Department of Education School of Education and Behavioral Sciences

Program Name: Elementary EducationCIP Code: 131202

Program Quality Improvement Report 2010-2011

Department of EducationSchool of Education and Behavioral

Sciences

Elementary EducationCIP Code 131202

Program Code 350

Fall 2010

1



1. Graduates will demonstrate competence in basic skills and in-depth knowledge of the subject matter they teach. (Knowledge, Comprehension, and Application)

2. Graduates will demonstrate professional knowledge and effective pedagogical skills. (Knowledge, Comprehension, and Application)

3. Graduates will demonstrate understanding of student development and create appropriate learning environments. (Knowledge, Comprehension, Application, Synthesis)

4. Graduates will demonstrate the ability to think reflectively and critically about the teaching/learning process. (Evaluation)

5. Graduates will demonstrate ability to interact effectively with diverse students, parents/families, and communities. (Knowledge, Comprehension, Application)

6. Graduates will demonstrate ability to use a variety of strategies to assess, analyze, and modify teaching/learning. (Knowledge, Comprehension, Application, Synthesis, Evaluation)

Department of Education Elementary Education

Program Goals and Objectives(Aligned with the Association for Childhood Education International (ACEI) and the Oklahoma 15)

Fall 2010

2


Fall 2010Program Quality Improvement Report 2010-2011

3

Alignment Among Program Outcomes, CU Mission Statement & Strategic Plan 2013

ProgramOutcomes CU Mission Statement CU Strategic Plan 2013

1. Graduates will demonstrate competence in basic skills and in-depth knowledge of the subject matter they teach.

“The university desires to assist its students and other persons living in its service area in acquiring the skills, knowledge, values, and attitudes that will enable them to lead creative, productive and self-fulfilling lives.”

“Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research and service to better meet the needs of the citizens of the region.”

2. Graduates will demonstrate professional knowledge and effective pedagogical skills.


“Capitalize on Cameron’s multiple levels of academic programs – associate, baccalaureate, and master’s – to enhance student learning and to increase opportunities for educational advancement.”

3. Graduates will demonstrate understanding of student development and create appropriate learning opportunities.

“The university recognizes that the educational process includes the development of the intellectual, cultural, social, physical, moral, and occupational capacities of persons who participate in its programs and activities.”

“Assure efficient, effective course delivery in multiple formats.”“Develop a centralized reporting system to monitor and expand student opportunities for service learning, to include internships, civic involvement, and off-campus educational activities.”



Program Outcomes CU Mission Statement CU Strategic Plan 2013

4. Graduates will demonstrate ability to think reflectively and critically about the teaching/learning process.



5. Graduates will demonstrate ability to interact effectively with diverse students, parents/families, and communities.


“Enhance and promote an active campus life by focusing on athletics, cultural events, student programs, and organizations.”

“Expand the number of educational, cultural, and social opportunities for the region.”

6. Graduates will demonstrate ability to use a wide variety of strategies to assess, analyze, and modify teaching/learning.

“The university recognizes that the educational process includes the development of the intellectual, cultural, social, physical, moral, and occupational capacities of persons who participate in its programs and activities.”


Alignment Among Program Outcomes, CU Mission Statement & Strategic Plan 2013

Fall 2010

4


Alignment Among Program Outcomes and Department of Education Mission


Program Outcomes Department of Education Mission

1. Graduates will demonstrate competence in basic skills and in-depth knowledge of the subject matter they teach.

Educators who are competent use pedagogical and content knowledge to support learning for all, provide instruction based on standards and student needs, and use assessment and strategies for active engagement so that all can learn.

2. Graduates will demonstrate professional knowledge and effective pedagogical skills.

Educators who are competent use pedagogical and content knowledge to support learning for all, provide instruction based on standards and student needs, and use assessment and strategies for active engagement so that all can learn.

3. Graduates will demonstrate understanding of student development and create appropriate learning opportunities.

Educators who are caring are responsive to individual needs and create learning environments that promote positive social interactions and motivation.

Fall 2010

5


Alignment Among Program Outcomes and Department of Education Mission

Program Outcomes Department of Education Mission

4. Graduates will demonstrate ability to think reflectively and critically about the teaching/learning process.

Educators who are committed collaborate with others by using effective communication skills while being reflective decision makers and lifelong learners who are willing to change in order to continuously improve.

5. Graduates will demonstrate ability to interact effectively with diverse students, parents/families, and communities.

Educators who are caring are responsive to individual needs and create learning environments that promote positive social interactions and motivation.

6. Graduates will demonstrate ability to use a wide variety of strategies to assess, analyze, and modify teaching/learning.

Educators who are committed collaborate with others by using effective communication skills while being reflective decision makers and lifelong learners who are willing to change in order to continuously improve.

Program Quality Improvement Report 2010-2011Fall 2010

6



Outcome Action Plan Implementation

#1 Graduates will demonstrate competence in basic skills and in-depth knowledge of the subject matter they teach.

•Candidates encouraged to take Introduction to Teaching prior to taking OGET.•Implement a tutorial writing session for the constructed response item.

Implemented by advisorNot implemented, but keep monitoring the scores.

#2 Graduates will demonstrate professional knowledge and effective pedagogical skills.

•Implement a study skills seminar at RSU•Continue to monitor the data at both sites in terms of reliability

•Implemented through SOEA •Held meeting with Lawton and RSU supervisors to discuss what evidence should be seen when observing student teachers. Mentor teachers were all part of the discussion during mentor training.•Rubric was created for the student teaching assessment to be used by supervisors and mentor teachers.

#4 Graduates will demonstrate the ability to think reflectively and critically about the teaching/learning process.

•Add content of analyzing assessment results into either Practicum or Classroom Assessment course

•Added content in Practicum and Classroom Assessment.

Action Plan 2008-2009

Fall 2010

7


Direct Measures of Assessment with Remediation

Major Assessments (direct) Remediation

Entry to Teacher Education

Grade Equivalent of 12.0 or higher on the Nelson Denny Reading lab activities and resourcesPassing score on OGET Attend SOEA workshop(s)Passing score on EDUC 3003 lesson plan rubric Candidates submit draft(s) of lesson plan in course prior to

final portfolio submission; Resubmit/rescoreEntry to student teaching

Passing score on OSAT OSAT study guide; consult content area textbooks; Study Island

Passing score on State Phonics Test Provide with list of resources on phonics; Retake testSatisfactory portfolio check: Passing scores for a minimum of 5 OK competencies as evidenced by course artifacts and instructor-completed rubrics

Candidates submit draft(s) of assignments in course prior to final portfolio submission; Resubmit/rescore

Exiting student teaching

Passing scores for remaining 10 OK competencies as evidenced by course artifacts and instructor-completed rubrics

Candidates submit draft(s) of assignments in course prior to final portfolio submission; Resubmit/rescore

Completed Teaching Styles checklist NONEOne year post-graduation

Completion of Follow-up Survey NONE


8


Indirect Measures of Assessment with Remediation

Major Assessments (indirect) Remediation

Entry to Teacher Education

3 satisfactory recommendation forms with dispositions (1from faculty within dept., 2 from faculty outside dept.)

Letter of appeal to Admission & Retention Committee (Teacher Education Council); Recommendation letter from faculty member; 3 new recommendation forms with dispositions (1from faculty within dept., 2 from faculty outside dept.)

Grade of “C” or better in the following courses: ENGL 1113, ENGL 1213, COMM 1113, MATH 1513 or higher, HIST 1483 or 1493, PS 1113, 2 Humanities, and EDUC 3003

Retake Course(s)

Grade of “S” in EDUC 1800 Receive a “U” and attend or retakeCompletion of Application for Admittance to Teacher Education NONERetention GPA of 2.5 Academic ProbationConcurrent enrollment or a grade of C or better in EDUC 3733 and Bio or Phys Science

Retake Course(s)

Satisfactory interview including assessment of critical thinking skills Provide with list of resources (websites, books, articles, etc.) on developing critical thinking skills

Entry to student teaching

Submission of completed application for student teaching NONESatisfactory Practicum dispositional assessments in each of the following: Math Methods, Reading Diagnosis, and Practicum (school-based mentor)

Faculty member, Chair, and candidate conference; Plan of Improvement created

Satisfactory transcript check - minimum GPA of 2.5 Academic ProbationMinimum of 80 clock hours of field experiences with two diverse field placements completed

Additional field experience

Exiting student teaching

Satisfactory student teaching evaluations University Supervisor, , and Intern Conference; Develop a Plan of Improvement

Minimum retention GPA of 2.5 Academic ProbationProgram completion

Completion of exit survey NONEMinimum retention GPA of 2.5 Academic ProbationGrade of “C” or better in all elementary education major courses, professional education courses, and courses that fulfill the state 4x12 requirement

Retake Course(s)

Satisfactory completion of foreign language proficiency requirements NONE


9



Student-Learning Outcome and Measurements

PROGRAM OUTCOME 1

CURRICULUM AREA OR TARGET AUDIENCE

MEASUREMENTS OF STUDENT LEARNING

Measurements

Methods used to determine validity of measurement instruments

Methods used to determine reliability of measurements

Schedule for measurements

Graduates will demonstrate competence in basic skills and in-depth knowledge of the subject matter they teach.

Elementary education majors

OGET-DirectOSAT-DirectStudent Teaching Evaluation Results-IndirectFollow-up survey results-Indirect

Use of multiple assessors




5 times per year5 times per year2 times per year

Annually

Fall 2010

10



Measure 1: OGET

Oklahoma General Education TestCriterion-referenced and competency-based state teacher exam

• Assesses general knowledge• A passing score of 240 required for admission to

the Teacher Education program, along with other criteria such as an overall GPA of 2.5.

Fall 2010

11


06-07CU=30

State=5000

07-08CU=67

State=5475

08-09CU=50RSU=5

State=5338

09-10CU=32

RSU=14State=4942

240

245

250

255

260

265

270

275

280

285

CURSUState


12

Multi-Year Trend ChartOGET Critical Thinking: Reading and

Communication Overall Scores


06-07CU=30

State=5000

07-08CU=67

State=5475

08-09CU=50RSU=5

State=5338

09-10CU=32

RSU=14State=4942

220

230

240

250

260

270

280

290

CURSUState


13

Multi-Year Trend ChartOGET Communication Overall Scores


06-07CU=30

State=5000

07-08CU=67

State=5475

08-09CU=50RSU=5

State=5338

09-10CU=32

RSU=14State=4942

230

240

250

260

270

280

290

300

CURSUState


14

Multi-Year Trend ChartOGET Critical Thinking: Mathematics Overall

Scores


06-07CU=30

State=5000

07-08CU=67

State=5475

08-09CU=50RSU=5

State=5338

09-10CU=32

RSU=14State=4942

230

240

250

260

270

280

290

300

CURSUState


15

Multi-Year Trend ChartOGET Mathematics Computation Overall

Scores


06-07CU=30

State=5000

07-08CU=67

State=5475

08-09CU=50RSU=5

State=5338

09-10CU=32

RSU=14State=4942

220

230

240

250

260

270

280

290

CURSUState


16

Multi-Year Trend ChartOGET Science, Art & Literature, Social

Sciences Overall Scores


06-07CU=30

State=5000

07-08CU=67

State=5475

08-09CU=50RSU=5

State=5338

09-10CU=32

RSU=14State=4942

220

225

230

235

240

245

250

255

CURSUState


17

Multi-Year Trend ChartOGET Critical Thinking: Writing Overall Scores



Analysis of Data:• RSU candidates maintained the 100% pass rate.• 91% of CU candidates passed. This is a 15% increase over

2008-2009.• In 2008 – 2009 Cameron candidates only exceeded the

state average in three areas: Computation Skills, Liberal Studies: Science, Art & Literature, Social Sciences, and Critical Thinking Skills: Writing. In 2009-2010 candidates exceeded the state average in Communication, Liberal Studies: Science, Art & Literature, Social Sciences, and Critical Thinking Skills: Writing.

• Even though the writing scores exceeded the state average, they are still the lowest as compared to the other areas.

Outcome 1Measure 1: OGET

Fall 2010

18

Program Name: Elementary EducationCIP Code: 131202 Outcome 1

Measure 1: OGET

Action Plan:• In order to help students improve in the areas of Critical

Thinking Skills in Mathematics, Reading and Communication, the Department of Education faculty will work in partnership with the General Education Faculty to review the test result data and the test objectives in order to create an action plan. This could be done by inviting them to be members of the Assessment Advisory Board. (2010-2011 AY)


19



Measure 2: OSAT

Oklahoma Subject Area TestCriterion-referenced and competency-based state teacher exam

• Composed of two sub-tests assessing subject content knowledge

1. evaluates through 55 selected response items & 1 constructed response item

2. evaluates through 55 selected response items

• Passing score of 240 required for admission to student teaching, along with other criteria such as an overall GPA of 2.5.

Fall 2010

20


06-07CU=21

State=2582

07-08CU=43RSU=4

State=2090

08-09CU=81RSU=6

State=2314

09-10CU=53RSU=7

State=2392

220

230

240

250

260

270

280

290

CURSUState


21

Multi-Year Trend ChartOSAT Subtest 1 Reading Overall Scores


06-07CU=21

State=2582

07-08CU=43RSU=4

State=2090

08-09CU=81RSU=6

State=2314

09-10CU=53RSU=7

State=2392

230

235

240

245

250

255

260

265

270

CURSUState


22

Multi-Year Trend ChartOSAT Subtest 1 Language Arts Overall Scores


06-07CU=21

State=2582

07-08CU=43RSU=4

State=2090

08-09CU=81RSU=6

State=2314

09-10CU=53RSU=7

State=2392

220225230235240245250255260265270

CURSUState


23

Multi-Year Trend ChartOSAT Subtest 1 Social Studies Overall Scores


06-07CU=21

State=2582

07-08CU=43RSU=4

State=2090

08-09CU=81RSU=6

State=2314

09-10CU=53RSU=7

State=2392

220

225

230

235

240

245

250

255

CURSUState


24

Multi-Year Trend ChartOSAT Subtest 1 Constructed Response Overall

Scores

Program Name: Elementary EducationCIP Code: 131202 Outcome 1

Measure 2: OSATSubtest 1

Analysis of Data:• In 09 – 10, 79% of Cameron’s candidates and 100% of

RSU’s candidates passed Subtest 1. This is a decline of 5% over last year for CU and an increase of 17% for RSU. CU candidates scored above the state average in but one are (SS) of the test. RSU candidates scored above the state averages in all but one area (LA).

• The writing scores for the CU campus declined while the RSU campus scores’ increased. This could be because the action plan was implemented by adding tutorial writing sessions through SOEA at the RSU campus.


25



Action Plan: (Recommended by Assessment Advisory)• Take Reading Diagnosis before taking the Elementary

OSAT. Add additional writing component to Reading Diagnosis writing exercises that include multistep directions. Emphasize strategy file in Reading Diagnosis course. (Spring 2011)

• Focus on (emphasize) objectives in the OCTP study guide to help improve test results. This could be accomplished by revisiting alignment among the methods courses’ objectives. (Spring 2011)

Outcome 1Measure 2: OSAT

Subtest 1

Fall 2010

26


06-07CU=31

State=2224

07-08CU=47RSU=4

State=1793

08-09CU=80RSU=6

State=2028

09-10CU=51RSU=5

State=2129

235

240

245

250

255

260

265

CURSUState


27

Multi-Year Trend ChartOSAT Subtest 2 Math Overall Scores


06-07CU=31

State=2224

07-08CU=47RSU=4

State=1793

08-09CU=80RSU=6

State=2028

09-10CU=51RSU=5

State=2129

245

250

255

260

265

270

275

CURSUState


28

Multi-Year Trend ChartOSAT Subtest 2 Science Overall Scores


06-07CU=31

State=2224

07-08CU=47RSU=4

State=1793

08-09CU=80RSU=6

State=2028

09-10CU=51RSU=5

State=2129

250

255

260

265

270

275

CURSUState


29

Multi-Year Trend ChartOSAT Subtest 2 Health & Fitness Overall

Scores


06-07CU=31

State=2224

07-08CU=47RSU=4

State=1793

08-09CU=80RSU=6

State=2028

09-10CU=51RSU=5

State=2129

210

220

230

240

250

260

270

280

CURSUState


30

Multi-Year Trend ChartOSAT Subtest 2 Fine Arts Overall Scores



Analysis of Data:• 80% of the RSU candidates and 84% of Cameron’s

candidates passed Subtest 2. This was a decline of 20% over last year for RSU. This was an increase of 5% for CU. Cameron candidates scored below the state average in math, science, and Fine Arts. RSU candidates scored above the state averages in two areas (science and fine arts).

• For the CU campus, math continues to be the area with the lowest scores.


Subtest 2

Fall 2010

31



Action Plan:• Continue to evaluate the alignment of course objectives

in the methods courses with the test objectives. Math test objectives focus on problem-solving, so emphasize in Math Methods course. (2010-2011 AY)


Subtest 2

Fall 2010

32



Outcome 1Measure 3: Student Teaching Evaluations

• Revised beginning Fall 2007 • Content addendum added Spring 2008 & scored once per

placement• Completed by mentor teacher at the end of each of two

placements; by university supervisor twice during each placement

• Two evaluators ensures reliability and validity of scores.• RSU students complete student teaching during spring

semester only.• Remediation provided if needed

Fall 2010

33



Measure 3: Student Teaching Evaluations - Lawton1=Does not meet expectations 2=Meets expectations 3=Exceeds expectations

Passing = 2 or above

Item07-08N=51

08-09N=57

09-10N=54

Language Arts 2.78 2.75 2.67

Science 2.75 2.76 2.63

Mathematics 2.76 2.82 2.69

Social Studies 2.76 2.74 2.68

The Arts 2.73 2.69 2.71

Health Education 2.82 2.70 2.69

Physical Education 2.83 2.72 2.76

34



Measure 3: Student Teaching Evaluations – RSU1=Does not meet expectations 2=Meets expectations 3=Exceeds expectations

Passing = 2 or above

Item08-09n=8

09-10N=13

Language Arts 2.72 2.81

Science 2.80 2.56

Mathematics 2.79 2.80

Social Studies 2.69 2.76

The Arts 2.86 2.60

Health Education 2.67 2.50

Physical Education 2.57 2.45

35


Outcome 1Measure 3

Student Teaching Evaluations

Analysis of Data: • Candidates are scoring well above passing in all areas

Action Plan: • Continue to monitor


36


Outcome 1Measure 4: Follow-Up Survey

• Completed by school administrator, mentor teacher, and university representative at the end of candidate’s first year of teaching

• Used to assess how well the program prepared candidates

• Initial administration in 06-07 year, compared to 07-08, 08-09, 09-10 data in following chart (Lawton only)

• Have no data from RSU graduates because Cameron does not supervise resident teachers in NE Oklahoma


37


Understands the central concepts and methods of inquiry of the subject matter

discipline(s) he or she teaches. Administrators MentorsUniversity

Reps.Overall

06 - 07 3.65 3.70 3.48 3.61

07- 08 3.33 3.70 3.48 3.51

08 – 09 3.79 3.79 3.51 3.70

09 – 10 3.85 3.68 3.73 3.75


38

Measure 4: Follow-up Survey Data

Mean Scores for CU Lawton Students Only(selected items,07-08, N=49; 08-09, N=43, 09-10, N=40)

1=Not Acceptable 2=Emerging 3=Competent 4=Exemplary Passing = 3 or above

Analysis of Data: • Administrators and University Representatives’ ratings increased from 08-09 to

09-10.• Mentors rated candidates lower from 08-09 to 09-10.

Action Plan: • Consider more in-depth training for mentors so that they clearly understand what

they are evaluating in regards to this specific item and how it relates to the candidate’s preparation and experience.


06-07 07-08 08-09 09-103.30

3.40

3.50

3.60

3.70

3.80

3.90

4.00

AdministratorsMentorsUniv. RepsOverall

Year

Sco

reMulti-Year Trend Chart

Follow-Up Survey


39




PROGRAM OUTCOME 2


MEASUREMENT OF STUDENT LEARNING

Measurements




Graduates will demonstrate professional knowledge and effective pedagogical skills.


1. OPTE-Direct2. Teacher Work Sample-Direct3. Student Teaching Evaluation Results-Indirect4. Follow-up survey results-Indirect





5 times per year2 times per year2 times per year2 times per year

Annually

Fall 2010

40



Measure 1: OPTE

Oklahoma Professional Teacher ExamCriterion-referenced and competency-based state teacher exam

• Assesses professional knowledge & skills • 75 selected-response items • Constructed-response items consist of 3 written performance

modules– Critical Analysis: Candidates analyze an educational issue related to learners and

the learning environment.– Student Inquiry: Candidates describe an instructional activity which would help

students achieve a specific learning goal.– Teacher Assignment: Candidates apply professional knowledge to evaluate a

school or classroom situation and recommend a course of action.

• Passing score of 240 required to obtain an Oklahoma Teaching License

Fall 2010

41


06-07CU=53

State=2224

07-08CU=48RSU=4

State=1941

08-09CU=69RSU=6

State=1966

09-10CU=56

RSU=12State=1725

240

245

250

255

260

265

270

275

280

285

CURSUState


42

Multi-Year Trend ChartOPTE: Learners in the Learning Environment

Overall Scores


06-07CU=53

State=2224

07-08CU=48RSU=4

State=1941

08-09CU=69RSU=6

State=1966

09-10CU=56

RSU=12State=1725

250252254256258260262264266268270

CURSUState


43

Multi-Year Trend ChartOPTE: Instruction and Assessment Overall

Scores


06-07CU=53

State=2224

07-08CU=48RSU=4

State=1941

08-09CU=69RSU=6

State=1966

09-10CU=56

RSU=12State=1725

240

245

250

255

260

265

270

CURSUState


44

Multi-Year Trend ChartOPTE: The Professional Environment Overall

Scores


06-07CU=53

State=2224

07-08CU=48RSU=4

State=1941

08-09CU=69RSU=6

State=1966

09-10CU=56

RSU=12State=1725

230

235

240

245

250

255

260

265

270

CURSUState


45

Multi-Year Trend ChartOPTE: Critical Analysis Module Overall Scores


06-07CU=53

State=2224

07-08CU=48RSU=4

State=1941

08-09CU=69RSU=6

State=1966

09-10CU=56

RSU=12State=1725

222224226228230232234236238240242

CURSUState


46

Multi-Year Trend ChartOPTE: Student Inquiry Module Overall Scores


06-07CU=53

State=2224

07-08CU=48RSU=4

State=1941

08-09CU=69RSU=6

State=1966

09-10CU=56

RSU=12State=1725

220

225

230

235

240

245

250

255

CURSUState


47

Multi-Year Trend ChartOPTE: Teacher Assignment Module Overall

Scores



Analysis of Data:• In 09 – 10, 100% of RSU candidates passed, while 96% of CU

candidates passed. This was consistent for RSU; however, it’s a 3% increased for CU over last year.

• Also, Cameron candidates scored above the state average in all areas except two. RSU candidates scored above the state average in four areas and fell below state average in the areas the Professional Environment, and the Teacher Assignment Module. This is consistent with last year; however, scores increased in Instruction and Assessment over last year.

Action Plan: (Recommended by Assessment Advisory )• Develop writing exercises that include multi-step directions; Focus

on objectives in the OCTP Study Guide. (Spring 2011)

Outcome 2Measure 1: OPTE

Fall 2010

48



Measure 2: Teacher Work Sample

• Multi-week thematic unit created by the teacher candidate

• Taught in a public school classroom under guidance of a public school mentor teacher

• Organized into 6 “factors” or sections• Emphasis on using assessment to guide

instruction & achieving student learning gains

Fall 2010

49

Program Name: Elementary EducationCIP Code: 131202 Multi-Year Trend Chart

Teacher Work Sample Factor 2: Unit Goals and Objectives

06-07CU=48

07-08CU=49

08-09CU=72RSU=8

09-10CU=50

RSU=15

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

CU Not MetRSU Not MetCU MetRSU MetCU ExceedsRSU Exceeds


50


Teacher Work Sample Factor 4: Instructional Design

06-07CU=48

07-08CU=49

08-09CU=72RSU=8

09-10CU=50

RSU=15

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%



51



Outcome 2: Measure 2

Teacher Work Sample Data

Analysis of Data: • Scores indicate students are competent in professional

knowledge and skills• More candidates have exceeding scores in Unit Goals and

Objectives as compared to Instructional Design. • Candidates who have “not met” scores are given an

opportunity to reach the competent level.

Action Plan: • None at this time

Fall 2010

52



Outcome 2: Measure 3Student Teaching Evaluations – Lawton

Mentor Teacher Ratings

1=Does not meet expectations 2=Meets expectations 3=Exceeds expectationsPassing = 2 or above

Item07-08N=51

08-09N=57

09-10N=58

Follows Oklahoma Criteria for Teaching Performance 2.81 2.82 2.78

Reviews and revises decisions based on evidence 2.85 2.75 2.83

Is sensitive to student needs 2.89 2.87 2.88

Willingness to use or familiarity with technology 2.86 2.81 2.84

Takes advantage of professional growth opportunities 2.81 2.8 2.8

53



Outcome 2: Measure 3Student Teaching Evaluations - Lawton

University Supervisor Ratings


Item07-08N=51

08-09N=57

09-10N=58

Follows Oklahoma Criteria for Teaching Performance 2.81 2.82 2.79

Reviews and revises decisions based on evidence 2.85 2.75 2.51

Is sensitive to student needs 2.89 2.87 2.8

54





Outcome 2: Measure 3Student Teaching Evaluations - RSU

Item08-09N=8

09-10N=13

Follows Oklahoma Criteria for Teaching Performance 2.26 2.75

Reviews and revises decisions based on evidence 2.30 2.75

Is sensitive to student needs 2.60 2.84

Willingness to use or familiarity with technology 2.87 2.88

Takes advantage of professional growth opportunities 2.77 2.76

55



Item08-09N=8

09-10N=13

Follows Oklahoma Criteria for Teaching Performance 2.26 2.67

Reviews and revises decisions based on evidence 2.28 2.63

Is sensitive to student needs 2.57 2.94




56


Outcome 2Measure 3


Analysis of Data: • Candidates are well above passing.• Overall data shows a slight dip in scores for Lawton

students candidates and a slight increase for RSU students. This may be due to the “leveling” meeting that occurred in fall 2009.

Action Plan: • Continue to monitor the data at both sites in terms of

reliability.


57

Program Name: Elementary EducationCIP Code: 131202 Measure 4: Follow Up Survey Data

Mean Scores for CU Students Only(selected items, N=49; 08-09, N=43; 09-10, N=40)

1=Not Acceptable 2=Emerging 3=Competent 4=Exemplary Passing = 3 or above

Year Rating Party 8 10 11

06 - 07

Administrators 3.82 3.59 3.53Mentors 3.71 3.61 3.69

University Reps. 3.56 3.46 3.48Overall 3.70 3.55 3.57

07 – 08


University Reps 3.75 3.54 3.52Overall 3.72 3.54 3.58

08 – 09



09 - 10




Item 8. Creates learning experiences that make the subject matter meaningful to students.

Item 10. Uses a variety of communication techniques to foster active inquiry

Item 11. Plans instruction based upon curriculum goals58


Year Rating Party 17 19 22

06 - 07


University Reps. 3.52 3.51 3.54Overall 3.66 3.64 3.66

07 – 08



08 – 09



09 - 10




Item 17. Understand the process of continuous, life-long learning

Item 19. Actively seeks opportunities for continuous professional growth.

Item 22. Understands and develops instructional strategies/plans based on OK core curriculum

Measure 4: Follow Up Survey DataMean Scores for CU Students Only

(selected items, N=49; 08-09, N=43; 09-10, N=40)1=Not Acceptable 2=Emerging 3=Competent 4=Exemplary Passing = 3 or above

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Multi-Year Trend ChartFollow-Up Survey-Item 8

06-07 07-08 08-09 09-103.30

3.40

3.50

3.60

3.70

3.80

3.90

4.00



60


06-07 07-08 08-09 09-103.30

3.40

3.50

3.60

3.70

3.80

3.90

4.00




61


06-07 07-08 08-09 09-103.30

3.40

3.50

3.60

3.70

3.80

3.90

4.00




62


Follow-Up Survey-Item 17

06-07 07-08 08-09 09-103.30

3.40

3.50

3.60

3.70

3.80

3.90

4.00



63



06-07 07-08 08-09 09-103.30

3.40

3.50

3.60

3.70

3.80

3.90

4.00



64



06-07 07-08 08-09 09-103.30

3.40

3.50

3.60

3.70

3.80

3.90

4.00



65



66

Analysis of Data:• Students scored well above passing on all items.• Administrators rated graduates higher in nearly all items during

09-10• Steady gains indicated on item 10 over the years may indicate that

09-10 action plan for that item was successfully implemented

Action Plan:• Continue modeling how to find and use PASS objectives for

students in Intro to Teaching and methods courses where students create lesson plans and units of instruction.

• Bring in professional development opportunities for students on campus such as OEA teaching consultants or other guest speakers.

Outcome 2Measure 4: Follow-up Survey Results




PROGRAM OUTCOME 4


MEASUREMENTS OF STUDENT LEARNING

Measurements




Graduates will demonstrate the ability to think reflectively and critically about the teaching/learning process.


1. Teacher Work Sample-Direct2. Student Teaching Evaluation Results-Indirect3. Follow-up survey results-Indirect





2 times per year

2 times per year

Annually

Fall 2010

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Measure 1:Teacher Work Sample Factor 5: Analysis of Learning

06-07CU=48

07-08CU=49

08-09CU=72RSU=8

09-10CU=50

RSU=15

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%



68


Measure 1:Teacher Work Sample Factor 6: Reflection on Teaching and Learning

06-07CU=48

07-08CU=49

08-09CU=72RSU=8

09-10CU=50

RSU=15

0%

20%

40%

60%

80%

100%

120%



69



Outcome 4: Measure 1

Teacher Work Sample Data

Analysis of Data: • Most candidates exceed the criteria on this assessment,

therefore indicates the program outcome is being met.• Candidates who have “not met” scores are given an

opportunity to reach the competent level.

Action Plan: • None at this time.

Fall 2010

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Outcome 4: Measure 2Student Teaching Evaluations - Lawton




Item07-08N=51

08-09N=57

09-10N=58

Is a reflective decision maker 2.79 2.68 2.59

07-08N=51

08-09N=57

09-10N=58

Is a reflective decision maker 2.85 2.83 2.81

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Fall 2010


Item08-09N=8

09-10N=13

Is a reflective decision maker 2.39 2.62

08-09N=8

09-10N=13

Is a reflective decision maker 2.42 2.84



72


Outcome 4Measure 2


Analysis of Data: • Candidates are well above passing.• Overall data shows a slight dip in scores for Lawton

students candidates and a slight increase for RSU students. This may be due to the “leveling” meeting that occurred in fall 2009.

Action Plan: • Continue to monitor the data at both sites in terms of

reliability.


73


Measure 3: Follow Up Survey DataMean Scores for CU Lawton Students Only

(selected items,07-08, N=49; 08-09, N=43; 09-10, N=40)1=Not Acceptable 2=Emerging 3=Competent 4=Exemplary Passing = 3 or above

Year Rating Party

16: Evaluates the effects of his/her choices and actions

on others and modifies those actions when needed.

18:Displays the willingness to change when change will

lead to greater student learning and development.

06 - 07

Administrators 3.61 3.86Mentors 3.60 3.82

University Reps. 3.52 3.70Overall 3.58 3.80

07 – 08


University Reps 3.49 3.55Overall 3.54 3.55

08 – 09



09 - 10




74



06-07 07-08 08-09 09-103.30

3.40

3.50

3.60

3.70

3.80

3.90

4.00


Title

Title

Fall 2010

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06-07 07-08 08-09 09-103.3

3.4

3.5

3.6

3.7

3.8

3.9

4


Title

Title

Fall 2010

76




Outcome 4: Measure 3Follow-up Survey Results

Analysis of Data: • Students scored well above passing on all items.• Administrators’ and mentors’ ratings were consistent in

06-07.• Administrators rated candidates the lowest in 07-08.• University Reps rated candidates the lowest in 08-09.

Action Plan: • Consider implementing the Fred Jones model into the

Classroom Management course.

Fall 2010

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78

Outcome 4: Measure 3Follow-up Survey Results

Analysis of Data: • All ratings well above average for each item rated• Administrator and Mentor ratings were down in 09-10

from 08-09 in both items, while University Rep. ratings increased.

Action Plan: • The residency committees are no longer a state

requirement, we will be using a new way to gather the data only from graduates, university faculty, and principal (as available).


Published information on graduates

09-10*Entered Graduate School

Working In Discipline Unknown

Fall 2009 (n=30) 2 24 4

Spring 2010 (n=27) 1 21 0

Total (n=57) 3 45 4

09-10

Entered Graduate School Working In Discipline Unknown

Spring 2010 (n=13) 0 6 6

Total 0 6 6

Lawton

RSU


*Status of students not included above is known: awaiting certification, job hunting, or electing not to work.

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Questions?

Fall 2010

80

Documents

Department of Education School of Education and Behavioral Sciences