Education Program Assessments

Through a series of program assessments that are built into our education programs, you'll gain the skills you need to be an effective leader in the classroom.

Initial Programs

The College of Education developed program outcomes and candidate proficiencies for initial preparation programs that guide the development of programs and assist candidates in becoming highly qualified educators. These proficiencies were developed by College of Education program and faculty councils and integrate national standards such as those from the International Society of Technology in Education (ISTE) and the Interstate New Teacher Assessment and Support Consortium (INTASC), state standards, and specialty area (e.g., early childhood education, special education, content area) standards. The proficiencies form the basis for assessment of candidate competency in order to provide the College with information on how well candidates are meeting those proficiencies.

Candidate assessments—those that are used to evaluate knowledge, skills, and dispositions—include the following. These are derived from the conceptual framework that guides program development and review and are related to the University's Learning Goals and the program outcomes and candidate proficiencies; the University's quality improvement system; and program admission, retention, and exit requirements. They are designed to indicate that candidates meet competency requirements for initial teacher preparation.

These are assigned throughout the program to measure candidates' progress and highlight areas of needed remediation. These assignments are evaluated based on the College's program outcomes and candidate proficiencies. The benchmark assignments include lesson plans, instructional and integrated units, classroom management plans, and the like. The rubrics used to evaluate these assignments/assessments incorporate appropriate criteria related to the assignment (based on knowledge, skills and dispositions) and general communications skills.

Dispositional assessments are conducted early in the program, at mid-point, and immediately prior to student teaching. These assessments require candidates to assess their own perceptions of dispositions in relation to effective teaching, describe their experience with dispositions, and create a personal and professional growth plan based on the assessment. The assessment and subsequent review by faculty will provide information to both faculty and staff that can be used for candidate advisement and remediation as necessary.

These may include state exam scores, field experience and professional practice, minimum academic requirements, etc.

This includes at least 100 hours of field experience throughout the program in diverse settings in the K-12 environment. Candidates are expected to reflect on their field experiences and maintain a record detailing their observations and experiences.

Candidates are evaluated by their mentor and university supervisor at the mid-point and end of their placement. This evaluation is based on the College's program outcomes and candidate proficiencies.

The Teacher Work Sample is completed during student teaching. It requires candidates to analyze the teaching setting (including the community, school, classroom, and student demographics), plan instruction and assessment accordingly, implement instruction, make necessary adjustments based on formative and summative assessment data, and reflect on student learning and their own teaching.

These are related to a specific course and may include research papers and presentations, reflection papers, case studies and summaries of interviews.

Advanced Programs

The unit developed program outcomes and candidate proficiencies for advanced preparation programs that guide the development of these programs and assist candidates in becoming educational leaders. These proficiencies were developed by unit personnel and faculty councils and integrate national standards such as those from the National Staff Development Council, the Interstate School Leaders Licensure Consortium, the Educational Leadership Constituent Council, state standards and specialty area standards. The program outcomes and candidate proficiencies form the basis for assessment of candidate competency in order to provide the unit with information on how well candidates are meeting those proficiencies.

Candidate assessments—those that are used to evaluate knowledge, skills, and dispositions—include the following. These are derived from the conceptual framework that guides program development and review and are related to the University's Learning Goals and the program outcomes and candidate proficiencies; the University's quality improvement system; and program admission, retention and exit requirements. They are designed to indicate that candidates meet competency requirements for educational leaders in advanced programs.

These are assigned throughout the program to measure candidates' progress and highlight areas of needed remediation. The benchmark assessments include coaching plans, school improvement plans, instructional and assessment plans, and the like. The rubrics used to evaluate these assessments incorporate appropriate criteria related to the assignment (based on knowledge, skills and dispositions) and general communications skills.

Dispositional assessments are conducted early in the program, at mid-point, and at the end of the program. These assessments require candidates to assess their own perceptions of dispositions in relation to effective teaching and leadership, describe their experience with dispositions, and create a personal and professional growth plan based on the assessment. The assessment and subsequent review by faculty will provide information to both faculty and staff that can be used for candidate advisement and remediation as necessary.

These may include state exam scores, field experience and professional practice, minimum academic requirements, etc.

This includes 30-50 hours of course-based field experience in diverse settings in the K-12 environment. Candidates are expected to reflect on their field experiences and maintain a record detailing their observations and experiences.

These are related to a specific course and may include research papers and presentations, reflection papers, case studies and summaries of interviews.

The principal preparation program (MAED/Administration and Supervision) includes an administrative internship. Candidates are evaluated by their site mentor and university supervisor at the mid-point and end of their placement. This evaluation is based on the Educational Leadership Constituent Consortium (ELCC) standards.

Reading program includes a practicum in a K-12 reading classroom. Candidates are evaluated by their site mentor and university supervisor at the mid-point and end of their placement. This evaluation is based on the International Reading Association (IRA) standards.

Assessment

The University's assessment system is both formative and summative, and allows faculty and staff to monitor candidates' progress and conduct remediation as needed. In addition, the unit uses these assessment data to make needed changes to the program that may include revisions to curricula, revising program admission/progression/completion requirements, conducting faculty training, and revising the assessments themselves.

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