FORT VALLEY STATE UNIVERSITY

COLLEGE OF EDUCATION

CONCEPTUAL FRAMEWORK

 

THE PROFICIENT EDUCATOR

 

Fort Valley State University’s conceptual framework, "The Proficient Educator,” articulates the institution’s shared vision for preparing effective and competent teacher educators for P-12 schools. We believe that Proficient Educators demonstrate mastery of subject matter content knowledge and use effective pedagogy to bring all learners to high levels of understanding. Proficient Educators evidence ethical practices, are knowledgeable of and demonstrate the ability to implement professional, state, and institutional standards and display dispositions that lead to effective student learning. 

 

The College of Education at Fort Valley State University (FVSU) offers programs for graduates, pre-service and in-service teachers in collaboration with other units of the University and with its P-12 schools.  In preparing the proficient educator, FVSU offers educator preparation programs that adhere to the standards of the National Council for The Accreditation of Teacher Education (NCATE), the Professional Standards Commission (PSC), Interstate New Teacher Assessment and Support Consortium (INTASC),  and relevant disciplinary organizations.                                                           

 

Overview of The University

Fort Valley State University is a member institution of the University System of Georgia. Founded as a teacher training and agricultural institution serving predominantly African Americans in the rural south, FVSU today serves a global student body.  The only 1890 Land-Grant institution in the state of Georgia, FVSU is located in the heart of Georgia at Fort Valley, Georgia. Situated on an expanse of 1365 acres, FVSU has the second largest contiguous campus within the University System of Georgia. 

 

FVSU was founded and chartered as Fort Valley High and Industrial School in 1895. It was renamed Fort Valley Normal and Industrial School in 1932 and included as a unit in the University System of Georgia in 1939.  In 1939 it was consolidated with the State Teachers and Agriculture University of Forsyth to form Fort Valley State College and designated by the Board of Regents as a land-grant institution in 1947.  The Board of Regents changed its designation to Fort Valley State University in 1996.

 

FVSU embraces a history that weaves together African-American culture, a commitment to personal and intellectual growth, and a deep sense of community. FVSU offers undergraduate and graduate degree programs of study in four colleges: The College of Arts and Sciences; the College of Education; the College of Agriculture, Home Economics and Allied Programs; and the College of Graduate and Extended Education Programs. From 2002 to 2005, the College of Education was integrated into the College of Arts and Sciences.  Today, the College of Education is an independent, degree- granting unit whose programs are offered collaboratively with the other three colleges.

 

FVSU’s faculty is highly credentialed with 100% of the graduate faculty holding terminal degrees in their fields of study.  Within the general faculty, 75% hold terminal degrees.  FVSU enrolls 2174 students, the majority of whom are native Georgians.  Geographically, the student body represents 25 states in the United States and nineteen (19) foreign countries.

 

Fort Valley State University’s Mission (abridged)

FVSU is the only senior-level institution in the University System of Georgia with an established, recognized mission in the combined areas of teaching, research, extension and public service. The mission of  FVSU is to:

·        enhance opportunities for the intellectual, personal and professional development of the under-served segment of the population in the state and a limited cohort in the nation;

·        maintain high quality, innovative and technologically advanced programs in teacher education;

·        sustain a broad-based general education curriculum grounded in the liberal arts tradition;

·        offer a  variety of disciplinary, interdisciplinary, and professional academic programs at the baccalaureate, and post-baccalaureate levels with specializations in the arts, sciences and technologies;

·        provide international education opportunities designed to disseminate new knowledge and technology for improving the quality of life throughout the world; and

·        develop fully all components of the land-grant function to include a basic and applied research program, a comprehensive public service and technical assistance program, and a full range of degree programs in the food and agricultural sciences, the mechanical arts, and related areas.

 

 

College of Education Mission

 The mission of the College of Education builds on the University’s mission in its commitment to “enhance opportunities for the intellectual, personal and professional development of the under-served segment of the population in the state and a limited cohort in the nation.”  The College of Education represents a diverse community of students and professionals committed to excellence.  The College’s  mission is to create learning environments and opportunities that prepare proficient educators to perform effectively and ethically in a global and technological society.  Through the collaborative efforts of faculty, staff, and P-12 professionals, the College of Education establishes instructional expectations that are built on current best practices as identified by state, national, and international professional associations. All teacher-educator faculty are expected to model for teacher candidates the scholarly productivity and pedagogical skills required for all students to achieve high levels of learning.

 

 

Vision

The College of Education has a vision of preparing Proficient Educators, namely, teachers or educators who are: competent in their fields of study; have good communication skills; possess effective teaching skills; and demonstrate ethical judgment and caring dispositions. The Proficient Educator uses technology effectively in the classroom and is committed to lifelong learning.

 

Philosophy

The knowledge, skills, and dispositions required of the Proficient Educator are articulated in the institution’s conceptual framework. In addition to establishing the performance standards and evaluative criteria required of each FVSU teacher or educator, the conceptual framework also constitutes the philosophical foundation on which all degree programs offered by the College of Education are structured.

 

The College of Education’s theme, “The Proficient Educator,” reflects a philosophical belief that the most important factor influencing students’ academic success at all levels is access to good teaching.  Darling-Hammond (2005) summarized this finding that has been validated by several researchers and practitioners. She identifies knowledge, skills and dispositions traits that characterize good teachers such as the following:

 

Good teachers construct active learning opportunities involving student collaboration and many uses of oral and written language, help students access prior knowledge that will frame for them the material to be learned, structure learning tasks so that students have a basis for interpreting the new experiences they encounter and engage students’ higher order thought processes, including their capacities to hypothesize, predict, evaluate, integrate, and synthesize ideas. (p. 216)

 

The College of Education’s program incorporates these attributes as structural elements around which the degree programs are developed. Proficient Educators demonstrate mastery of their content and professional knowledge and exemplify the ability to use these knowledge bases as the foundation for high quality instruction.

 

FVSU offers a liberal arts core curriculum that provides the foundation on which candidates build their knowledge bases in specialized content areas such as the humanities, natural sciences, social sciences, and fine arts. Through field experiences,  teacher candidates acquire practical experiences in the art and science of teaching.  Such experiences enable them to broaden their knowledge in practice and develop a repertoire of pedagogical strategies for diverse learning styles.  Candidates acquire real-time, in-depth understandings of the connections between how students prefer to learn and how teachers adapt instruction to these learning preferences.  They also gain awareness of the nature of the P-12 educational community.

 

The FVSU community believes that proficient educators are exemplary individuals. Therefore, diverse opportunities are provided to encourage inquiry, analysis, and reflection as candidates learn how to become more effective as individuals and more competent as educators.  Formative and summative assessments are made at strategic nodes in the program.  Assessments are made of the candidate’s performance and the overall effectiveness of each degree program.

 

 The three major components of the FVSU Professional Education Conceptual Framework are Knowledge,  Skills, and Dispositions. 

 

Knowledge

Teacher candidate at FVSU are immersed in the breadth and depth of knowledge in their subject matter.  They are provided early clinical practices to hone their knowledge skills of teaching, and provided opportunities to reflect upon their personal abilities, interests, and dispositions.  These collective experiences enable the teacher candidate to acquire the competence required to help diverse students learn and grow. 

 

Skills

The Proficient Educator is perceived as one who is able to integrate knowledge of the content with the pedagogical skills and personal dispositions required for students to learn and develop.  The skill sets of Proficient Educators reflect their mastery of the classroom learning environment as well as their ability to recognize, create, and utilize learning opportunities appropriate to presenting situations. Proficient Educators reflect on their practice as they continuously seek to improve teaching and learning and to achieve desired educational goals that are aligned with local, state, and national standards. Proficient educators demonstrate the ability ton work with and learn from others in professional settings such as in learning communities.  

 

Proficient educators understand that modern electronic technologies are as essential to today’s educational process as chalk, paper, and pencil were in years past. Proficient educators develop skills in the use of technology as a tool on two levels: (1) To enhance or facilitate teaching, learning and the conduct of research; for the making of presentations and managing information; and (2) To develop and use management information systems. As technology evolves, it is expected that the Proficient Educator will be a lifelong learner, updating his/her knowledge and honing his/her skills in the use of emerging technologies.

 

Dispositions

Candidates who are prepared as Proficient Educators by the FVSU  College of Education will demonstrate subject matter competence consistent with professional, state and institutional standards.  They will evidence the dispositions of a seasoned, professional educator in working with students, families and communities.  Such dispositions are acquired through complex interactions. Such interactions accrue from the networks provided by FVSU’s program. Candidates receive direct classroom instruction on dispositions.  They are placed in clinical settings with high quality in-service teachers who model favorable dispositions.  Structured relationships are orchestrated between candidates and mentors in the educator preparation program or within the schools in which clinical experiences and student teaching take place. 

 

Beyond knowledge of teaching, competence in teaching includes an understanding of what a teacher does and how a teacher behaves.  Caring in teaching includes looking beyond the curriculum and related experiences to the holistic needs of learners, inside and outside the classroom.  The importance of reflective practice and structured changes based on such feedback can not be overstated.  Reflective practice is an essential component in the development of  favorable dispositions.

 

The College of Education cultivates and supports faculty and staff who have in-depth knowledge of their disciplines and model exemplary practice as they interact with professional education candidates. 

 

Goal

The over-arching goal of the educational preparation program is to provide inquiry, practice, analytical, and reflective opportunities that enable graduate, pre-and in-service teacher educators to be credentialed at state and national levels for P-12 employment. 

 

Performance Objectives

The Knowledge, Skills and Dispositions required for the preparation of Proficient Educators are specified by five objectives:  These performance objectives are consistent, with  FVSU’s land-grant commitment to revitalizing rural Georgia and with the FVSU  mission’s intent of reaching the under-served population. The College of Education affirms the importance of aligning its programs of study with professional standards of accrediting and professional agencies as well as with the needs of the communities served.

 

Accordingly, we believe that Proficient Educators:

 

1.      Demonstrate competence in content knowledge

2.      Use effective pedagogical skills

3.      Use technology appropriately to enhance learning

4.      Evidence a caring disposition

5.      Have an understanding of  and appreciation for diversity

 

These performance objectives constitute the structure for the FVSU educator preparation program and add coherence to the learning experiences and expectations of teacher candidates.  Table 1 illustrates how these performance objectives  are aligned with state and national standards.

 

 

 

 

 

 

 

 

 

 

 

 

Table 1

The Proficient Educator

Alignment of The Unit’s Performance Objectives with State and National Standards

 

FVSU’s  Candidate Performance Objectives	PSC Standards	NCATE Standards	Board of Regents	National Middle School Association
1.      Competent in content Knowledge	1.Knowledge, skills, and    dispositions   8.  Program Content	1.  Knowledge,      skills, and      dispositions	1.  Strong subject area preparation	1.      Young Adolescent Development 2.      Middle Level Philosophy and Social Organization 3.      Middle Level Curriculum and Assessment 4.      Middle Level Teaching Fields 5.      Middle Level Instruction and Assessment
2.  Utilizes Effective Pedagogical Skills	7.7  Field        Experiences	3.  Field Experiences      and Clinical           Practice	2, 3.  Teaching           methods	4. Middle Level Teaching Fields 5. Middle Level Instruction and Assessment 6. Family and Community Involvement 7. Middle Level Professional Roles
3.  Uses Technology appropriately to enhance learning	7.4.  Instructional         Technology	ISTE 1,3, 5,6	2.  Technology used      to help students      learn	7. Middle Level Professional Roles
4. Evidences a.  Caring disposition	1. Disposition	1.  Disposition	3.  Caring disposition	6. Family and Community Involvement
5.  Has an Understanding of and Appreciation for diversity	4.  Diversity	4.  Diversity	2.  Diversity	6. Family and Community Involvement
PSC=Professional Standards Commission NCATE=National Council for the Accreditation of Teacher Education INTASC=Interstate New Teacher Assessment and Support Consortium ITE=International Society for Technology NMSA=National Middle School Association

Performance Objective 1: Demonstrates Competence in Content Knowledge

One cannot teach what one does not know. Content knowledge and knowledge of the profession constitute the foundation on which the Proficient Educators are built.  Candidates gain knowledge in the liberal arts and sciences through the University’s general education core curriculum, build upon that knowledge through upper-division and graduate course work in the relevant disciplines, develop conceptual knowledge of teaching and counseling practices through study and research in relevant content areas and apply this knowledge through clinical experiences and other field-based activities. Further, the Proficient Educator continuously refines teaching through exposure to and utilization of the current research.

 

Efforts to improve the preparation of professional educators have at various times led to grappling with content knowledge and pedagogical knowledge in a dualistic manner. The demands of certification and academic proficiency examinations underscore the need to emphasize content knowledge. Schoon and Sandoval (2000) argue, however, that teacher education programs that focus on content knowledge and understanding to the exclusion of pedagogy can have negative effects.  Therefore, The College of Education takes a conceptual approach to knowledge bases that is integrative and focuses attention on the interactive relationship between knowledge and practice. Cochran-Smith and Lytle (1999) refer to this approach to knowledge and practice interaction as "inquiry as stance."  It integrates three prevailing ways of thinking about the relationship between knowledge and practice:  1) knowledge-for- practice, 2) knowledge-in-practice, and 3) knowledge-of-practice.

 

Knowledge-for-practice is the content knowledge in the general education core, the disciplines that the candidates will teach and knowledge of pedagogy that is necessary for the candidates to become Proficient Educators.  This includes the liberal arts and sciences, upper-division course work in the teaching disciplines, and general knowledge of technology as part of the general education core and knowledge in the use of technology in the instructional process, which is provided through course work and clinical experiences in the educator preparation programs.  Rubrics will be used to assess proficiency of students’ knowledge in content areas.

 

Performance Objective 2:  Uses Effective Pedagogical Skills

 

Candidates must not only know what to teach but how to teach it.  There should be a strong relationship between knowledge and practice.  Teachers must be willing and able to connect with their students and to link new knowledge with existing knowledge in ways that are meaningful to students.  Teachers must be flexible, culturally responsive, student-oriented, and capable of using emerging technologies to make the needed connections between students’ interests, needs and aptitudes and the subject matter.  FVSU candidates are expected to enter the classroom with a repertoire of instructional strategies, a personal plan for establishing a classroom climate full of high academic and behavioral expectations, and a respect for the diverse learning needs of the students they teach.

 

Knowledge-in-practice is addressed through clinical experiences and other field-based activities in the candidate preparation programs.  The College of Education develops and maintains collaborative partnerships with public schools to ensure that candidates have ample opportunities to observe and forge relationships with successful practitioners.  These experiences and activities are designed to provide candidates with the opportunities to practically apply the knowledge gained through the curriculum in supervised classroom and clinical situations.  These experiences also provide the candidate with opportunities to make the connection between what is taught, about how to teach, or pedagogy, and using this knowledge to actually teach.

 

Knowledge-of-practice refers to knowledge of research that informs the practice of teaching that all candidates are required to utilize.  This component of the program is dynamic and fluid and takes into account the changing nature of the teaching profession and the information knowledge base, born out of on-going research on teaching practice.  The unit faculty believes this model “inquiry as stance” encourages candidates to view themselves as lifelong learners.  Rubrics will be used to assess proficiency of students’ skills in pedagogy.

 

Performance Objective 3:  Uses Technology Appropriately to Enhance Learning

Proficient Educators recognize the need for lifelong learning.  They are more motivated to acquire knowledge and information to support lifelong learning and ensure that these skills are learned by their students (Ntiri, 2001).  Their efforts are directed toward achieving the following goals outlined by the North Central Regional Educational Laboratory (McNabb et al, 2003):

 

·        “ensuring that faculty members and candidates are prepared to use technologies effectively in their everyday teaching and staff development;

 

·        integrating technology throughout the curriculum to achieve higher standards and more effective teaching and learning; and

 

·        placing emphasis on understanding the concept of connectivity, that is the ability to use computers to create linkages between the readiness state of learners and the goal of instruction, as well as linking the teacher education program throughout the University, the schools, the local community, the state, and the world.”

 

The College of Education uses rubrics in assessing candidates’ proficiency in the use of technology for teaching and learning and for managing information through various means, including their performance in required courses in the liberal arts core curriculum and through presentations in upper-level courses. 

 

 

Performance Objective 4:  Evidences a Caring Disposition

 

The dictum “know thyself” is still the cornerstone for effective practice. The College of Education prepares professional educators to understand themselves so that they may better know their students. Abt-Perkins and Rosen (2000) have shown that knowledge of self, gained through "inquiry into cultural consciousness" enables candidates to learn about their own "assumptions and stereotypes which will create obstacles to culturally responsive teaching" (p. 254), thereby encumbering  a caring disposition.

 

Siddle-Walker (1996) argues that caring practices in schools provide the most suitable explanation for the development of relationships among professional educators, students, and parents that are unencumbered by barriers that may prevent students (and parents) from participating as fully as possible.   Ladson –Billings (1994) adds that knowledge of students is a critical component of the knowledge base for teaching as is knowledge of self gained through "inquiry into cultural consciousness." 

 

Knowledge about the dispositions of candidates can and should be identified and used strategically by professional education programs.  The College of Education utilizes the input of its faculty and supervisors of field experiences, student teaching, practica, and internship assignments to monitor candidates’ dispositions.  When inappropriate behaviors or dispositions surface, faculty advisors interview the candidate, share reactions, and plan strategies with the candidate to address and rectify the issues raised.

 

Proficient Educators at FVSU will demonstrate the following dispositions: (a) a belief that all students can learn; (b) a commitment to standards-based instruction; (c) acceptance of assessment and evaluation of teaching and learning as both personal and professional responsibilities; (d) understanding of the need to adapt teaching to student learning styles; (e) willingness to participate in learning communities; (f) respect for students’ prior  knowledge; (g) consideration for the social contexts of learning;  (h) appreciation for the diversity among cultural beliefs; (i) dedication to lifelong learning; and (j) upholding of ethical standards.   These dispositions are assessed in the contexts of candidates’ work with students, families, and communities and their interactions with other candidates, staff, and faculty within the College of Education, using assessment rubrics.

 

Performance Objective 5:  Has an Understanding of and Appreciation for  Diversity

 

In the FVSU College of Education teacher education candidates learn about their own culture and that of others through liberal arts courses.  Candidates also learn or have knowledge of the changing world of men and women and socioeconomic issues.

 

Educator candidates at FVSU are encouraged to interact and relate successfully to people who are diverse in ethnicity, race, geographical areas, religion, sexual orientation, languages, socioeconomic status, and exceptionalities.

 

Teacher candidates must be able to demonstrate the knowledge, skills, and dispositions to respect, value, and learn from differences.  The answer to creating diverse instructional practices for all children and youth is empowering teachers to make better decisions for themselves within their own teaching contexts (Gay, 1993).  As John Goodlad’s study of schooling shows, the intellectual terrain of the classroom is laid out by teachers who play a major role in deciding what, when, and how students learn.  Teachers are virtually autonomous in creating the environment for learning (Goodlad, 1994).  Diversifying instruction and experiences provides increased access to the curriculum and results in successful learning (Maeroff, 1994).

 

 

 

 

THE PROFICIENT EDUCATOR

Unit Learning Outcomes Based on The Unit’s Performance Objectives

 

Performance Objective 1:      Demonstrates Competence in Content Knowledge

 

Outcomes:       

 

As Evidenced by Knowledge:

a.       Knows facts and shows mastery of content areas of the subject matter he/she is preparing to teach as required by professional, state, and institutional standards

b.      Knows important issues in the discipline and is aware of best practices as described in major research publications and/or action research in teaching and learning

c.       Knows standard English grammar and usage

 

As Evidenced by Skills

d.       Applies knowledge in solving problems or critical thinking situations

e.       Uses the subject matter correctly in the construction of logical arguments

f.        Communicates in English correctly in oral and written forms

 

As Evidenced by Disposition            

                        g.  Exhibits dominant traits of an instructional leader

h.        Demonstrates confidence with subject matter in classroom and school interactions

i.         Evidences knowledge of cultural literacy

j.        Exhibits an attitude of reflection and perseverance

 

Performance Objective 2:      Uses Effective Pedagogical Skills

 

As Evidenced By Knowledge

a.      Has knowledge of various instructional strategies that render comprehensible by diverse learners the subject matter being taught

b.      Uses knowledge of practice to  adjust instruction to different learning styles

c.       Accesses a repertoire of explanations and instructional strategies to render comprehensible by diverse learners the subject matter being taught

d.      Uses knowledge of learners’ needs to inform instructional strategies

e.      Uses knowledge of effective classroom management techniques

 

As Evidenced by Skills

f.        Reflects on practice and makes necessary adjustments to enhance student learning

 

g.       Assesses and analyzes learning and makes appropriate adjustments to instruction

h.       Recognizes the appropriate and inappropriate uses of technology n the classroom

 

As Evidenced by Dispositions

i.         Commits to ethical practices and moral judgment

j.        Shows understanding of diversity

k.      Illustrates an appreciation of and encourages divergent views and perspectives to be shared

 

Performance Objective  3:     Uses Technology Appropriately to Enhance Learning

 

Outcomes:       

As Evidenced by Knowledge

a.       Uses knowledge of connectivity in selecting the appropriate technology to use in attaining teaching/learning outcomes to be attained

b.      Uses knowledge of the readiness state of the learner in assigning  the learner to a task on the computer

 

As Evidenced by Skills

c.       Demonstrates the ability to select technology-based lessons that are linked to the readiness state of learners and the goals of instruction

d.       Structures learning experiences that incorporate technology appropriately

e.       Illustrates small-to-large-group instructional strategies in using technology to individualize instruction

 

As Evidenced by Dispositions

f.        Demonstrates an appreciation for the value of using technology to develop students’ requisite skills

g.       Creates user-friendly experiences to assuage students’ fears of technology usage

h.       Shows an appreciation for the power of technology to manage students’ records and reports efficiently

 

Performance Objective 4:   Evidences a Caring Disposition

 

Outcomes:       

As Evidenced by Knowledge

a.       Demonstrates knowledge of ethical standards of practice as mandated by professional, state, and institutional standards

b.      Evidences interests in life-long learning opportunities

 

As Evidenced by Skills

 

c.       Evidences interests in life-long learning opportunities

d.      Demonstrates ability to work with families, colleagues, and communities.

As Evidenced by Dispositions

e.       Respects and acknowledges individuals as persons shaped by diverse cultures

f.        Shows enthusiasm for the profession

g.       Shows care and concern for all learners

 

 

Performance Objective 5:      Has an Understanding of and Appreciation for Diversity

 

Outcomes:       

As Evidenced by Knowledge

a.       Uses knowledge of how students learn to create and select developmentally-appropriate instructional materials

b.      Uses knowledge of how student learn to structure strategies to enhance learning

 

As Evidenced by Skills

c.       Shows facility in connecting concepts to students’ prior experiences

d.      Selects real-world problem situations considerate of school, students’ different family backgrounds, and diverse community contexts

 

As  Evidenced by Dispositions

e.  Shows an understanding of how major socio-economic issues affect teaching and learning

 

 

 

Candidates’ Proficiencies

 

The unit’s performance objectives are aligned with state teacher standards and national standards as shown earlier in Table 1.  In addition, candidate proficiencies are aligned with specialty organization standards.  This alignment ensures that upon completion of a teacher preparation program at FVSU, candidates have demonstrated the knowledge, skills, and dispositions outlined by and at the level ascribed by the unit.  Table 2 shows the alignment of The unit’s performance objectives and proficiencies (outcomes) with state and national standards.

 

Description of system for assessing candidate performance

 

Measures that will be used to assess teacher candidates’ knowledge, skills, and dispositions at each stage of their progression through the program are identified in Table 3.  In Phase I, a writing sample will be collected from all students who have expressed an interest in a teacher education program.  Data from writing samples will be used to identify areas of strengths and weaknesses in written communication skills.  In addition, students will be given the Attitudinal Survey of Teaching and Learning as a pretest of knowledge, skills, and dispositions that the student may possess in relation to the identified unit standards.

 

In Phase II, data that will be collected from candidates include overall GPAs, GACE I Basic Skills scores, and interviews for admission to teacher education.  Information from these assessment measures in Phase II will allow the unit to determine if prospective candidates are prepared to study in the professional education core of the teacher education program.

 

In Phase III, data that will be collected on candidates include GPAs, interviews for student teaching and pre-professional portfolios.  Information from these measures will be used to gauge candidates’ readiness for the student teaching experience.  

 

Data collected in Phase IV will include GPAs, GACE Subject Assessment scores, video analysis, teacher work samples, professional portfolios, exit interviews, student teaching evaluations, and the Attitudinal Survey of Teaching and Learning (post test).  Information from Phase IV measures will allow the unit to determine the extent to which candidates have mastered the identified outcomes of being competent in content, competent in pedagogy, possessing a caring disposition, appreciating diversity, and skilled in technology at the level of being called Proficient Educators.

 

Phase V

 

Unit Assessment

 

The assessment system is derived from and is well-aligned with the conceptual framework and institutional, state, and national standards.  The main purpose of the assessment system is to evaluate and improve the unit and its programs using information technology to generate databases of assessment information on candidates, programs, and the unit that will lead to data-driven decision making and satisfy accreditation standards.  That is, the assessment system is designed to gather information about several functions simultaneously.  The information gathered permits FVSU personnel to make wise and informed decisions such as the implementation of outcomes of the conceptual framework with respect to individuals, programs, and unit components which, linked with state and professional standards, allows for quality control of all program elements.

 

The functions include:

 

1.       Assessment of individual candidates as they move through the program, in order to identify individuals’ strengths and weaknesses, capitalize on strengths, remediate weaknesses, and when necessary, eliminate students from the program in a timely manner, usually at one of the major transition points, if they have not been able to meet expected standards.  The TK-20, a computerized system for storing and analyzing unit data, is a central component of the assessment system.  The areas in which candidates are assessed are those previously mentioned and range from appropriate mastery of general education and basic skills, content to be taught, pedagogical knowledge and skills (including appropriate use of technology), and dispositions (that are culturally sensitive to diverse environments), and other personal factors as they impact student learning and are necessary for success as a professional.  Evaluation of candidates’ performance is based on multiple assessments that are made regularly and at multiple points from the time the student enters FVSU through the induction process (the early years of professional practice).

 

2.       Assessment of program strengths and weaknesses, in order to identify topics and skills at which FVSU faculty/staff members and candidates excel, that need to be taught/learned better, or that need to be modified to meet changing conditions.  While normally initiated at the unit level, program assessment may trigger curriculum modification recommendations at the program level.

 

3.       Assessment of the unit, in order to identify structures, programming, and resources of outstanding quality, those that need to be improved and to suggest directions for the improvement, and those that need to be modified to meet changing conditions.  Unit assessment includes periodic review of the conceptual framework and the assessment system (and its instruments and processes) itself, by appropriate parties, including partner school collaborators.

 

Multiple assessment tools are used to accomplish the purposes of the conceptual framework, which requires the fairness, accuracy, and consistency of assessment.  These assessment tools include both locally developed instruments/processes and standardized instruments required or provided by external authorities.  They include both objective instruments and artifacts/behaviors that are evaluated through collective professional determination.  To the maximum extent possible, instruments that are used have demonstrated validity and reliability.  Evaluations that are more objective are enhanced by the use of rubrics (and other scoring devices) and by the careful training of those making the evaluations.

 

Guided by the above objectives, the professional education unit prepares and assesses its teachers based on the learning outcomes listed in Table 3.

 

 

 

 

 

 

 

 

 

 

 

 

 

Table 2

The Proficient Educator

Alignment of Unit Goals and Candidate Proficiencies (Outcomes) with State and National Standards

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	PSC Standards	NCATE Standards	INTASC Principles	Board of Regents	NMSA
I.  Competent In Content Knowledge
As Evidenced by Knowledge: (a) Knows facts and shows mastery of content areas of the subject matter he/she is preparing to teach as required by professional, state, and institutional standards (b) Uses knowledge of practice to  adjust instruction to different learning styles (c) Knows standard English grammar and usage	1, 8	1	1	1, 2	1, 2, 3, 4, 5,
As Evidenced by Skills (d) Applies knowledge in solving problems or critical thinking situations (e) Uses the subject matter correctly in the construction of logical arguments (f)  Communicates in English correctly in oral and written forms	1	5	3, 9	2	1, 2, 3, 4, 5,
As Evidenced by Disposition             (a)    Exhibits dominant traits of an instructional leader (b)   Demonstrates confidence with subject matter in classroom and school interactions (c)    Evidences knowledge of cultural literacy (d)   Exhibits an attitude of reflection and perseverance	4, 7	4	2, 7, 10	2	1, 2, 3, 4, 5, 6

 

Table 2 (continued)

The Proficient Educator

Alignment of Unit Goals and Candidate Proficiencies (Outcomes) with State and National Standards

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	PSC Standards	NCATE Standards	INTASC Principles	Board of Regents	NMSA
II.  Utilizes Effective Pedagogical Skills
As Evidenced By Knowledge (a)    Has knowledge of various instructional strategies that render comprehensible by diverse learners the subject matter being taught (b)   Uses knowledge of practice to  adjust instruction to different learning styles (c)   Accesses a repertoire of explanations and instructional strategies to render comprehensible by diverse learners the subject matter being taught	1, 3	1, 3	1, 2, 4, 7	2	4, 5, 6, 7
As Evidenced by Skills (d)  Reflects on practice and makes necessary adjustments to enhance student learning (e)  Assesses and analyzes learning and makes appropriate adjustments to instruction (f)    Recognizes the appropriate and inappropriate uses of technology n the classroom	1, 3	1, 3	5, 8, 9	2	4, 5, 6, 7
As Evidenced by Dispositions (g) Commits to ethical practices and moral judgment (h) Shows understanding of diversity (i) Illustrates an appreciation of and encourages divergent views and perspectives to be shared	1, 3, 7	1	8, 9	2	4, 5, 6, 7

Table 2 (continued)

The Proficient Educator

Alignment of Unit Goals and Candidate Proficiencies (Outcomes) with State and National Standards

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	PSC Standards	NCATE Standards	INTASC Principles	Board of Regents	NMSA
III.  Uses Technology Appropriately To Enhance Learning
As Evidenced by Knowledge (a)    Uses knowledge of connectivity in selecting the appropriate technology to use in attaining teaching/learning outcomes to be attained (b)   Uses knowledge of the readiness state of the learner in assigning  the learner to a task on the computer	7	3	4, 6	2	7
As Evidenced by Skills (a)    Demonstrates the ability to select technology-based lessons that are linked to the readiness state of learners and the goals of instruction (b)   Structures learning experiences that incorporate technology appropriately (c)    Illustrates small-to-large-group instructional strategies in using technology to individualize instruction	7	3	4, 6	2	7
As Evidenced by Dispositions (f)     Demonstrates an appreciation for the value of using technology to develop students’ requisite skills (g)    Creates user-friendly experiences to assuage students’ fears of technology usage (h)    Shows an appreciation for the power of technology to manage students’ records and reports efficiently	7	3	4, 6	2	7

Table 2 (continued)

The Proficient Educator

Alignment of Unit Goals and Candidate Proficiencies (Outcomes) with State and National Standards

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	PSC Standards	NCATE Standards	INTASC Principles	Board of Regents	NMSA
IV. Evidences A Caring Disposition
As Evidenced by Knowledge (a)    Demonstrates knowledge of ethical standards of practice as mandated by professional, state, and institutional standards (b)   Evidences interests in life-long learning opportunities	4	4	3, 6, 9	2	6
As Evidenced by Skills (a)    Evidences interests in life-long learning opportunities (b)   Demonstrates ability to work with families, colleagues, and communities.	4	4	3, 6, 9	2	6
As Evidenced by Dispositions (a)    Respects and acknowledges individuals as persons shaped by diverse cultures (b)   Shows enthusiasm for the profession (c)  Shows care and concern for all learners	4	4	3, 6, 9	2	6

 

 

 

 

 

 

 

 

Table 2 (continued)

The Proficient Educator

Alignment of Unit Goals and Candidate Proficiencies (Outcomes) with State and National Standards

 

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	PSC Standards	NCATE Standards	INTASC Principles	Board of Regents	NMSA
IV.  Has An Understanding Of And Appreciation For Diversity
As Evidenced by Knowledge (a) Uses knowledge of how students learn to create and select developmentally-appropriate instructional materials (b) Uses knowledge of how student learn to structure strategies to enhance learning	4	4	2, 3, 4	2	6
As Evidenced by Skills (c)    Shows facility in connecting concepts to students’ prior experiences (d)   Selects real-world problem situations considerate of school, students’ different family backgrounds, and diverse community contexts	4	4	3, 10	2	6
As  Evidenced by Dispositions (e) Shows an understanding of how major socio-economic issues affect teaching and learning	4	4	3, 6, 7	2	6

Table 3

The Proficient Educator

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	Teacher Candidate Phase I	Teacher Candidate Phase II	Teacher Candidate  Phase III	Student Teacher Phase IV	In-service Teacher Phase V
I.  Competent In Content Knowledge	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As Evidenced by Knowledge: (a) Knows facts and shows mastery of content areas of the subject matter he/she is preparing to teach as required by professional, state, and institutional standards (b) Uses knowledge of practice to  adjust instruction to different learning styles (c) Knows standard English grammar and usage	Pre-Assessment Data: ·        Accuplacer Test ·        Compus ·        High School Transcript	·         Interview for admission to teacher education (writing sample) ·         GPA ·         Praxis/GACE I scores (An assessment to measure basic math, reading, and writing skills.) ·         Background check	·         GPA (Assessment of content knowledge in Middle Level Education) ·         Interview for student teaching ·         Pre-professional electronic portfolios ·         Video Analysis Rubric ·         Praxis/GACE II scores	·         GPA ·         Video Analysis Rubric ·         Student teaching evaluation ·         Professional electronic portfolio ·         Praxis/GACE II scores (Data from licensure tests of content knowledge)	Post Assessment Data: ·        Observations ·        Teacher Work Samples ·        Electronic Portfolios (teacher work, student work, teacher assessments and analysis) ·        Pre/Post instruction measures ·        Standardized Test Scores of students

Assessment Flow Chart

 

 

FVSU Unit Objectives and Candidate Proficiencies (Outcomes)	Phase I	Phase II	Phase III	Phase IV	Phase V
I.  Competent In Content Knowledge	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As Evidenced by Skills (d) Applies knowledge in solving problems or critical thinking situations (e) Uses the subject matter correctly in the construction of logical arguments (f)  Communicates in English correctly in oral and written forms		·        Writing sample	·         GPA ·         Interview for student teaching	·         GPA ·         Praxis/GACE II scores ·         Student teaching evaluations ·        Professional electronic portfolio	Post Assessment Data: ·        Observations ·        Teacher Work Samples ·        Electronic Portfolios (teacher work, student work, teacher assessments and analysis) ·        Pre/Post instruction measures

Table 3

The Proficient Educator

Assessment Flow Chart (Continued)

 

 

 

FVSU Unit Objectives and Candidate Proficiencies (Outcomes)	Phase I	Phase II	Phase III	Phase IV	Phase V
I.  Competent In Content Knowledge	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As Evidenced by Disposition                 (e)    Exhibits dominant traits of an instructional leader (f)     Demonstrates confidence with subject matter in classroom and school interactions (g)    Evidences knowledge of cultural literacy (h)    Exhibits an attitude of reflection and perseverance	Pre-Assessment Data: §         Attitudinal Survey of Teaching and Learning (pre)	§         Interview for Admission to Teacher Education (writing sample) §         Field experience evaluations	§         Pre-professional portfolio §         Interview for student teaching §         Video Analysis Rubric §         Cooperating Teacher Survey	·         Attitudinal Survey of Teaching and Learning (post) ·         GPA ·         Professional electronic portfolio ·         Student teaching evaluation ·         Teacher work sample ·         Video analysis rubric	Post Assessment Data: ·        Observations ·        Teacher Work Samples ·        Professional Electronic Portfolios (teacher work, student work, teacher assessments and analysis) ·        Employer Survey ·        Graduate Survey

Table 3 (continued)

The Proficient Educator

Assessment Flow Chart

 

 

 

 

 

 

 

Table 3 (continued)

The Proficient Educator

Assessment Flow Chart

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	Phase I	Phase II	Phase III	Phase IV	Phase V
II.  Utilizes Effective Pedagogical Skills	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As Evidenced By Knowledge (a)    Has knowledge of various instructional strategies that render comprehensible by diverse learners the subject matter being taught (b)   Uses knowledge of practice to  adjust instruction to different learning styles (c)    Accesses a repertoire of explanations and instructional strategies to render comprehensible by diverse learners the subject matter being taught			·         GPA ·         Interview for student teaching ·         Video Analysis Rubric	·        GPA ·        Video Analysis Rubric ·        Student teaching evaluation ·        Professional portfolio	Post Assessment Data: ·        Observations ·        Teacher Work Samples ·        Electronic Portfolios (teacher work, student work, teacher assessments and analysis) ·        Pre/Post instruction measures

 

 

 

 

Table 3 (continued)

The Proficient Educator

Assessment Flow Chart

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	Phase I	Phase II	Phase III	Phase IV	Phase V
II.  Utilizes Effective Pedagogical Skills	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As Evidenced by Skills (g)  Reflects on practice and makes necessary adjustments to enhance student learning (h)  Assesses and analyzes learning and makes appropriate adjustments to instruction (i)    Recognizes the appropriate and inappropriate uses of technology n the classroom			·         Interview for student teaching ·         Pre-professional electronic portfolio ·         Video Analysis Rubric	·         GPA ·         Praxis/GACE II scores ·         Student teaching evaluations ·         Professional portfolio ·         Exit interview ·         Teacher work sample	Post Assessment Data: ·        Observations ·        Teacher Work Samples ·        Electronic Portfolios (teacher work, student work, teacher assessments and analysis) ·        Pre/Post instruction measures

 

 

Table 3 (continued)

The Proficient Educator

Assessment Flow Chart

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	Phase I	Phase II	Phase III	Phase IV	Phase V
II.  Utilizes Effective Pedagogical Skills	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As Evidenced by Dispositions (g) Commits to ethical practices and moral judgment (h) Shows understanding of diversity (j)    Illustrates an appreciation of and encourages divergent views and perspectives to be shared	Pre-Assessment Data: §         Attitudinal Survey of Teaching and Learning (pre)	·         Interview for admission to teacher education	·         Interview for student teaching ·         Pre-professional electronic portfolio ·         Video Analysis Rubric	·         Video Analysis Rubric §         Student teaching evaluations §         Professional portfolio §         Teacher work sample §         Attitudinal Survey of Teaching and Learning (post) ·         Exit interview	Post Assessment Data: ·        Observations ·        Electronic Portfolios (teacher work, student work, teacher assessments and analysis) ·        Pre/Post instruction measures ·        Employer Survey ·        Graduate Survey

 

 

 

Table 3 (continued)

The Proficient Educator

Assessment Flow Chart

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	Phase I	Phase II	Phase III	Phase IV	Phase V
III.  Uses Technology Appropriately To Enhance Learning	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As Evidenced by Knowledge (a) Uses knowledge of connectivity in selecting the appropriate technology to use in attaining teaching/learning outcomes to be attained (b) Uses knowledge of the readiness state of the learner in assigning  the learner to a task on the computer		·        Technology Skills Assessment	§         GPA §         Interview for student teaching §         Pre-professional electronic portfolio	§         Video Analysis Rubric §         Student teaching evaluation §         Professional electronic portfolio §         Teacher work sample §         Technology Exit Exam	Post Assessment Data: §         Observations §         Teacher Work Samples §         Professional Electronic Portfolios (teacher work, student work, teacher assessments and analysis) §         Pre/Post instruction measures

 

 

 

 

Table 3 (continued)

The Proficient Educator

Assessment Flow Chart

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	Phase I	Phase II	Phase III	Phase IV	Phase V
III.  Uses Technology Appropriately To Enhance Learning	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As Evidenced by Skills (c) Demonstrates the ability to select technology-based lessons that are linked to the readiness state of learners and the goals of instruction (d) Structures learning experiences that incorporate technology appropriately (e) Illustrates small-to-large-group instructional strategies in using technology to individualize instruction		·        Technology Skills Assessment	§         GPA §         Interview for student teaching §         Pre-professional electronic portfolio	§         Video Analysis Rubric §         Student teaching evaluation §         Professional electronic portfolio §         Teacher work sample §         Technology Exit Exam	Post Assessment Data: §         Observations §         Teacher Work Samples §         Professional Electronic Portfolios (teacher work, student work, teacher assessments and analysis) §         Pre/Post instruction measures

 

 

 

 

 

 

Table 3 (continued)

The Proficient Educator

Assessment Flow Chart

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	Phase I	Phase II	Phase III	Phase IV	Phase V
III.  Uses Technology Appropriately To Enhance Learning	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As Evidenced by Dispositions (f) Demonstrates an appreciation for the value of using technology to develop students’ requisite skills (g) Creates user-friendly experiences to assuage students’ fears of technology usage (h) Shows an appreciation for the power of technology to manage students’ records and reports efficiently	Pre-Assessment Data: §         Attitudinal Survey of Teaching and Learning (pre)	§         Technology skills assessment §         Interview for admission to teacher education	§         Interview for student teaching §         Pre-professional portfolio	§         Video analysis §         Student teaching evaluations §         Professional portfolio §         Attitudinal Survey of Teaching and Learning (post) §         Exit interview	Post Assessment Data: §         Observations §         Teacher Work Samples §         Professional Electronic Portfolios (teacher work, student work, teacher assessments and analysis) §         Pre/Post instruction measures

 

 

 

 

 

 

Table 3 (continued)

The Proficient Educator

Assessment Flow Chart

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	Phase I	Phase II	Phase III	Phase IV	Phase V
IV. Evidences A Caring Disposition	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As Evidenced by Knowledge (a) Demonstrates knowledge of ethical standards of practice as mandated by professional, state, and institutional standards (b) Evidences interests in life-long learning opportunities	Pre-Assessment Data: §         Attitudinal Survey of Teaching and Learning (pre)	§         Interview for admission to teacher education §         Field experience evaluations §         Background check	§         Interview for student teaching §         Pre-professional electronic portfolio §         Writing sample	§         Video analysis §         Professional electronic portfolio §         Attitudinal Survey of Teaching and Learning (post) §         Student teaching evaluations §         Exit interview	Post Assessment Data: §         Observation §         Employer Survey §         Graduate Survey

 

 

 

 

 

Table 3 (continued)

The Proficient Educator

Assessment Flow Chart

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	Phase I	Phase II	Phase III	Phase IV	Phase V
IV. Evidences A Caring Disposition	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As Evidenced by Skills (c)    Evidences interests in life-long learning opportunities (d)   Demonstrates ability to work with families, colleagues, and communities.	Pre-Assessment Data: §         Attitudinal Survey of Teaching and Learning (pre)	§         Field experience evaluations §         Background check	§         Interview for student teaching §         Pre-professional electronic portfolio	§         Video Analysis Rubric §         Professional electronic portfolio §         Attitudinal Survey of Teaching and Learning (post) §         Student teaching evaluations §         Cooperating Teacher evaluations §         Exit interview	Post Assessment Data: §         Observation §         Employer Survey §         Graduate Survey

 

 

 

 

 

Table 3 (continued)

The Proficient Educator

Assessment Flow Chart

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	Phase I	Phase II	Phase III	Phase IV	Phase V
IV. Evidences A Caring Disposition	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As Evidenced by Dispositions (e)    Respects and acknowledges individuals as persons shaped by diverse cultures (f)     Shows enthusiasm for the profession (g) Shows care and concern for all learners	Pre-Assessment Data: §         Attitudinal Survey of Teaching and Learning (pre)	§         Interview for admission to teacher education §         Field experience evaluations	§         Interview for student teaching §         Pre-professional electronic portfolio	§         Video Analysis Rubric §         Professional electronic portfolio §         Attitudinal Survey of Teaching and Learning (post) §         Student teaching evaluations §         Cooperating Teacher evaluations §         Exit interview	Post Assessment Data: §         Observation §         Employer Survey §         Graduate Survey

 

 

 

 

 

 

Table 3 (continued)

The Proficient Educator

Assessment Flow Chart

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	Phase I	Phase II	Phase III	Phase IV	Phase V
IV.  Has An Understanding Of And Appreciation For Diversity	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As Evidenced by Knowledge (a) Uses knowledge of how students learn to create and select developmentally-appropriate instructional materials (b) Uses knowledge of how student learn to structure strategies to enhance learning			§         GPA §         Interview for student teaching §         Pre-professional electronic portfolio	§         GPA §         Praxis/GACE II scores §         Student teaching evaluations §         Professional electronic portfolio §         Teacher work sample §         Exit interview §         Video Analysis Rubric	Post Assessment Data: §         Observation §         Employer Survey §         Graduate Survey

 

 

 

 

 

 

 

Table 3 (continued)

The Proficient Educator

Assessment Flow Chart

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	Phase I	Phase II	Phase III	Phase IV	Phase V
IV.  Has An Understanding Of And Appreciation For Diversity	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As Evidenced by Skills (c) Shows facility in connecting concepts to students’ prior experiences (d) Selects real-world problem situations considerate of school, students’ different family backgrounds, and diverse community contexts			§         GPA §         Interview for student teaching §         Pre-professional electronic portfolio	§         Student teaching evaluations §         Professional electronic portfolio §         Teacher work sample §         Exit interview	Post Assessment Data: §         Observation §         Employer Survey §         Graduate Survey

 

 

 

 

 

 

 

 

 

 

 

Table 3 (continued)

The Proficient Educator

Assessment Flow Chart

 

FVSU Candidate Objectives and Candidate Proficiencies (Outcomes)	Phase I	Phase II	Phase III	Phase IV	Phase V
IV.  Has An Understanding Of And Appreciation For Diversity	Admission To The University	Prior To Admission To Teacher Education	Prior To Admission To Student Teaching	Student Teaching	Beginning Teacher/In-service Teacher
As  Evidenced by Dispositions (e) Shows an understanding of how major socio-economic issues affect teaching and learning	Pre-Assessment Data: §         Attitudinal Survey of Teaching and Learning (pre)		§         GPA §         Interview for student teaching §         Pre-professional electronic portfolio §         Research Paper	§         Cooperating teacher survey §         Student self assessment §         Peer assessment §         Student teaching evaluations §         Professional electronic portfolio §         Teacher work sample §         Exit interview	Post Assessment Data: §         Observation §         Employer Survey §         Graduate Survey

 

Candidates’ progression through each transition point will be tracked and monitored to allow for accurate and consistent data collection for program evaluation.  The aggregated data from these transition points allow for program changes to be made based on candidates’ performance and will be reviewed on an annual basis.  Special emphasis is given to pre-candidate and candidate performance on Praxis/GACE Basic Skills and Subject Assessments where data are reviewed each semester.  Based on the review, unit and departmental changes are implemented to address the immediate needs of candidates and the long-term goals of the program.

 

Candidate data in Phase I (pre-admission) are writing samples and data from the initial administration of the Attitudinal Survey of Teaching and Learning.  The purpose of the writing sample in Phase I is to determine any weakness to be addressed prior to candidacy.  Candidate data collected in Phase II (admission) include writing samples, overall grade point average, interviews, and Praxis/GACE Basic Skills scores.  These data provide the unit with information on candidates’ preparation to study content in professional education courses.  Candidate data collected in Phase III (pre-professional) include overall grade point averages, interviews for student teaching and pre-professional portfolios.  Candidate data collected in Phase IV (professional) include overall grade point averages, Praxis/GACE Subject Assessment scores, student teaching evaluations, professional portfolios, the Attitudinal Survey of Teaching and Learning will be given again as a post test measure of knowledge, skills and dispositions.

 

Other data to be collected, analyzed, and used for program evaluations and to judge the effectiveness of the unit include information concerning faculty productivity and unit resources.  Data to be collected, analyzed, and used to make program revisions will be obtained through candidates’ evaluations of cooperating teachers and university supervisors, the student teaching experience, recent graduate survey, and employer survey.

 

All candidate data are collected through the Unit Assessment Office which administers, collects and analyzes all survey data for candidates, recent graduates, and employers as outlined in the Assessment Timeline in Table 4.

 

The head of the unit collects other program data.  The unit presents an Annual Report outlining the strategic goals for the educator preparation program.  The unit also receives a copy of data from candidates’ evaluation of faculty members for all professional education courses.  The data from these evaluations are used for faculty and course improvements.

 

The timeline for assessment indicates when specific data are collected as a part of the assessment process.  The Teacher Education Assessment Committee meets twice a year to review the data, compile reports based on the findings, make suggestions on the collection and analysis of data, and work with the unit to articulate changes that need to be made in the program based on the findings.

 

Table 4

The Proficient Educator

Fort Valley State University Teacher Education Assessment Timeline

 

Assessment Measures

Aug

Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Jul

Candidate

PHASE I: Attitudinal Survey of Teaching and Learning

X (pre)

X (pre)

X

GPA

X

X

X

PHASE II PRAXIS I/GACE Basic Skills Scores

X

X

X

X

X

X

X

X

X

X

X

X

Interview for Admission to Teacher Education

X

X

Pre-Professional Portfolio

X

X

Writing Sample

X

X

Video Analysis

X

X

Interview for Student Teaching

X

X

Student Teaching Evaluations

X

X

PRAXIS II/GACE Scores

X

X

X

X

X

X

X

X

X

X

X

X

Professional Portfolios

X

X

Exit Interview

X

X

Other

Annual Report

X

Student Evaluations of Faculty

X

X

Survey of Cooperating Teachers

X

X

Recent Graduate Survey

X

Employer Survey

X

Dispositions

X

X

X

X

X

X

X

X

X

X

X