Upload
buitram
View
214
Download
0
Embed Size (px)
Citation preview
Program Assessment 2010-2011 Academic Year
University of Alaska Southeast School of Education
Master of Education in Early Childhood Education
National Association for the Education of Young Children (NAEYC)
Susan Andrews
Introduction
The University of Alaska Southeast is a public, comprehensive university located in Juneau, Sitka and Ketchikan. It is one of three Major Academic Units (MAUs) of the University of Alaska. UAS provides graduate level educational opportunities in Early Childhood Education to the residents of Southeast Alaska and, through eLearning, across the state. The School of Education’s mission is to provides undergraduate and graduate programs, both on-site and distance, that identify, prepare, and strengthen effective teachers who make sustained contributions to students and the education profession in rural and urban settings in Alaska and nationally.”
Alignment of Goals and Standards: Early Childhood Education Program
UAS
Core Themes &
Objectives
UAS Graduate
Competency
School of Education
Goals
Alaska Teacher Standard NAEYC Standards
Theme: Student Success
Objective: Access
Objective: Success
Theme: Teaching and
Learning Objective:
Breadth of Programs and
Services Objective:
Academic Excellence
Theme: Teaching and
Learning
Objective: Quality of
Faculty and Staff
Theme: Teaching and
Learning
Objective: Effectiveness
& Efficiency
Theme: Student Success
Objective: Success
Theme: Teaching &
Learning
Objective: Academic
Excellence
Inclusive 1.1 – 3.5 Goal 4. Candidates possess
current academic content
knowledge.
AK Standard 4: A teacher knows
the teacher's content area and
how to teach it.
NAEYC Standard 5: Using content knowledge to build meaningful curriculum.
Theme: Student Success
Objective: Success
Theme: Teaching &
Learning
Objective: Academic
Excellence
Communication 1.1-1.4 Professional Behavior 2.1-2.3 Critical Thinking & Problem Solving 3.1-3.5
Goal 1: Articulate, maintain,
and develop a philosophy of
education that they also
demonstrate in practice.
Goal 9: Use technology
effectively, creatively, &
wisely.
AK Standard 1: A teacher can
describe the teacher's philosophy
of education and demonstrate its
relationship to the teacher's
practice.
NAEYC Standard 1: Promoting child development and learning Standard 2: Building Family and Community Relationships Standard 3: Observing, documenting, and assessing Standard 4: Using develop-mentally
effective approaches to connect with
children and families.
Theme: Teaching &
Learning
Objective: Academic
Excellence
Theme: Community
Engagement
Objective: Individual
Engagement
Communication 1.1 1.2 1.3 Critical Thinking and Problem Solving 3.2 3.4
Goal 1: Articulate, maintain,
and develop a philosophy of
education that they also
demonstrate in practice.
Goal 2: Understand how
human development affects
learning & apply that
understanding to practice.
Goal 3: Differentiate
instruction with respect for
individual & cultural
characteristics
Goal 4: Candidates possess
current academic content
knowledge. Goal 5:
Facilitate learning using
assessment to guide
planning, instruction &
modification of practice.
AK Standard 3: A teacher
teaches students with respect for
their individual and cultural
characteristics.
AK Standard 5: A teacher
facilitates, monitors, and assesses
student learning.
NAEYC Standards 1 – 6 inclusive
Theme: Community
Engagement
Objective: Individual
Engagement
Objective: Institutional
Engagement
Communication 1.1 1.2 1.3 1.4 Professional Behavior 2.1 2.2 2.3 Critical Thinking and Problem Solving 3.3 3.4 3.5
Goal 1: Articulate, maintain,
and develop a philosophy of
education that they also
demonstrate in practice.
Goal 3: Differentiate
instruction with respect for
individual & cultural
characteristics
Goal 5: Facilitate learning
using assessment to guide
planning, instruction &
modification of practice.
Goal 9: Use technology
effectively, creatively, &
wisely.
AK Standard 8: A teacher
participates in and contributes to
the teaching profession.
NAEYC Standard 1: Promoting child development and learning Standard 3: Observing, documenting, and assessing Standard 4: Using develop-mentally
effective approaches to connect with
children and families.
Standard 5: Using content
knowledge to build meaningful
curriculum.
Theme: Research &
Creative Expression
Objective: Learning
Impact
Communication 1.1 1.2 1.3 1.4 Professional Behavior 2.1 2.2 2.3 Critical Thinking & Problem Solving 3.3 3.4 3.5
Goal 1: Philosophy and Practice Goal 2: Human Development and Learning; Goal 3: Diversity and Differentiation; Goal 4: Content Knowledge;
Goal 5: Facilitating Student
Learning;
Goal 6: Learning
Environment;
Goal 9: Educational
Technology
AK Standard 3: A teacher
teaches students with respect for
their individual and cultural
characteristics.
AK Standard 5: A teacher
facilitates, monitors, and assesses
student learning.
AK Standard 6: A teacher creates
and maintains a learning
environment in which all students
are actively engaged and
contributing members.
NAEYC Standard 1: Promoting child development and learning; Standard 4: Using develop-mentally effective approaches to connect with children and families; Standard 5: Using content knowledge to build meaningful curriculum; Standard 6: Growing as a
professional (Advanced)
Theme: Teaching &
Learning
Objective: Academic
Excellence
Professional Behavior 2.1 Critical Thinking & Problem Solving 3.5
Goal 1: Philosophy and Practice Goal 2: Human Development and Learning; Goal 4: Content Knowledge;
Goal 5: Facilitating Student
Learning;
AK Standard 2: A teacher
understands how students learn
and develop, and applies that
knowledge in the teacher's
practice.
NAEYC Standard 1: Promoting child development and learning Standard 3: Observing, documenting, and assessing Standard 4: Using developmentally
effective approaches to connect with
children and families.
Standard 5: Using content
knowledge to build meaningful
curriculum.
Theme: Teaching &
Learning
Objective: Academic
Excellence
Communication 1.2 Professional Behavior 2.2 Critical Thinking & Problem Solving 3.4
Goal 2: Human Development and Learning; Goal 4: Content Knowledge;
Goal 9: Educational
Technology
AK Standard 2: A teacher
understands how students learn
and develop, and applies that
knowledge in the teacher's
practice.
NAEYC Standard 1: Promoting child development and learning Standard 2: Building Family and Community Relationships Standard 4: Using developmentally
effective approaches to connect with
children and families.
Theme: Teaching & Learning Objective: Academic Excellence Theme: Community Engagement Objective: Individual
Engagement
Communication 1.1 1.2 1.3 1.4 Professional Behavior 2.1 2.2 2.3 Critical Thinking & Problem Solving 3.3 3.4 3.5
Goal 1: Philosophy and Practice Goal 2: Human Development and Learning; Goal 3: Diversity and Differentiation; Goal 4: Content Knowledge;
Goal 5: Facilitating Student
Learning;
Goal 6: Learning
Environment;
Goal 9: Educational
Technology
AK Standard 1: A teacher can
describe the teacher's philosophy
of education and demonstrate its
relationship to the teacher's
practice.
AK Standard 2: A teacher
understands how students learn
and develop, and applies that
knowledge in the teacher's
practice.
AK Standard 3: A teacher
teaches students with respect for
their individual and cultural
characteristics.
AK Standard 4: A teacher knows
the teacher's content area and
how to teach it.
AK Standard 5: A teacher
facilitates, monitors, and assesses
student learning.
AK Standard 6: A teacher creates
and maintains a learning
environment in which all students
are actively engaged and
contributing members.
NAEYC Standards 1 – 6 inclusive
Admission criteria
Theme: Student Success
Objective: Success Theme: Teaching & Learning
Objective: Academic Excellence
Candidates must meet the following criteria to be admitted to the program:
A completed application and $60 processing fee;
Official academic transcript indicating baccalaureate degree and a GPA of 3.0;
Two letters of recommendation addressing professional dispositions on specific forms provided by the UAS School of Education;
Statement of Professional Goals & Objectives – a 2-3 page typewritten and double-spaced formal essay that summarizes the candidate’s educational experiences and professional goals & Objectives;
Valid teaching certificate (if the candidate’s goals include receiving the graduate certificate); and
Evidence of successful work with children (Early Classroom Experience Form) for candidates seeking the knowledge base without teacher certification.
For candidates interested in the MAT ECE the above criteria plus the following were applicable:
Praxis I scores at state pass level;
Evidence of successful work with children (Early Classroom Experience Form);
Candidates who do not meet a requirement such a content preparation, Praxis I or GPA are admitted with departmental conditions; and
In 2011 a criminal background check will be added for candidates seeking enrollment in the MAT ECE program which includes initial teacher preparation.
I. Student Profile
Theme: Student Success
Objective: Access
Objective: Success Theme: Teaching and Learning
Objective: Breadth of Programs and Services Objective: Academic Excellence
Table 1a. Student credit hours (SCH) generated for each of the past five years.
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011
267 1008 885 832 1077
Table 1b. Number of admitted students
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011
16 18 22 26 20
Table 1c. Annual number of graduates
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011
Certificates* 20
1 7 2 8 4
Analysis and commentary on enrollment and graduation trends
The M.Ed. ECE program enrollment was at a low during the 2006-2007 academic year. Near the end of the following year, 2007-2008 a change in the program coordination took plan. Since that time, program
enrollment showed a slight increase which included a return of candidates to the program who had chosen to suspend their coursework temporarily. The previous data reflects candidates graduated with the specified degree as well as those receiving graduate certificates. Candidates who sought out the M.Ed. ECE program did so based on the recommendation of friends, family, and co-workers in the field. Data from the few candidates seeking the Master of Arts in Education in Early Childhood Education (M.A.T. ECE) are not included in this analysis.
2. Faculty Profile
Theme: Teaching and Learning
Objective: Quality of Faculty and Staff
Table 2a. Profile of unit faculty with degrees, areas of specialization, rank and tenure status, years of experience, for 2010-2011
Faculty Member Highest Degree & Institution
Tenure Track Y/N
Assignment/ Rank
Scholarship or Leadership
Susan Andrews Master, National-Louis University
N Assistant Professor
Thomas S. Duke Ph.D. in Special Education, Multicultural Studies University of Hawaii Manoa
Y Associate Professor 1. Duke, T. S. (in press). Working
with LGBTQ youth with disabilities:
How special educators can
reconceptualize the CEC
standards. In C. Bertram, S.
Massey, & S. Crowley, (Eds.),
Beyond progress, beyond
marginalization: LGBTQ youth in
and out of schools. New York:
Peter Lang.
2. Duke, T. S., Ward, J. D., &
Burkert, J. (in press). Preparing
critically conscious, information
literate special educators for
Alaska’s schools. In M. Accardi, E.,
Drabinski, & A. Kumbier (Eds.),
Critical library instruction: Theories
and methods. New York: Library
Juice Press.
3. Duke, T. S., & Ward, J. D.
(2009). Preparing information
literate teachers: A metasynthesis.
Library & Information Science
Research.
doi:10.1016/j.lisr.2009.04.003Duke,
T. S., & Ward, J. D. (2009).
Preparing information literate
teachers: A metasynthesis. Library
& Information Science Research.
doi:10.1016/j.lisr.2009.04.003
4. Duke, T. S. (2007). Hidden,
invisible, marginalized, ignored: A
critical review of the professional
and empirical literature (or lack
thereof) on gay and lesbian
teachers in the United States.
Journal of Gay and Lesbian Issues
in Education, 4(4), 19-38.
Kay McCarthy MA. Pacific Oaks College, Pasadena, CA
N Assistant Professor 1. Duke, T. S., & McCarthy, K. W. (2009) Homophobia, Sexism, and Early Childhood Education: A Review of the Literature. Published in the Journal for Early childhood Teacher Educators 2. McCarthy, K. W., & Duke, T. S.
(2007). The observation,
documentation, and shared
reflection process: Preparing early
childhood educators to teach in
Alaska Native communities.
Journal of Early Childhood Teacher
Education, 28(2), 97-113.
3. McCarthy, K. W., & Duke, T. S., (2006, November). The observation, documentation, and Shared reflection process: Preparing early childhood educators to teach in Alaska’s Native communities. Paper presented at the meeting of the National Association for the Education of Young Children, Atlanta, GA.
Chandler, Judy Ph.D. in Adapted and Develop- mental Physical Ed., University of Missouri
N Visiting Professor 1. Mumford, V.E., Fuller, D.P. & Chandler, J.P. (2009). Providing equity and access in Physical Education for students with Learning Disabilities. Strategies, January 2009.
2. Chen, L., Ping, X., Keating, X.D. Olrich, T.W., & Chandler, J.P. (2006). Status and gender differences of coaches perceiving
membership incentives of their respective associations. Applied Research in Coaching and Athletics Annual, 21, 108-129.
Sheila Wray Master, University of Alaska Southeast
N Adjunct Instructor
Ann Oliver Master, University of Alaska Southeast
N Adjunct Instructor
Brief Analysis of Faculty Data
Faculty members are qualified, having obtained a master or doctorate degree in education including extensive service in the field as a practioner.
3. Institutional Data
Theme: Teaching and Learning
Objective: Effectiveness & Efficiency
Table 3a. Headcount for Full and Adjunct Faculty
Status 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011
Regular 2 6 5 5 4
Adjunct 3 4 1 0 5
Total 5 10 6 5 9
Table 3b. Instructional Full-Time Equivalent (FTE) for Full and Adjunct Faculty (Actual FFTE = sum of credits taught/12)
Status 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011
Regular 0.5 2.3 2.4 2.3 2.3
Adjunct 1.0 1.0 0.3 0.0 1.0
Total 1.5 3.3 2.7 2.3 3.3
Table 3c. Average Student Credit Hours (SCH) Per Full-Time Equivalent (FTE) Faculty
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011
124 124 141 159 108
Table 3d. Average Class Size by Full-Time and Adjunct Faculty
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011
Regular 13 12 18 12
Adjunct 6 9 10 10 5
Total 11 10 10 10 7
Table 3e. Student/faculty ratio
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011
15 25 28 30 28
Brief Analysis of Institutional Data
Smaller class size for regular faculty may be because of low S/T ratios for directed studies, student teaching and portfolio classes.
4. Quality of Graduates (criteria used by the program for SPA reporting)
Assessment #1: Assessment of content knowledge in the disciplines to be taught in an early
childhood classroom.
NCATE: Knowledge of Content Theme: Student Success
Objective: Success Theme: Teaching & Learning
Objective: Academic Excellence There are nine required classes or experiences for an initial certificate in Early Childhood Education. These each align with NAEYC standards, the 8 Alaska standards for professional teachers, the Mission and Vision of University of Alaska SE and SOE goals for our program candidates. Successful completion of each course/experience provides one metric for having met NAEYC standards.
Course
Summer
2009
Fall
2009
Spring
2010
Summer
2010
Fall
2010
Spring
2011
N µ SD N µ SD N µ SD N µ SD N µ SD N µ SD
ED S605 Early Childhood
Education Principles and
Practices
3 4.0 0.00
2 4.0 0.00 11 4.0 0.00
EDSE S605 Early
Childhood Special
Education
8 4.0 0.00
ED S609 Classroom
Management and Child
Guidance in ECE*
2 4.0 0.00 2 4.0 0.00
ED S651 Oral Language,
Literacy and Play 8
3.87 0.18
ED S661 Literacy and
Young Children 2 2.00 2.83 5 2.88 1.65 4 4.0 0.00 3 3.66 0.57
ED S662 Advanced
Studies in Play and
7 3.85 0.24 1 4.0 0.00
Childhood Development
in ECE
ED S663 Integrated
Constructivist
Curriculum in Early
Childhood Programs
7 4.00 0.00
ED S664 Curriculum Development in early Childhood Programs
10 3.33 1.25
5 4.0 0.00
EDSE 682 Inclusive
Education for Students
with Disabilities *
ED S 695 Certificate
Portfolio Capstone 2 4.0 0.00 3 4.0 0.00 1 4.0 0.00
The University of Alaska School of Education program in Early Childhood Education is a very small program allowing faculty to individualize the teacher education coursework and experiences. Hence, candidate needs are met and students typically do very well. All early childhood education course assessments, both formative and summative are aligned with NAEYC standards. Average candidate grades for those course range from 3.0 to 4.0 indicating that candidates met the NAEYC standards designated for those courses. Assessment #2: Average Scores on Master’s Portfolio: Reflections for M.ED. ECE Degree NCATE: Knowledge of Content Theme: Teaching & Learning
Objective: Academic Excellence
The 5 National Association for the Education of Young Children (NAEYC) Standards are the initial teacher standards
and provide the ECE foundation for the program.
NAEYC Standard
1 2 3 4 5
4a 4b 4c 4d
AY 10-11 n = 6
3.25 4.0 4.0 3.83 4.0 4.0 3.5 3.96
AY 11-12 NAEYC standards will be updated and0o9I reflected as 6 standards starting 2012 and moving to 7 standards in 2013. The current standard 4 will become two standards addressing the 4 sub-standards in the two new standards.
Assessment #3: Average Scores on Lesson Observation documentation and video viewing NCATE: Professional & Pedagogical Knowledge Theme: Teaching & Learning
Objective: Academic Excellence
Objective: Learning Impact
2010-2011 Content Knowledge
Context Student Learning Appropriate Assessment
Students Met Objective
Literacy: differentiated
3 3 2.6 2.6 3
instruction
Literacy and language:
3 3 2.8 3 2.5
Math/Science 3 2.7 2.7 3 2.5
2011-2012
Scale of 1-3, 2 is passing
Data is collected through ED S661 and ED S664 which are practicum and methods courses. Candidates conduct lessons that are video recorded for analysis by the instructor including debrief with candidates. Assessment #4: Assessment of Candidate Ability to Plan Instruction Creating & implementing a thematic unit for preschool or kindergarten NCATE: Professional & Pedagogical Knowledge Theme: Teaching & Learning
Objective: Academic Excellence
Objective: Learning Impact
NAEYC Standards
1 Development
2 Family &
Community Relationships
3 Documentation
& Assessment
(Critical Thinking Problem Solving)
4a Differentiation
4b Developmentally
appropriate approaches
4c Content
Knowledge 4d
Integrating applying
5 Professional
Growth Reflection
AY 2010/11 N = 5
3 2.5 3 2.7 3 3
AY 2011/12 N =
Scale of 1-3, 2 is passing
Data is collected through ED S664 which is a practicum/methods course. Candidates are evaluated on their ability to plan, teach and assess learning in an original unit of study presented at the preschool or kindergarten level. Assessment #5: Assessment of Candidate Effect on Student Learning Average Teacher Work Sample (Analysis of Emergent Writing with instructional plan) Scores NCATE: Impact on Student Learning Theme: Teaching & Learning
Objective: Academic Excellence
NAEYC Standards
1 Development
2 Family &
Community Relationships
3 Documentation
& Assessment
(Critical Thinking Problem Solving)
4a Differentiation
4b Developmentally
appropriate approaches
4c Content
Knowledge 4d
Integrating applying
5 Professional
Growth Reflection
AY 2010/11 2.5 N/A 3 2.8 2.8 2.7
N = 7
AY 2011/12 N =
Scale of 1-3, 2 is passing
Data is collected through ED S661 which is a practicum/methods course. Candidates engage in research, learning about the developmental stages of writing (process, not the ability to form letters through handwriting), collect emergent writing samples providing analysis, and provide plans for instructional support for each emergent writer.
Assessment #6: Additional Assessment that Addresses SPA Standards Public Service Product - Play NCATE: Professional & Pedagogical Knowledge Theme: Research & Creative Expression
Objective: Learning Impact
NAEYC Standards
1 Development
2 Family &
Community Relationships
3 Documentation &
Assessment (Critical Thinking Problem Solving)
4a Differentiation
4b Developmentally
appropriate approaches
4c Content
Knowledge 4d
Integrating applying
AY 2010/11 N = 8
3 3 N/A 3 2.7
AY 2011/12 N =
Scale of 1-3, 2 is passing
Assessment #7: Additional Assessment that Addresses SPA Standards NAEYC Knowledge Papers NCATE: Knowledge of Content Theme: Research & Creative Expression
Objective: Learning Impact
NAEYC Standards
1 Development
2 Family &
Community Relationships
3 Documentation &
Assessment (Critical Thinking Problem Solving)
4a Differentiation
4b Developmentally
appropriate approaches
4c Content
Knowledge 4d
Integrating applying
ED S609 N = 4
3 2.4 N/A 3 3
ED S605 N = 13
N/A 2.6 2.5 3 N/A
AY 2011/12 N =
Scale of 1-3, 2 is passing