Augustana College Teacher Education Program

UNIT ASSESSMENT SYSTEM

The unit has developed an assessment system with its professional community that reflects institutional, state and national standards.  The unit’s system includes a comprehensive and integrated set of evaluation measures used to monitor candidate performance and manage and improve unit programs and unit operations.   The unit’s assessment system collects and analyzes data on candidates, graduates, and unit operations to evaluate and improve the unit and its programs.  Decisions about candidate performance are based on multiple assessments made at transition points.  

The plan incorporates continuous assessment with systematically administered procedures and is designed to:

·        determine whether candidates have acquired program competencies,

·        if the unit has achieved its aim,

·        enable the unit to identify its strengths and weaknesses, and

·        determine areas in need of modification.  

The plan incorporates systematic accountability to facilitate continuous evaluation, is built upon standards, incorporates multiple internal and external assessment measures, utilizes rubrics that define levels of performance used to judge candidate competence, provides credible and useful data used to modify programs and procedures to improve candidate performance.   An annual departmental retreat is held each August prior to the beginning of the fall semester for the purposes of facilitating data review.  At this time, all data from the previous academic year are considered and faculty complete Action Plans to document the data reviewed and any proposed changes and/or modifications to be considered.  The goal of assessment is to maintain the quality of programs through ongoing systematic data collection and through the use of this data to continually review and improve the professional education programs at Augustana College.  The plan provides evidence that candidates know their subject matter and can teach it effectively as they connect theory to practice in the P-12 classroom. 

PROGRAM COMPETENCIES

Competencies at both the initial and advanced levels have been identified to guide course content and practicum experiences and both the initial and advanced level.  Programs offered are as follows:

Undergraduate Programs—Initial Level—Assessments Reflect the 10 Initial Level Program Competencies

  • K-8 ELED
  • 7-12 SEED (Biology, Chemistry, Physics, History, Government, English, Communication, Theater, Mathematics)
  • K-12 (EDHH, SPED, ALL-GRADES=Art, Music, PE, MDFL)

 

Graduate (Cohort Model) Program—Initial Level—Assessments Reflect the 10 Initial Level Program Competencies & 14 Advanced Level Program Competencies

 

  • MAT/Master of Arts in Teaching

 

Graduate (Cohort Model) Program—Advanced Level—Assessments Reflect the 14 Advanced Level Program Competencies

 

  • MA/Master of Arts in Education

 

INITIAL LEVEL PROGRAM COMPETENCIES
#1 KNOWLEDGE BASE: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
#2 KNOWLEDGE OF HUMAN DEVELOPMENT AND LEARNING: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
#3 ADAPTING INSTRUCTION FOR INDIVIDUAL NEEDS: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
#4 MULTIPLE INSTRUCTIONAL STRATEGIES: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
#5 CLASSROOM MANAGEMENT AND MOTIVATION SKILLS: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
#6 COMMUNICATION SKILLS: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
#7 INSTRUCTIONAL PLANNING SKILLS: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
#8 ASSESSMENT OF STUDENT LEARNING: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
#9 PROFESSIONAL COMMITMENT AND RESPONSIBILITY: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
#10 PARTNERSHIPS: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

ADVANCED LEVEL PROGRAM COMPETENCIES
  1.  Exhibit in-depth knowledge of core content, literature, and theoretical base
  2.  Display detailed knowledge of learners, learning theory, and pedagogy
  3.  Utilize knowledge of learned society standards and best practices
  4.  Demonstrate application of instructional strategies
  5.  Incorporate global and multicultural strategies in all aspects of profession
  6.  Demonstrate accommodations for diverse learners
  7.  Exhibit a variety of assessment procedures for documentation of student growth and curricular effectiveness
  8.  Demonstrate skill in classroom environments and operations
  9.  Utilize and apply technology
10.  Actively participate in school change process via field experience
11.  Be involved in the community beyond the classroom
12.  Participate in advanced application of quantitative and qualitative research with ongoing contributions to the knowledge base and practice
13.  Model the role of a leader
14.  Demonstrate advanced skills in spoken and written language and critical thinking

ALIGNMENT

All of the unit’s assessment tools are in alignment with program competencies at both the initial and advanced level.  Also, the unit has completed alignment tables to evidence how program competencies at the initial and advanced levels are aligned to state and national standards as outlined in the tables that follow:

 

ALIGNMENT OF the 10 PROGRAM COMPETENCIES AT THE INITIAL LEVEL to State and National Standards

 

Initial Level Program Competency

Augustana College Professional Education Unit Conceptual Framework

INTASC

Standard

SD DOE ARSD for Candidates in Teacher Education

*24:16:05

Section 07

1

All program competencies at the initial level have been aligned with the core values of the Unit’s conceptual framework, see narrative

1

24:16:05:07 (1)

2

2

24:16:05:07 (2)

3

3

24:16:05:07 (3)

4

4

24:16:05:07 (4)

5

5

24:16:05:07 (5)

6

6

24:16:05:07 (6)

7

7

24:16:05:07 (7)

8

8

24:16:05:07 (8)

9

9

24:16:05:07 (9)

10

10

24:16:05:07 (10)

*24:16:05:07. Candidate knowledge, skills, and dispositions. A candidate preparing to work in a school as a teacher must know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments shall be given to the candidate to ensure the candidate meets professional, state, and institutional standards.

 

ALIGNMENT OF the 14 PROGRAM COMPETENCIES AT THE ADVANCED LEVEL to National Standards

 

Advanced Program Competency

Conceptual Framework

NBPTS

Core Proposition

1

Mastery

2

2

Mastery

1,2,3

3

Belonging

1,2,3

4

Mastery

1,2,3

5

Belonging

1,2,3

6

Generosity

1,2,3

7

Mastery

1,2,3

8

Belonging

1,2,3

9

Independence

2,3

10

Belonging

5

11

Generosity

5

12

Independence

4,5

13

Independence

4,5

14

Mastery

2,4

 

TRANSITION POINTS

The assessment system has multiple transition points; multiple indicators have been identified at each program transition point.  The tables that follow outline assessments made at each transition point by program:

 

Transition Point #1

Transition Point #2

Transition Point #3

Transition Point #4

Transition Point #5

 

Program Admission

Prior to Student Teaching and/or Candidacy

Exit from Student Teaching and/or Before Program Completion

Program Completion

After Program Completion

*indicates data used to inform individual candidate’s matriculation through the program

Initial Teacher Education Programs

BA

--Overall cumulative GPA of 2.60*

--Cumulative GPA of 2.60 in content major*

--Completion of 45 C.H.

--Approval from TEC

--Advisor Recommendation

--Freedom from Disciplinary Status

--Initial Dispositional Assessment*

--Completion of EDUC 110, 245, & 275 with grades of at least C- or above

--Successful Program Admission Level Portfolio Review (Key Assessments:  Microteaching LP)

 

--Overall cumulative GPA of 2.60*

--Cumulative GPA of 2.60 in content major*

--Passing PRAXIS II content exam score

--Approval from TEC

--Advisor Recommendation

--Intermediate Dispositional Assessment*

--SCPI @ Intermediate Level for EDHH candidates*

--Successful PreStudent Teaching  Level Portfolio Review (Key Assessments:  Praxis Content Exam Score; Grades/GPA Content Assessment)

--Overall cumulative GPA of 2.60*

--Cumulative GPA of 2.60 in content major*

--Cooperating Teacher Final Evaluation of Student Teacher and Content Addendum

--Final Dispositional Assessment*

--PRAXIS II PLT exam scores

--Teacher Impact Upon Student Learning Project

--Successful Program Exit Level Portfolio Review (Key Assessments:  Teacher Impact Project; ST Evaluation and Content Addendum; PLT Exam Score)

--Overall cumulative GPA of 2.60*

--Cumulative GPA of 2.60 in content major*

--Completion of all coursework required for program of study and graduation

 

--Annual Follow Up Survey

--Annual Employer Survey

 

MAT

--Cumulative GPA of 3.0* or above for the last sixty semester hours of undergraduate course work

--Outside Recommendations

--Pre Self Assessment on 14 Program Competencies

--Approval from TEC

--Advisor Recommendation

--Passing PRAXIS II content exam score

AND

--Cumulative GPA of 3.0*

--NBPTS Video Analysis

--Completion of 9 C.H.

--MA Teacher I Dispositional Assessment*

 

--Cooperating Teacher Final Evaluation of Student Teacher and Content Addendum

--PRAXIS II PLT exam score

--Teacher Impact Upon Student Learning Project

--Diversity Field Experience

--WebProjects

--Unit by Design

--Synthesis Portfolio

--Graduate Paper

--Oral Examination

--MA Teacher II Dispositional Assessment*

--Cumulative GPA of 3.0*

--Completion of all coursework required for program of study and graduation

--MA Teacher III Dispositional Assessment*

--Post Self Assessment on 14 Program Competencies

 

--Annual Follow Up Survey

--Annual Employer Survey

Advanced Programs for Licensed Teachers

MAE

--Cumulative GPA of 3.0 or above for the last sixty semester hours of undergraduate course work*

--Outside Recommendations

--Pre Self Assessment on 14 Program Competencies

 

--Cumulative GPA of 3.0*

--NBPTS Video Analysis

--Completion of 9 C.H.

--MA Teacher I Dispositional Assessment*

 

--Unit by Design

--Diversity Field Experience

--WebProjects

--Synthesis Portfolio

--Graduate Paper

--Oral Examination

--MA Teacher II Dispositional Assessment*

 

--Cumulative GPA of 3.0*

--Completion of all coursework required for program of study and graduation

--MA Teacher III Dispositional Assessment*

--Post Self Assessment on 14 Program Competencies

--Annual Follow Up Survey

--Annual Employer Survey

 

Assessment of Candidate Dispositions

 

The Teacher Education Program at Augustana College formally assesses candidate dispositions in the candidate’s program of study at both the initial and advanced levels.  Assessment of candidate dispositions is done by Education Department faculty (internal) and by mentor teachers, practicum supervisors and cooperating teachers (external).  Dispositional data are used to inform each candidate’s matriculation through the program of study and are aggregated to inform programmatic decision making.  The formal assessment of candidate dispositions is supplemented by the informal kinds of observations made by faculty in the college classroom and by academic advisors through the advising process and when recommending candidates for program entry and acceptance to student teaching.

 

 In addition, the unit’s staffing process serves as a formal mechanism for addressing areas of concern.  Candidates at both the initial and advanced level who experience difficulty may be referred for a staffing;  the staffing process is outlined as follows:

 

  • The advisor and/or faculty, in consultation with the candidate, complete the Staffing Form. 
  • This is submitted to the Education Department Chair who schedules a meeting with the candidate, advisor, and other pertinent parties (faculty, student teaching supervisor, cooperating teacher, field placement coordinator, etc.). 
  • The staffing is designed to define the problem, develop an action plan for improvement, discuss ramifications, and arrange for follow up. 
  • The completed form is to be filed in the candidate's academic advising folder.

 

 

Candidates who wish to file a formal complaint can do so by completing the Candidate Formal Complaint Form or by making use of the College’s Academic Grievance Procedure as outlined in the Student Handbook.  A record of formal candidate complaints and their resolutions is kept on file in the Education Department Chair’s office.

 

INITIAL LEVEL

 

The following 10 dispositional statements based upon the Unit’s Initial Level Competencies and the INTASC Standards and with a focus on student learning are used as the basis for the assessment of candidate dispositions at the initial level.  Through coursework, class participation, and field experiences, the initial level program candidate demonstrates the following dispositions: 

·        Knowledge of Subject Matter--The teacher candidate has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life.

·        Knowledge of Human Development and Learning--The teacher candidate is disposed to use students' strengths as a basis for growth and their errors as an opportunity for learning.

·        Adapting Instruction for Individual Needs--The teacher candidate believes that all children can learn at high levels, persists in helping all children achieve success, and is sensitive to community and cultural norms.

·        Multiple Instructional Strategies--The teacher candidate values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs.

·        Classroom Management and Motivation Skills--The teacher candidate supports a positive learning environment and considers how different motivational strategies are likely to encourage the development for each student.

·        Communication Skills--The teacher candidate values many ways in which people seek to communicate and encourages many modes of communication in the classroom.

·        Instructional Planning Skills--The teacher candidate believes that plans must always be open to adjustment and revision based on student needs and changing circumstances.

·        Assessment--The teacher candidate values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.

·        Professionalism--The teacher candidate is a reflective practitioner who recognizes his/her professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues.

·        Partnerships--The teacher candidate is willing to work with other professionals to improve the overall learning environment for students.

 

ADVANCED LEVEL

 

The following dispositional statements based upon the Unit’s Advanced Program Competencies and the NBPTS Core Propositions and with a focus on student learning are used as the basis for the assessment of candidate dispositions at the advanced level.  Through coursework and class participation, the advanced level program candidate demonstrates the following dispositions:

 

 Teachers are Committed to Students and Learning

·        The advanced program candidate is disposed to recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.

·        The advanced program candidate is disposed to respect the cultural and family differences students bring to their classroom.

Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.

·        The advanced program candidate is disposed to use diverse instructional strategies to teach for understanding.

Teachers are Responsible for Managing and Monitoring Student Learning.

·        The advanced program candidate is disposed to know how to assess the progress of individual students as well as the class as a whole. 

·        The advanced program candidate is disposed to know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals. 

·        The advanced program candidate is disposed to use multiple methods for measuring student growth and understanding.

Teachers Think Systematically about Their Practice and Learn from Experience.

·        The advanced program candidate is disposed to critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice.

Teachers are Members of Learning Communities.

·        The advanced program candidate is disposed to collaborate with others to improve student learning.

 

Assessment of Unit Operations