Evidence of Content Knowledge

- Completed all courses in major field

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- Pass Oklahoma Subject Area Test (OSAT)

- Recommendation of major department

Pedagogical Content Knowledge

Dispositions for Teaching

III. Before Program Completion. Clinical practice occurs during this transition period. The

focus at this time is on effective teaching including possession of content knowledge and

pedagogical content knowledge and skills, classroom management, instructional planning,

effective delivery resulting in student learning, and dispositions for teaching.

Minimum Criteria - Compliance Elements

Completion of 13 Weeks of Clinical Practice and 1 Week of Opening of School

Completed all Requirements of Degree Program

Passed all State Tests - OGET, OSAT, and Oklahoma Professional Teacher Exam

(OPTE)

Program Completion Competencies - Elements That Require Judgments and/Decisions

Competence in Knowledge, Skills, and Dispositions Based On:

- Student Teaching FORMATIVE Assessment Instrument

- Student Teaching SUMMATIVE Assessment Instrument

- PACE Dispositions Assessment by Faculty -

Dispositions Assessments by Clinical and University Faculty

Less than five total sub-target PACE reports and evidence of not receiving

three sub-target PACE reports in succession.

Teacher Work Sample – Score of 70

Evidence of Impact on Student Learning based on Results from:

- Teacher Work Sample

- Summative Assessments During Student Teaching

- Formative Assessments During Student Teaching

Proficient in Self-Assessment and Reflection on Work as a Teacher Candidate

Recommend/Not Recommend for License

IV. Upon Entry into the Profession of Teaching. The EPP continues to follow up on the

effectiveness of recent completers through a follow-up survey of employers from the state.

Evidence of the teacher’s positive impact on student learning is available from state mandated

tests in some grades; more grades will be included as the state complies with the provisions of

CAEP.

Career Entry Competencies - Elements That Require Judgments and/Decisions

Completers are viewed by professionals in the field as competent teachers based on:

1. Possession of an In-depth Knowledge of the Subject Matter in Their Area(s)

of Teaching

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2. Competence in the Knowledge, Skills, and Dispositions Expected of Effective Teachers

in the Early Years of Teaching

3. Their Ability to Positively Impact Student Learning

4. Their Qualifications to Receive a Standard Professional Certificate

FACULTY ASSESSMENT

Faculty assessment is focused on ensuring that the EPP is staffed with qualified faculty who

model effective teaching, collaborate with their counterparts in P-12 schools, engage in

continuous professional growth, and prepare the teacher candidates to be Effective Teachers for

All Learners.

Faculty members engage in continuous assessment utilizing both internal and external processes.

Internally, university assessment processes include the use of the university, "Student

Assessment of Faculty," the annual Teacher Education Faculty Professional Growth Plan.

Assessment data is gathered from external sources using the state’s employer and completer

surveys and the data received from the administration of the state test which measures the

professional education knowledge of the candidates, Oklahoma Professional Teacher

Examination (OPTE).

ASSESSMENT OF EPP OPERATIONS

Systematic collection of data is conducted by the EPP for purposes of assessing candidates,

programs, and operations. This process includes:

1. Use of multiple assessments

2. Assessment of programs by Specialty Professional Associations

3. Candidate assessment data is collected at regular intervals which correspond to transition

points (see Appendix A)

4. Follow-up data of graduates of the programs by surveys of recent graduates, and

employer surveys of recent graduates

Analysis of data is completed as collected and communicated at appropriate time; all data

collected during an academic year is reviewed annually, usually during the May faculty Summit.

The assessment system provides:

1. A plan for how data will be generated and when the data will be collected

2. Student teaching evaluated by university and clinical faculty

3. Summarization and analysis of completer and employer surveys

16

Use of Data is described in Appendix B of this document and Section V of the Specialty

Professional Association Reviews. Data are used to:

1. Monitor student progress at each transition point

2. Examine program strengths and weaknesses and to identify candidate progress in

comprehension of knowledge, skills and dispositions

3. Identify where additional support and academic work are needed

Technology is used by the EPP for numerous administrative purposes, including: (1) compiling

admissions data for use by the Admissions and Retention Committee of the Teacher Education

Council, (2) monitoring candidate progress from admissions to program completion, (3)

maintaining test score data, (4) maintaining data and other information on a common drive so

that it is available to all faculty as needed, and (5) maintaining data and information needed for

administrative purposes.

17

TIMELINE FOR DATA COLLECTION AND ANALYSIS

2013-2014

1. Online assessment system utilized

2. SPA specific assessments utilized

3. SPA Response to Conditions Reports submitted (elem., Eng.)

4. Based on state testing data, incorporated study sessions (especially

focused on Elem. OSAT, reading)

5. SPA data shared with program coordinators

6. ACEI SPA data meeting held in fall 2013

7. EPP Competencies updated to align with new InTASC Standards

2013-2014

1. Continue to discuss and evaluate the EPP’s assessment system with the

Teacher Education Council and Teacher Education Advisory Committee

2. Continue to analyze validity of data by comparing scores of university

supervisors and field-based faculty

3. Continue to use multiple assessments to make decisions about candidate

performance

4. Continue to utilize multiple assessments from internal and external sources

5. Continue to look for ways to enhance the gathering of data using technology

6. Continue to regularly collect, compile, aggregate, summarize, analyze and

report data including posting information on EPP website

7. Continue to maintain and enhance method of handing student complaints and

resolutions

8. Continue to have candidates and faculty review data and plan for improvement

9. Analyze the utility of data produced through assessments

10. Analyze fairness, accuracy, and consistency of assessment procedures

11. Update assessments to align with new standards

12. Enhance the EPP’s system of analyzing the effects of changes based on data

2014-2015






performance





7. Continue to maintain and enhance method of handling student complaints and

resolutions


18

9. Continue to analyze the utility of data produced through assessments

10. Continue to update assessments to align with new standards. Updated

Formative, Summative , and ACEI assessment rubrics so that a score of zero is

not just an absence of the occurrence, but still an attempt by the candidate.

Rubrics’ criteria reflect observable behaviors aligned with the standard. Updated

Summative to align with EPP standards. Updated Employer/Graduate Survey to

include criteria per item and include specific CAEP standards.)

12. Monitor the EPP’s system of analyzing the effects of changes based on data

2015-2016






performance





7. Continue to maintain and enhance method of handling student complaints and

resolutions


9. Continue to analyze the utility of data produced through assessments

10. Continue to update assessments to align with new standards

11. Monitor the EPP’s system of analyzing the effects of changes based on data

12. Look to enhance and create assessment to meet CAEP criteria (impact on K-

12 student learning.

2016-2017

1. Look at options for upgraded data management software (Taskstream)

2. Continue to update data reports with range, average, and number at/above

target and below target.

3. Update PACE rubric with criteria and analyze for bias, fairness, reliability, and

validity (2017 Summit).

4. Collect baseline data for continuous improvement plan (class. mgt.).


performance.


report data including posting information on EPP website.

7. Monitor the EPP’s system of analyzing the effects of changes based on data.

2017-2018 1. Continue to update data reports with range, average, and number at/above target

and below target.

19

2. Continue to use multiple assessments to make decisions about

candidate performance.

3. Continue to regularly collect, compile, aggregate, summarize, analyze and report

data including posting information on EPP website.



and below target.






5. Check Formative Assessment for bias, fairness, and clarity.

6. Create a game-plan for the new PPAT assessment


and below target.






5. Implement first stages of PPAT game-plan.


and below target.






5. Continue to implement PPAT game-plan, monitor, and adjust.

20

APPENDIX A

ASSESSMENT OF CANDIDATES AT TRANSITION POINTS

AT ENTRY INTO PROGRAM PURPOSE OF THIS TRANSITION POINT – To ensure that the candidates for admission to professional teacher preparation are prepared for this experience and

that they have potential for success as professional teachers. Specifically, this transition point is designed to ensure that candidates have:

1. A propensity for scholarship as reflected in their success in general education study

2. Acquired general proficiency in the verbal skills

3. Acquired general proficiency in the quantitative skills

4. A mature and respected personal character appropriate for teaching

5. An informed interest in and desire to teach

DATA ELEMENT SOURCE/HOW COLLECTED

MINIMUM CRITERIA – Compliance Elements

-45 Hours or more with GPA of 2.75

-GPA of 3.00 in 20 hours of Liberal Arts prescribed by the EPP, or Pass

Oklahoma General Education Test if GPA is less than 3.0 in

20 hours of Liberal Arts

-C or higher in EDUC 3121 Orientation to Teacher Education and

EDUC 3122 The School in the American Culture

-C or higher in COMM 1213 Communication II: Oral Communication

-Pass Teacher Education Writing Exam (TEWE)

-Character Reference

-Reference documenting work with children

PROGRAM ENTRY-LEVEL COMPETENCIES - Elements That Require

Judgments and/Decisions

-Evidence of Desire to Teach from Interview and Written Paper

-Score of 2 on Dispositions portion of Teacher Education Interview Rubric

-Documented Success in Working With Appropriate Age Level

-Recommendation of Competence, Major Department

-Recommendation of Student Life Office

-Approval of Admissions and Retention Committee or Teacher Ed. Council

-Transcript

-Transcript

-State Test Reports

-Transcript

-Transcript

-School of Education Records

-On Approved Form

-On approved Form

-Recommendation of Teacher Education Interview Committee

-Rubric Assessment by Teacher Education Interview Committee

-First field experience in EDUC 3121

-On Approved Form

-On Approved Form

-Minutes of Admissions and Retention Committee

ADVISING AND MENTORING – The advising and mentoring role of university faculty and other personnel involved in the preparation of teachers, while

serving other functions, is an integral part of the process of assessment beginning with the first contact with candidates who are interested in becoming teachers to

their successful induction into the profession as effective teachers. At this transition point, the advising and mentoring role seeks to help candidates: 1) become

informed about the realities of being a teacher, 2) examine evidence of their involvement/non-involvement in teaching related experiences and what this

communicates about their interest in teaching, 3) establish initial set of personal goals – academic, experiential, and social- which could help them become

effective teachers, and 4) Understand effective teaching by experiencing this first-hand as modeled by their advisors and professors.

21

BEFORE CLINICAL PRACTICE BEGINS PURPOSE OF THIS TRANSITION POINT – To ensure that teacher education candidates are prepared for entry into a full term (13 weeks) of extensive field

experience, Clinical Practice. Specifically, this transition point is designed to ensure that candidates have:

1. Mastered the content knowledge of their major field(s)

2. Acceptable dispositions for teaching

3. Acquired an understanding of students at the appropriate level for their specialization

4. The requisite skills for effective delivery of instruction to all students

5. Become effective at reflecting on professional practice and identifying areas for growth in their knowledge, skills, and dispositions


MINIMUM CRITERIA

-Complete all items for entry into program

-Complete 95 semester hours of credit with an overall GPA of 2.75

-GPA of 3.00 in major field(s)

-Completed all courses in major field

-Completed foreign language requirement

-Passed State Test – Oklahoma Subject Area Test (OSAT) and Oklahoma

General Education Test (OGET)

CLINICAL-LEVEL ENTRY COMPETENCIES

Elements That Require Judgments and/Decisions

-Recommendation of Student Life Office

-Successful completion of all pre-clinical field experiences

-Evidence of Content Knowledge:

Recommendation of Competence, Major Department

Pass Oklahoma Subject Area Test (OSAT)

Completed all courses in major field

-Pedagogical Content Knowledge

-Dispositions for Teaching

PACE (disposition) Assessment – passing scores

Positive Recommendation from Student Life Office

-Approval of Admissions and Retention Committee or Teacher Ed. Council

-See above

-Transcript

-Transcript

-Transcript

-University Records

-State Test Reports

-On Approved Form

-Evaluations of Field Experiences by University Faculty

-On Approved Form

-State Test Reports

-University Records

-Completion of Professional Education Courses

-Disposition Assessment Rubric by Faculty

-Positive Recommendation from Student Life Office

-Minutes of Admissions and Retention Committee

ADVISING AND MENTORING –At this transition point, the advising and mentoring role seeks to help candidates: 1) examine their readiness to deliver

effective instruction in their major field(s) of study , 2) be realistic about their dispositions for teaching – examine their potential strengths and weaknesses,

3) think seriously about the pedagogical practices which are essential for effective teaching and 4) practice self-examination and introspection regarding their

interest in teaching as they prepare for entry into the next level of field experience–clinical practice.

BEFORE PROGRAM COMPLETION

22

PURPOSE OF THIS TRANSITION POINT – To ensure that all requirements of the program have been met, and that the candidates have the acquired the

knowledge, skills, and dispositions that are expected in the program before being given final approval of the faculty and recommended for an initial teaching

license. Specifically, this transition point is designed to ensure that candidates:

1. Have satisfactorily completed 13 weeks of clinical practice

2. Have completed all requirements of their degree program

3. Are viewed as competent teachers based on three state tests – OGET, OSAT, and OPTE

4. Are viewed by other professionals as competent – University Faculty and Clinical Faculty

5. Have demonstrated that they are effective teachers with all learners

6. Have become proficient in self-assessment by reflecting on their work as teacher candidates


MINIMUM CRITERIA

-Completion of 12 Weeks of Clinical Practice and 1 Week Observing the

Opening of School in August

-Completed all Requirements of Degree Program

-Passed all State Tests – Oklahoma General Education Test (OGET), Oklahoma

Subject Area Test (OSAT), and Oklahoma Professional Teacher Exam (OPTE)

PROGRAM COMPLETION COMPETENCIES

-Competence in Knowledge, Skills, and Dispositions Based On:

Student Teaching FORMATIVE Assessment Instrument

Student Teaching SUMMATIVE Assessment Instrument

Dispositions Assessment by Faculty (PACE) passing scores

Dispositions Assessments by Clinical and University Faculty

Teacher Work Sample – Score of 70

-Evidence of Impact on Student Learning based on Results from:

Teacher Work Sample

Summative Assessments During Student Teaching

Formative Assessments During Student Teaching

-Proficient in Self-Assessment and Reflection on Work as a Teacher Candidate

-Recommend/Not Recommend for License

-Grade of C or Better in Clinical Practice

-University Degree Audit

-State Test Records

-Results from Student Teaching FORMATIVE Assessments by Clinical and

University Faculty During Student Teaching

-Results from Student Teaching SUMMATIVE Assessments by Clinical and

University Faculty During Student Teaching

- PACE rubric completed by faculty and submitted to Chair

- Selected items form Formative and Summative Assessment

-Final Assessment of Teacher Work Sample

-Selected items from the Teacher Work Sample

-Selected items from the Summative Assessments

-Items 17, 18, 19, & 20 from the Formative Assessments

-Selected Items from the Teacher Work Sample

-Recommendation of Director of Teacher Education

ADVISING AND MENTORING –At this transition point, the advising and mentoring role seeks to help candidates: 1) find employment in their chosen field

which is consistent with their preparation, interests, and dispositions, 2) think clearly about their personal goals and aspirations to be effective teachers with a

focus on opportunities for continued growth, and 3) be reflective about their preparation for teaching and their ability to effect learning for all students.

23

UPON ENTRY INO THE TEACHING PROFESSION PURPOSE OF THIS TRANSITION POINT – To ensure that upon entry into the profession of teaching, candidates are given the assistance needed during the

early years by experienced professionals. The EPP offers assistance to first-year teachers as needed. Specifically, this transition point is designed to ensure that :

1. Graduates of the program who remain in Oklahoma and enter teaching are adequately introduced to full-time work as teachers with support and assistance

from experienced professionals.

2. All graduates of the program who enter teaching demonstrate their knowledge, skills, and dispositions as effective teachers


CAREER ENTRY COMPETENCIES –

Graduates are Viewed by Professionals in the Field as Competent Teachers based

on:

1. Possession of an In-depth Knowledge of the Subject Matter in Their Area(s)

of Teaching

2. Competence in the Knowledge, Skills, and Dispositions Expected of Effective

Teachers in the Early Years of Teaching

3. Their Ability to Positively Impact Student Learning

4. Their Qualifications to Receive a Standard Professional Certificate

-School of Education Employer Follow-Up Survey

-School of Education Employer Follow-Up Survey for all Graduates

-School of Education Employer Follow-Up Survey of Graduates

-State Tests Documenting Student Learning where Available

ADVISING AND MENTORING –At this transition point, the advising and mentoring role seeks to help candidates: 1) use their knowledge, skills, and

dispositions to ensure that all students under their care are learning, and 2) continue their growth as members of a professional team, and 3) meet the requirements

for receiving a standard certificate.

24

APPENDIX B

SUMMARY OF ASSESSMENT PROCESSES

AND USE OF DATA

The faculty members of the School of Education are committed to the belief that the

preparation of effective teachers requires a continuous evaluation of the program, how the

program is delivered, and the effectiveness of its graduates. Further, this process should 1) use

multiple measures, 2) include internal and external review, 3) involve professionals who

provide clinical and field experiences and who employ graduates of the program, 4) obtain

data from current candidates and graduates, 5) include immediate on-going assessments as

well as long-term or periodic assessments, and 6) use results for program improvement.

Assessment and Data Gathering Processes How Data are Used

Grade Point Averages

-Cumulative grade point average

-Major field grade point average

An internal assessment used to make judgments

about candidates’ propensity for scholarship and

their acquisition of general and specific

knowledge and skills – general knowledge and

content knowledge.

Standard Test Scores

-OGET (Oklahoma General Education Test)

-OSAT (Oklahoma Subject Area Test)

-OPTE (Oklahoma Professional Teacher Exam)

An external assessment used to make judgments

about candidates’ general, subject content, and

professional knowledge and skills.

Grades in Specific Courses

-Communication Skills Course, COMM 1213

-Professional Education Courses – No grade

below a “C”

Internal assessments used to make judgments

about candidates’ oral communication skills and

their ability to master study in professional

education content.

Teacher Education Writing Examination Internal assessment of candidates’ mastery of the

essential writing skills expected of professional

educators.

Interviews

-Teacher Education Interview Committee

An internal assessment which provides another

measure of candidates’ oral and written

communication skills and their interest in

teaching.

Recommendations Both internal and external assessments which are

25


-Student Life Office

-Responsible Person Documenting Applicants’

Work with Children

-Major Department

used to ensure fitness as teacher candidates –

moral and ethical soundness, general mental

soundness, and focused interest in working with

children.

Approval of Teacher Education Council An internal assessment process which reviews a

number of pieces of data and makes judgment

about readiness at two points – at entry into the

program and before clinical practice begins.

Teacher Work Sample Assessment An internally administered process of an

externally developed and approved process (the

Oklahoma Teacher Work Sample). Data acquired

from this process are used to assess candidates’

knowledge and skills in the essential elements of

the instructional delivery process. Some of the

elements speak directly to the candidates’ skills

in teaching so that all students learn. Other

elements speak to their ability to analyze the

diversity which exists in the classroom and their

ability to develop appropriate instructional

strategies to address this diversity.

Field Experience Assessments by University

Faculty

-Formative Assessment Instrument

-Summative Assessment Instrument

An internal process which is designed to focus

the candidates’ work more precisely on the

development of the knowledge and skills of

teaching while they are in field experiences

which occur prior to student teaching.

Assessment of Candidate Dispositions for

Teaching PACE

-At Entry into Program – receive a score of 2 on

a Dispositions portion of the Teacher Education

Interview Rubric.

-Before Clinical Practice Begins – not receiving

5 sub-target scores or 3 sub-target scores in

succession

-Before Program Completion – not receiving 5

sub-target scores or 3 sub-target scores in

succession on the disposition items on the

Formative and Summative assessments during

At the time of admission to teacher education, a

score less than 2 could require another interview,

a required appointment with a faculty member, or

a “do not approve” for admission.

Before Clinical Practice, scores below 3 require a

conference with the candidate’s advisor,

notification of the Chair of the School of

Education by the advisor, and a conference with

the Chair as warranted per recommendation of

the advisor.

26


clinical practice (student teaching). Same as above.

Assessments of Candidate Skills During

Student Teaching by Experienced Clinical

and University Faculty

Assessment by Clinical (field site) and

University Faculty Using:

Student Teaching FORMATIVE

Assessment Instrument

Student Teaching SUMMATIVE

Assessment Instrument

SPA specific assessments

Clinical (field site) faculty and university faculty

combined conduct six assessments using the

formative instrument and four assessments using

the summative instrument.

The Formative instrument assesses 24

competencies aligned with the state’s formerly-

mandated teacher assessment, the Minimum

Criteria for Effective Teaching.

The Summative instrument assesses 16 of the

Oklahoma Christian University School of

Education Candidate Competencies. These also

incorporate the competencies of the Interstate

New Teacher Assessment and Support

Consortium (INTASC).

Candidates receive copies of the formative

assessments to help them improve their

instructional effectiveness. The results of the

summative assessments are shared with the

candidates by their university supervisors, but

they do not receive copies of the assessment.

Results of both assessments are analyzed and

shared with university faculty. The faculty

members review the results of these assessments

and think about what the results mean for

improvements in the program and assessment

processes.

Exit Interview An internal process used upon completion to

gather information from the teacher education

candidates who have completed their intensive

clinical practice (student teaching). Candidates

are surveyed about their experiences at

Oklahoma Christian, the Teacher Education

Program, and their student teaching. The

information gained from this survey is valuable

for candidate assessment and for program

assessment.

Follow-Up Assessments

-Employer Survey

An external assessment conducted annually by

the state. The data provided from this survey are

used by the EPP to improve its program as

warranted by the results.

27


-Completer Survey

An external survey of completers conducted

annually by the state. The data provided from

this survey are used by the EPP to improve its

program as warranted by the results.

SPA Specific Assessments

-Additions to Formative Assessment

-Additions to Summative Assessment

-Assessment of Planning

-Course Grades

These instruments and data are analyzed by

program faculty in an effort to finds trends of

substandard and exemplary performance.

Changes are made when necessary.

APPENDIX C

SPECIALTY PROFESSIONAL ASSOCIATION

STANDARDS

EARLY CHILDHOOD EDUCATION (NAEYC)

1. Promoting Child Development and Learning. Candidates prepared in early childhood

degree programs are grounded in a child development knowledge base. They use their

understanding of young children’s characteristics and needs, and of multiple interacting

influences on children’s development and learning, to create environments that are healthy,

respectful, supportive, and challenging for each child.

Key elements of Standard 1

1a: Knowing and understanding young children’s characteristics and needs, from birth

through age 8.

1b: Knowing and understanding the multiple influences on early development and learning

1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging

learning environments for young children

2. Building Family and Community Relationships. Candidates prepared in early childhood

degree programs understand that successful early childhood education depends upon

partnerships with children’s families and communities. They know about, understand, and

value the importance and complex characteristics of children’s families and communities.

They use this understanding to create respectful, reciprocal relationships that support and

empower families, and to involve all families in their children’s development and learning.


2a: Knowing about and understanding diverse family and community characteristics

2b: Supporting and engaging families and communities through respectful, reciprocal

relationships

2c: Involving families and communities in young children’s development and learning

28

3. Observing, Documenting, and Assessing to Support Young Children and Families.

Candidates prepared in early childhood degree programs understand that child observation,

documentation, and other forms of assessment are central to the practice of all early childhood

professionals. They know about and understand the goals, benefits, and uses of assessment.

They know about and use systematic observations, documentation, and other effective

assessment strategies in a responsible way, in partnership with families and other

professionals, to positively influence the development of every child.


3a: Understanding the goals, benefits, and uses of assessment – including its use in

development of appropriate goals, curriculum, and teaching strategies for young children

3b: Knowing about and using observation, documentation, and other appropriate assessment

tools and approaches, including the use of technology in documentation, assessment and data

collection.

3c: Understanding and practicing responsible assessment to promote positive outcomes for

each child, including the use of assistive technology for children with disabilities.

3d: Knowing about assessment partnerships with families and with professional colleagues to

build effective learning environments.

4. Using Developmentally Effective Approaches. Candidates prepared in early childhood

degree programs understand that teaching and learning with young children is a complex

enterprise, and its details vary depending on children’s ages, characteristics, and the settings

within which teaching and learning occur. They understand and use positive relationships and

supportive interactions as the foundation for their work with young children and families.

Candidates know, understand, and use a wide array of developmentally appropriate

approaches, instructional strategies, and tools to connect with children and families and

positively influence each child’s development and learning.


4a: Understanding positive relationships and supportive interactions as the foundation of their

work with young children

4b: Knowing and understanding effective strategies and tools for early education, including

appropriate uses of technology

4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches

4d: Reflecting on own practice to promote positive outcomes for each child

5. Using Content Knowledge to Build Meaningful Curriculum. Candidates prepared in

early childhood degree programs use their knowledge of academic

disciplines to design, implement, and evaluate experiences that promote positive development

and learning for each and every young child. Candidates understand the importance of

developmental domains and academic (or content) disciplines in early childhood curriculum.

They know the essential concepts, inquiry tools, and structure of content areas, including

academic subjects, and can identify resources to deepen their understanding. Candidates use

their own knowledge and other resources to design, implement, and evaluate meaningful,

challenging curriculum that promotes comprehensive developmental and learning outcomes

for every young child.


5a: Understanding content knowledge and resources in academic disciplines: language and

literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science,

physical activity, physical education, health and safety; and social studies.

29

5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or

academic disciplines

5c: Using own knowledge, appropriate early learning standards, and other resources to design,

implement, and evaluate developmentally meaningful and challenging curriculum for each

child.

6. Becoming a Professional. Candidates prepared in early childhood degree programs

identify and conduct themselves as members of the early childhood profession. They know

and use ethical guidelines and other professional standards related to early childhood practice.

They are continuous, collaborative learners who demonstrate knowledgeable, reflective and

critical perspectives on their work, making informed decisions that integrate knowledge from

a variety of sources. They are informed advocates for sound educational practices and

policies.


6a: Identifying and involving oneself with the early childhood field

6b: Knowing about and upholding ethical standards and other early childhood professional

guidelines

6c: Engaging in continuous, collaborative learning to inform practice; using technology

effectively with young children, with peers, and as a professional resource

6d: Integrating knowledgeable, reflective, and critical perspectives on early education

6e: Engaging in informed advocacy for young children and the early childhood profession

7. Early Childhood Field Experiences. Field experiences and clinical practice are planned

and sequenced so that candidates develop the knowledge, skills and professional dispositions

necessary to promote the development and learning of young children across the entire

developmental period of early childhood – in at least two of the three early childhood age

groups (birth – age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer

early education (early school grades, child care centers and homes, Head Start programs).


7a. Opportunities to observe and practice in at least two of the three early childhood age

groups (birth – age 3, 3-5, 5-8)

7b. Opportunities to observe and practice in at least two of the three main types of early

education settings (early school grades, child care centers and homes, Head Start programs)

CAEP 2018 K-6 ELEMENTRY TEACHER PREPARATION

Standard 1: Understanding and Developing Each Child’s Developmental and Learning

Needs

Candidates use their understanding of child growth and development, individual differences,

and diverse families, cultures and communities to plan and implement inclusive learning

environments that provide each child with equitable access to high quality learning

experiences that engage and create learning opportunities for them to meet high standards.

They work collaboratively with families to gain a holistic perspective on children’s strengths

and needs and how to motivate their learning.

Components:

a) Candidates use their understanding of how children grow, develop and learn to plan

and implement developmentally appropriate and challenging learning experiences

30

within environments that take into account the individual strengths and needs of

children.

b) Candidates use their understanding of individual differences and diverse families,

cultures, and communities to plan and implement inclusive learning experiences and

environments that build on children’s strengths and address their individual needs.

c) Candidates work respectfully and reciprocally with families to gain insight into each

child in order to maximize his/her development, learning and motivation.

Standard 2: Understanding and Applying Content and Curricular Knowledge for

Teaching

Candidates demonstrate and apply understandings of major concepts, skills, and practices, as

they interpret disciplinary curricular standards and related expectations within and across

literacy, mathematics, science, and social studies.

Components:

a) Candidates demonstrate and apply understandings of the elements of literacy critical

for purposeful oral, print, and digital communication.

b) Candidates demonstrate and apply understandings of major mathematics concepts,

algorithms, procedures, applications and mathematical practices in varied contexts,

and connections within and among mathematical domains.

c) Candidates demonstrate and apply understandings and integration of the three

dimensions of science and engineering practices, cross-cutting concepts, and major

disciplinary core ideas, within the major content areas of science.

d) Candidates demonstrate understandings, capabilities, and practices associated with the

central concepts and tools in Civics, Economics, Geography, and History, within a

framework of informed inquiry.

Standard 3: Assessing, Planning, and Designing Contexts for Learning

Candidates assess students, plan instruction and design classroom contexts for learning.

Candidates use formative and summative assessment to monitor students’ learning and guide

instruction. Candidates plan learning activities to promote a full range of competencies for

each student. They differentiate instructional materials and activities to address learners’

diversity. Candidates foster engagement in learning by establishing and maintaining social

norms for classrooms. They build interpersonal relationships with students that generate

motivation, and promote students social and emotional development.

Components:

a) Candidates administer formative and summative assessments regularly to determine

students’ competencies and learning needs.

b) Candidates use assessment results to improve instruction and monitor learning.

c) Candidates plan instruction including goals, materials, learning activities and

assessments.

d) Candidates differentiate instructional plans to meet the needs of diverse students in the

classroom.

e) Candidates manage the classroom by establishing and maintaining social norms and

behavioral expectations.

f) Candidates explicitly support motivation and engagement in learning through diverse

evidence based practices.

31

Standard 4: Supporting Each Child’s Learning Using Effective Instruction

Candidates make informed decisions about instruction guided by knowledge of children and

assessment of children’s learning that result in the use of a variety of effective instructional

practices that employ print, and digital appropriate resources. Instruction is delivered using a

cohesive sequence of lessons and employing effective instructional practices. Candidates use

explicit instruction and effective feedback as appropriate, and use whole class discussions to

support and enhance children’s learning. Candidates use flexible grouping arrangements,

including small group and individual instruction to support effective instruction and improved

learning for every child.

Components:

a) Candidates use a variety of instructional practices that support the learning of every

child.

b) Candidates teach a cohesive sequence of lessons to ensure sequential and appropriate

learning opportunities for each child.

c) Candidates explicitly teach concepts, strategies, and skills, as appropriate, to guide

learners as they think about and learn academic content.

d) Candidates provide constructive feedback to guide children’s learning, increase

motivation, and improve student engagement.

e) Candidates lead whole class discussions to investigate specific content, strategies, or

skills, and ensure the equitable participation of every child in the classroom.

f) Candidates effectively organize and manage small group instruction to provide more

focused, intensive instruction and differentiate teaching to meet the learning needs of

each child.

g) Candidates effectively organize and manage individual instruction to provide targeted,

focused, intensive instruction that improves or enhances each child’s learning.

Standard 5: Developing as a Professional Candidates promote learning and development of every child through participation in

collaborative learning environments, reflective self-study and professional learning, and

involvement in their professional community.

Components:

a) Candidates work collaboratively with colleagues, mentors, and other school personnel

to work toward common goals that directly influence every learner’s development and

growth.

b) Candidates design and implement professional learning activities based on ongoing

analysis of student learning; self-reflection; professional standards, research and

contemporary practices; and standards of ethical professional practice.

c) Candidates participate in peer and professional learning communities to enhance

student learning.

32

ENGLISH EDUCATION (NCTE)

1.0 Structure of the Basic Program Candidates follow a specific curriculum and are expected to meet appropriate performance

assessments for pre-service English language arts teachers.

2.0 Attitudes for English Language Arts 2.1 Candidates create an inclusive and supportive learning environment in which all students

can engage in learning.

2.2 Candidates use ELA to help their students become familiar with their own and others’

cultures.

2.3 Candidates demonstrate reflective practice, involvement in professional organizations, and

collaboration with both faculty and other candidates.

2.4 Candidates use practices designed to assist students in developing habits of critical

thinking and judgment.

2.5 Candidates make meaningful connections between the ELA curriculum and developments

in culture, society, and education.

2.6 Candidates engage their students in activities that demonstrate the role of arts and

humanities in learning.

3.0 Knowledge of English Language Arts

3.1 Candidates demonstrate knowledge of, and skills in the use of, the English language.

3.2 Candidates demonstrate knowledge of the practices of oral, visual, and written literacy.

3.3 Candidates demonstrate their knowledge of reading processes.

3.4 Candidates demonstrate knowledge of different composing processes.

3.5 Candidates demonstrate knowledge of, and uses for, an extensive range of literature.

3.6 Candidates demonstrate knowledge of the range and influence of print and nonprint

media and technology in contemporary culture.

3.7 Candidates demonstrate knowledge of research theory and findings in English language

arts.

4.0 Pedagogy for English Language Arts

4.1 Candidates examine and select resources for instruction such as textbooks, other print

materials, videos, films, records, and software, appropriate for supporting the teaching of

English language arts.

4.2 Candidates align curriculum goals and teaching strategies with the organization of

classroom environments and learning experiences to promote whole-class, small-group, and

individual work.

4.3 Candidates integrate interdisciplinary teaching strategies and materials into the teaching

and learning process for students.

4.4 Candidates create and sustain learning environments that promote respect for, and support

of, individual differences of ethnicity, race, language, culture, gender, and ability.

4.5 Candidates engage students often in meaningful discussions for the purposes of

interpreting and evaluating ideas presented through oral, written, and/or visual forms.

4.6 Candidates engage students in critical analysis of different media and communications

technologies.

33

4.7 Candidates engage students in learning experiences that consistently emphasize varied

uses and purposes for language in communication.

4.8 Candidates engage students in making meaning of texts through personal response.

4.9 Candidates demonstrate that their students can select appropriate reading strategies that

permit access to, and understanding of, a wide range of print and nonprint texts.

4.10 Candidates integrate assessment consistently into instruction by using a variety of

formal and informal assessment activities and instruments to evaluate processes and products,

and creating regular opportunities to use a variety of ways to interpret and report assessment

methods and results to students, parents, administrators, and other audiences.

MATHEMATICS EDUCATION (NCTM)

Mathematics Preparation for All Mathematics Teacher Candidates

1. Knowledge of Problem Solving. Candidates know, understand and apply the process of

mathematical problem solving.

2. Knowledge of Reasoning and Proof. Candidates reason, construct, and evaluate

mathematical arguments and develop an appreciation for mathematical rigor and inquiry.

3. Knowledge of Mathematical Communication. Candidates communicate their

mathematical thinking orally and in writing to peers, faculty and others.

4. Knowledge of Mathematical Connections. Candidates recognize, use, and make

connections between and among mathematical ideas and in contexts outside mathematics to

build mathematical understanding.

5. Knowledge of Mathematical Representation. Candidates use varied representations of

mathematical ideas to support and deepen students’ mathematical understanding.

6. Knowledge of Technology. Candidates embrace technology as an essential tool for

teaching and learning mathematics.

7. Dispositions. Candidates support a positive disposition toward mathematical processes and

mathematical learning.

8. Knowledge of Mathematics Pedagogy. Candidates possess a deep understanding of how

students learn mathematics and of the pedagogical knowledge specific to mathematics

teaching and learning.

Mathematics Preparation for Secondary Level Mathematics Teacher Candidates

9. Knowledge of Number and Operations. Candidates demonstrate computational

proficiency, including a conceptual understanding of numbers, ways of representing number,

relationships among number and number systems, and the meaning of operations.

10. Knowledge of Different Perspectives on Algebra. Candidates emphasize relationships

among quantities including functions, ways of representing mathematical relationships, and

the analysis of change.

11. Knowledge of Geometries. Candidates use spatial visualization and geometric modeling

to explore and analyze geometric shapes, structures, and their properties.

34

12. Knowledge of Calculus. Candidates demonstrate a conceptual understanding of limit,

continuity, differentiation, and integration and a thorough background in techniques and

application of the calculus.

13. Knowledge of Discrete Mathematics. Candidates apply the fundamental ideas of discrete

mathematics in the formulation and solution of problems.

14. Knowledge of Data Analysis, Statistics, and Probability. Candidates demonstrate an

understanding of concepts and practices related to data analysis, statistics, and probability.

15. Knowledge of Measurement. Candidates apply and use measurement concepts and tools.

MUSIC EDUCATION (NASM)

Common Body of Knowledge and Skills. The common body of knowledge and skills that

constitute the basic foundation for work and continuing growth as a music professional.

A. Performance - Students must acquire:

1. Technical skills requisite for artistic self-expression in at least one major

performance area at a level appropriate for the particular music concentration.

2. An overview understanding of the repertory in their major performance area and the

ability to perform from a cross-section of that repertory.

3. The ability to read at sight with fluency.

4. Knowledge and skills sufficient to work as a leader and in collaboration on matters

of musical interpretation. Rehearsal and conducting skills are required as appropriate

to the particular music concentration.

5. Keyboard competency. Experiences in secondary performance areas are

recommended.

6. Growth in artistry, technical skills, collaborative competence and knowledge of

repertory through regular ensemble experiences. Ensembles should be varied both in

size and nature.

B. Aural Skills and Analysis - Students must acquire:

1. An understanding of the common elements and organizational patterns of music and

their interaction, and the ability to employ this understanding in aural, verbal, and

visual analyses.

2. Sufficient understanding of musical forms, processes, and structures to use this

knowledge in compositional, performance, scholarly, pedagogical, and historical

contexts, according to the requisites of their specializations.

3. The ability to place music in historical, cultural, and stylistic contexts.

C. Composition and Improvisation - Students must acquire:

1. Rudimentary capacity to create derivative or original music both extemporaneously

and in written form.

2. The ability to compose, improvise, or both at a basic level in one or more musical

languages, for example, the imitation of various musical styles, improvisation on pre-

existing materials, the creation of original compositions, experimentation with various

sound sources, and manipulating the common elements in non-traditional ways.

35

D. History and Repertory - Students must acquire:

1. A basic knowledge of music history through the present time.

2. An acquaintance with repertories beyond the area of specialization. All students

must be exposed to a large and varied body of music through study and attendance at

recitals, concerts, opera and musical theatre productions, and other performances.

E. Technology - Students must acquire:

1. A basic overview understanding of how technology serves the field of music as a

whole.

2. Working knowledge of the technological developments applicable to their area of

specialization.

F. Synthesis - While synthesis is a lifetime process, by the end of undergraduate study

students should be:

1. Working independently on a variety of musical problems by combining their

capabilities in performance; aural, verbal, visual analysis; composition and

improvisation; and history and repertory.

2. Forming and defending value judgments about music.

3. Acquiring the tools to work with a comprehensive repertory, including music from

various cultures of the world and music of their own time.

4. Understanding basic interrelationships and interdependencies among the various

professions and activities that constitute the musical enterprise.

Music Competencies. In addition to those basic competencies outlined above, the following

apply to the preparation of music teachers:

(1) Conducting. The prospective music teacher must be a competent conductor, able

to create accurate and musically expressive performances with various types of

performing groups and in general classroom situations. Instruction in conducting

includes score reading and the integration of analysis, style, performance practices,

instrumentation, and baton techniques. Laboratory experiences that give the student

opportunities to apply rehearsal techniques and procedures are essential.

(2) Arranging. The prospective music teacher should be able to arrange and adapt

music from a variety of sources to meet the needs and ability levels of school

performing groups and classroom situations.

(3) Functional Performance. In addition to the skills required for all musicians,

functional performance abilities in keyboard and the voice are essential. Functional

performance abilities in instruments appropriate to the student’s teaching

specialization are also essential.

(4) Analysis/History/Literature. The prospective music teacher should be able to

apply analytical and historical knowledge to curriculum development, lesson planning,

and daily classroom and performance activities. Teachers should be prepared to relate

36

their understanding of musical styles, the literature of diverse cultural sources, and the

music of various historical periods.

(5) Essential competencies and experiences for the vocal/choral or general music

teaching specialization are:

(a) sufficient vocal and pedagogical skill to teach effective use of the voice;

(b) experience in solo vocal performance and choral ensemble;

(c) performance ability sufficient to use at least one instrument as a teaching

tool and to provide, transpose, and improvise accompaniments;

(d) laboratory experience in teaching beginning vocal techniques

individually, in small groups, and in larger classes.

(6) Essential competencies and experiences for the instrumental music teaching

specialization are

(a) knowledge of and performance ability on wind, string, and percussion

instruments sufficient to teach beginning students effectively in

groups;

(b) experiences in solo instrumental performance, as well as in both small

and large instrumental ensembles;

(c) laboratory experiences in teaching beginning instrumental students

individually, in small groups, and in larger classes.

Teaching Competencies. The musician-teacher should understand the total contemporary

educational program – including relationships among the arts – in order to apply music

competencies in teaching situations, and to integrate music instruction into the total process of

education. Essential competencies are:

(1) Ability to teach music at various levels to different age groups and in a

variety of classroom and ensemble settings in ways that develop knowledge

of how music works syntactically as a communication medium and

developmentally as an agent of civilization. This set of abilities includes

effective classroom and rehearsal management.

(2) An understanding of child growth and development and an understanding of

principles of learning as they relate to music.

(3) The ability to assess aptitudes, experiential backgrounds, orientations of

individuals and groups of students, and the nature of subject matter, and to plan

educational programs to meet assessed needs.

(4) Knowledge of current methods, materials, and repertories available in various

fields and levels of music education appropriate to the teaching specialization.

(5) The ability to accept, amend, or reject methods and materials based on personal

assessment of specific teaching situations.

(6) An understanding of evaluative techniques and ability to apply them in assessing

both the musical progress of students and the objectives and procedures of the

curriculum.

37

SCIENCE EDUCATION (NSTA) 2012 Standards

1. NSTA Standard 1: Content Knowledge

Effective teachers of science understand and articulate the knowledge and practices of

contemporary science. They interrelate and interpret important concepts, ideas, and

applications in their fields of licensure.

1a) Understand the major concepts, principles, theories, laws, and interrelationships of their

fields of licensure and supporting fields as recommended by the National Science Teachers

Association.

1b) Understand the central concepts of the supporting disciplines and the supporting role of

science-specific technology.

1c) Show an understanding of state and national curriculum standards and their impact on the

content knowledge necessary for teaching P-12 students.

2. Standard 2: Content Pedagogy

Effective teachers of science understand how students learn and develop scientific knowledge.

Preservice teachers use scientific inquiry to develop this knowledge for all students.

Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge

and understanding of how all students learn science.

2b) Include active inquiry lessons where students collect and interpret data in order to develop

and communicate concepts and understand scientific processes, relationships and natural

patterns from empirical experiences. Applications of science-specific technology are included

in the lessons when appropriate.

2c) Design instruction and assessment strategies that confront and address naïve

concepts/preconceptions.

3. Standard 3: Learning Environments

Effective teachers of science are able to plan for engaging all students in science learning by

setting appropriate goals that are consistent with knowledge of how students learn science and

are aligned with state and national standards. The plans reflect the nature and social context of

science, inquiry, and appropriate safety considerations. Candidates design and select learning

activities, instructional settings, and resources--including science-specific technology, to

achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the

learning goals are met.

3a) Use a variety of strategies that demonstrate the candidates’ knowledge and understanding

of how to select the appropriate teaching and learning activities – including laboratory or field

settings and applicable instruments and/or technology- to allow access so that all students

learn. These strategies are inclusive and motivating for all students.

3b) Develop lesson plans that include active inquiry lessons where students collect and

interpret data using applicable science-specific technology in order to develop concepts,

understand scientific processes, relationships and natural patterns from empirical experiences.

These plans provide for equitable achievement of science literacy for all students.

38

3c) Plan fair and equitable assessment strategies to analyze student learning and to evaluate if

the learning goals are met. Assessment strategies are designed to continuously evaluate

preconceptions and ideas that students hold and the understandings that students have

formulated.

3d) Plan a learning environment and learning experiences for all students that demonstrate

chemical safety, safety procedures, and the ethical treatment of living organisms within their

licensure area.

4. Standard 4: Safety

Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain

chemical safety, safety procedures, and the ethical treatment of living organisms needed in the

P-12 science classroom appropriate to their area of licensure.

4a) Design activities in a P-12 classroom that demonstrate the safe and proper techniques for

the preparation, storage, dispensing, supervision, and disposal of all materials used within

their subject area science instruction.

4b) Design and demonstrate activities in a P-12 classroom that demonstrate an ability to

implement emergency procedures and the maintenance of safety equipment, policies and

procedures that comply with established state and/or national guidelines. Candidates ensure

safe science activities appropriate for the abilities of all students.

4c) Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-

making with respect to the treatment of all living organisms in and out of the classroom. They

emphasize safe, humane, and ethical treatment of animals and comply with the legal

restrictions on the collection, keeping, and use of living organisms.

5. Standard 5: Impact on Student Learning

Effective teachers of science provide evidence to show that P-12 students’ understanding of

major science concepts, principles, theories, and laws have changed as a result of instruction

by the candidate and that student knowledge is at a level of understanding beyond

memorization. Candidates provide evidence for the diversity of students they teach.

5a) Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence

of a change in mental functioning demonstrating that scientific knowledge is gained and/or

corrected.

5b) Provide data to show that P-12 students are able to distinguish science from nonscience,

understand the evolution and practice of science as a human endeavor, and critically analyze

assertions made in the name of science.

5c) Engage students in developmentally appropriate inquiries that require them to develop

concepts and relationships from their observations, data, and inferences in a scientific manner.

6. Standard 6: Professional Knowledge and Skills

Effective teachers of science strive continuously to improve their knowledge and

understanding of the ever changing knowledge base of both content, and science pedagogy,

including approaches for addressing inequities and inclusion for all students in science. They

identify with and conduct themselves as part of the science education community.

39

6a) Engage in professional development opportunities in their content field such as talks,

symposiums, research opportunities, or projects within their community.

6b) Engage in professional development opportunities such as conferences, research

opportunities, or projects within their community

SOCIAL STUDIES EDUCATION (NCSS)

NCSS 2018 STANDARDS – PLAN

STANDARD 1: CONTENT KNOWLEDGE

Candidates demonstrate knowledge of social studies disciplines. Candidates are

knowledgeable of disciplinary concepts, facts, and tools; structures of inquiry; and

forms of representation.

Element 1a: Candidates are knowledgeable about the concepts, facts, and tools in civics,

economics, geography, history, and the social/behavioral sciences.

U.S. History to 1877 (HIST 2213)

U.S. History since 1877 (HIST 2223)

Perspectives in Western Civ. (HIST 2913)

Oklahoma History (HIST 2313)

Introduction to American Politics (POLS 2113)

Macroeconomics (ECON 2113)

World Regional Geography (GEOG 2213)

Comparative Politics (POLS 2413)

General Psychology (PSYC 1113)

Developmental Psychology (PSYC 3523)

Element 1b: Candidates are knowledgeable about disciplinary inquiry in civics, economics,

geography, history, and the social/behavioral sciences. For example, in history would involve

the use of a set of historical thinking approaches (contextualization, historical empathy,

change-over-time analysis, historical significance) that are then applied to a historical

inquiry whereby the historian analyzes a series of primary and secondary documents to

construct a narrative of the past.

Introduction to Historical Research (HIST 2123)

Senior History Seminar (HIST 4733)





40

Element 1c: Candidates are knowledgeable about disciplinary forms of representation in

civics, economics, geography, history, and the social/behavioral sciences. For example,

geographers might produce maps generated through geographic information systems to

illustrate geographic trends in a geographic area, whereas historians would produce a

historical account of an episode in the past.

Introduction to Historical Research (HIST 2123)

Senior History Seminar (HIST 4733)





STANDARD 2: APPLICATION OF CONTENT THROUGH PLANNING

Candidates plan learning sequences that leverage social studies knowledge and

literacies, technology, and theory and research to support the civic competence of

learners.

Element 2a: Candidates plan learning sequences that demonstrate social studies knowledge

aligned with the C3 Framework, state-required content standards, and theory and research.

Methods of Teaching Social Studies (EDUC 4473)

AIA (EDUC 4131)

Student Teaching in the Secondary School (EDUC 4618)

Literacy in the Content Area (EDUC 4112)

Element 2b: Candidates plan learning sequences that engage learners with disciplinary

concepts, facts, and tools from the social studies disciplines to facilitate social studies

literacies for civic life.


AIA (EDUC 4131)



Element 2c: Candidates plan learning sequences that engage learners in disciplinary inquiry to

develop social studies literacies for civic life.


AIA (EDUC 4131)



Element 2d: Candidates plan learning sequences where learners create disciplinary forms of

representation that convey social studies knowledge and civic competence.

41


AIA (EDUC 4131)



Element 2e: Candidates plan learning sequences that use technology to foster civic

competence.


AIA (EDUC 4131)

Educational Technology (EDUC 3421)


STANDARD 3: DESIGN AND IMPLEMENTION OF INSTRUCTION AND

ASSESSMENT

Candidates design and implement instruction and authentic assessments, informed by

data literacy and learner self-assessment, that promote civic competence.

Element 3a: Candidates design and implement a range of authentic assessments that measure

learners’ mastery of disciplinary knowledge, inquiry, and forms of representation for civic

competence and demonstrate alignment with state-required content standards.


AIA (EDUC 4131)


Learning, Instruction, and Assessment (EDUC 3123)


Element 3b: Candidates design and implement learning experiences that engage learners in

disciplinary knowledge, inquiry, and forms of representation for civic competence and

demonstrate alignment with state-required content standards.


AIA (EDUC 4131)



Element 3c: Candidates use theory and research to implement a variety of instructional

practices and authentic assessments featuring disciplinary knowledge, inquiry, and forms of

representation for civic competence.


AIA (EDUC 4131)



42

Element 3d: Candidates exhibit data literacy by using assessment data to guide instructional

decision-making and reflect on student learning outcomes related to disciplinary knowledge,

inquiry, and forms of representation for civic competence.


AIA (EDUC 4131)



Element 3e: Candidates engage learners in self-assessment practices that support

individualized learning outcomes related to disciplinary knowledge, inquiry, and forms of

representation for civic competence.


AIA (EDUC 4131)



STANDARD 4: SOCIAL STUDIES LEARNERS AND LEARNING

Candidates use knowledge of learners to plan and implement relevant and responsive

pedagogy, create collaborative and interdisciplinary learning environments, and

prepare learners to be informed advocates for an inclusive and equitable society.

Element 4a: Candidates use knowledge of learners’ socio-cultural assets, learning demands,

and individual identities to plan and implement relevant and responsive pedagogy that ensures

equitable learning opportunities in social studies.


AIA (EDUC 4131)



Orientation to Teacher Education (EDUC 3121)

Element 4b: Candidates facilitate collaborative, interdisciplinary learning environments in

which learners use disciplinary facts, concepts, and tools, engage in disciplinary inquiry, and

create disciplinary forms of representation.


AIA (EDUC 4131)



Element 4c: Candidates engage learners in ethical reasoning to deliberate social, political, and

economic issues, communicate conclusions, and take informed action toward achieving a

more inclusive and equitable society.


43

AIA (EDUC 4131)



STANDARD 5: PROFESSIONAL RESPONSIBILITY AND INFORMED ACTION

Candidates reflect and expand upon their social studies knowledge, inquiry skills, and

civic dispositions to advance social justice and promote human rights through informed

action in schools and/or communities.

Element 5a: Candidates use theory and research to continually improve their social studies

knowledge, inquiry skills, and civic dispositions, and adapt practice to meet the needs of each

learner.


AIA (EDUC 4131)



U.S. History to 1877 (HIST 2213)

U.S. History since 1877 (HIST 2223)

Perspectives in Western Civ. (HIST 2913)

Oklahoma History (HIST 2313)

Introduction to American Politics (POLS 2113)




General Psychology (PSYC 1113)


Element 5b: Candidates explore, interrogate, and reflect upon their own cultural frames to

attend to issues of equity, diversity, access, power, human rights, and social justice within

their schools and/or communities.


Element 5c: Candidates take informed action in schools and/or communities and serve as

advocates for learners, the teaching profession, and/or social studies.


44

APPENDIX D

INDEX TO THE ASSESSMENT OF COMPETENCIES Revised May 2019

(Follows on page 41)

45

CONTENT AND SUBJECT AREA SPECIALIZATION – The Candidate:

Fo

rma

tiv

e A

sses

smen

t

Su

mm

ati

ve

Ass

ess

men

t

Tea

cher

Wo

rk S

am

ple

OS

AT

OP

TE

Pa

ce A

sses

smen

t

Em

plo

yer

Ra

tin

g

Gra

du

ate

Su

rvey

LEARNER DEVELOPMENT

1.The teacher understands how learners grow and

develop, recognizing that patterns of learning and

development vary individually within and across the

cognitive, linguistic, social, emotional, and physical

areas, and designs and implements developmentally

appropriate and challenging learning experiences.

(INTASC 1)

6

1

X

X

X

X

X

LEARNING DIFFERENCES 2. The teacher uses understanding of individual

differences and diverse cultures and communities to

ensure inclusive learning environments that enable each

learner to meet high standards. (INTASC 2)

7

2

X

X

X

X

X

LEARNING ENVIRONMENTS

3. The teacher works with others to create environments

that support individual and collaborative learning, and

that encourage positive social interaction, active

engagement in learning, and self-motivation.

(INTASC 3)

5

3

X

X

X

X

X

CONTENT KNOWLEDGE

4. The teacher understands the central concepts, tools of

inquiry, and structures of the discipline(s) he or she

teaches and creates learning experiences that make these

aspects of the discipline accessible and meaningful for

learners to assure mastery of the content.

(INTASC 4)

12

4

X

X

X

APPLICATION OF CONTENT

5. The teacher understands how to connect concepts and

use differing perspectives to engage learners in critical

thinking, creativity, and collaborative problem solving

related to authentic local and global issues. (INTASC 5)

12

5

X

X

X

X

X

ASSESSMENT

6. The teacher understands and uses multiple methods of

assessment to engage learners in their own growth, to

monitor learner progress, and to guide the teacher’s and

learner’s decision making. (INTASC 6)

17

6

X

X

X

X

X

PLANNING FOR INSTRUCTION

7. The teacher plans instruction that supports every

student in meeting rigorous learning goals by drawing

upon knowledge of content areas, curriculum, cross-

disciplinary skills, and pedagogy, as well as knowledge

of learners and the community context. (INTASC 7)

7

X

X

X

X

X

46

NOTES:

This index is designed as a guide to the multiple sources of data used to assess the candidates’

mastery of the Oklahoma Christian University School of Education Candidate Competencies

those expected of all candidates.

For organizational purposes, the index uses the numerical sequence established for the items

in the Student Teaching SUMMATIVE Assessment Instrument.

Other assessments/processes which do not fit neatly into the chart above include:

INSTRUCTIONAL STRATEGIES 8. The teacher understands and uses a variety of

instructional strategies to encourage learners to develop

deep understanding of content areas and their

connections, and to build skills to apply knowledge in

meaningful ways. (INTASC 8)

12

8

X

X

X

X

X

PROFESSIONAL LEARNING AND ETHICAL PRACTICE 9. The teacher engages in ongoing professional learning

and uses evidence to continually evaluate his/her

practice, particularly the effects of his/her choices and

actions on others (learners, families, other professionals,

and the community), and adapts practice to meet the

needs of each learner.

(INTASC 9)

9

X

X

X

X

LEADERSHIP AND COLLABORATION

10. The teacher seeks appropriate leadership roles and

opportunities to take responsibility for student learning,

to collaborate with learners, families, colleagues, other

school professionals, and community members to

ensure learner growth, and to advance the profession.

(INTASC 10)

10

X

X

X

X

PROFESSIONAL AND CHARACTER EXCELLENCE (P.A.C.E. – O.C.)

11. The teacher approaches teaching with positive and

enthusiastic participation (OC PACE)

11

X

X

X

12. The teacher meets deadlines and aims toward

excellence (OC PACE)

12

X

X

X

13. The teacher demonstrates a Christian and

professional attitude with stakeholders and university

supervisors (OC PACE)

13

X

X

X

14. Exemplifies mature behavior and emotional stability

(OC PACE)

14

X

X

X

15. Maintains punctual and regular attendance (OC

PACE)

15

X

X

X

PERSONAL ADEQUACY (O.C.)

16. Maintains appropriate grooming/dress (OC)

22

16

X

X

X

47

Specialty Professional Association Reviews

Teacher Education Interview Committee – Includes an assessment of

dispositions

Recommendations Required for Admission to Teacher Education

Results of Oklahoma General Education Test (OGET)

Surveys of Clinical Faculty – Conducted at breakfasts held each semester

Assessments Conducted in Courses by Professors – Reflected in grades

received and monitored for continuation in the programs at each Transition

Point

Exit Interviews of Graduates

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