Element Three: Use of Data for Program Improvement

The unit regularly and systematically uses data, including candidate and graduate performance information, to evaluate the efficacy of its courses, programs, and clinical experiences.

Each program within the unit conducts an annual review of all aspects of program operation. The information gathered in the annual review is then published in the annual report of each

college. Goals and the attainment of those goals for each program are utilized to determine the coming year’s needs resulting in a cyclical approach to planning for program improvement. The unit analyzes program evaluation and performance assessment data to initiate changes where indicated. Examples of such changes are noted on Chart 5 below.

Chart 5

Program Evaluation and Performance Assessment Data

Information Reviewed Results

Review of Student Teaching

Assessment Instrument (STAI) data Modifications in the format and process used Review of feedback from student

teachers

Purchase of TekPaks to provide portable technology resources for student teachers to utilize in their classrooms

Review of data from survey of teacher education graduates and their principals

Increased emphasis on classroom management and needs of special populations

Review of collection processes Use of TaskStream as the basic data-management tool for the unit Review of supervision and clinical

faculty assignments New policy development regarding placement of candidates Review of faculty feedback on basic

skills of students and reported problems from candidates

Development of The Learning Curve, a lab within the Center for Teaching and Learning, to offer self-paced review/remediation in reading, writing, mathematics, test preparation, and technology skills Review of candidate feedback on

faculty/course evaluations More systematic review of evaluation results by each faculty member Review of feedback from candidates

and clinical faculty Revised handbook for clinical experiences Review of facilities assessment data and

feedback from candidates and faculty Establishment of a Facilities Beautification TaskForce Clinical faculty data review Improved data collection procedures

Feedback from student teachers and

university supervisors Technology training for clinical school based faculty Feedback from school sites and

candidates

Improved collaboration on determining candidate needs for seminars to include school law, IDEA session to update candidates on special populations legislation, and district expectations

Review of faculty scholarship efforts

Professional development session on publishing in the academic environment and the establishment of a research committee Review of feedback from faculty,

adjunct faculty, candidates, and chairs

Development of an Adjunct Handbook and orientation session held each semester

Candidate and faculty assessment data are regularly shared with candidates and faculty

respectively to help them reflect on their performance and improve it. Specific feedback sessions are held with candidates as they progress through their programs. The program advisors and coordinators are instrumental in ensuring that candidates are aware of program requirements and their status in meeting those requirements. All candidates meet with advisors at least twice each year to review their progress. Additionally, advisors, instructors, and candidates have regular and ongoing discussion in classes, as well as informal and formal advisement sessions, regarding their program advancement. The program coordinators also call periodic meetings to review any changes in program requirements and/or state regulations related to candidate progress.

Faculty members meet regularly with their program coordinators and division chairs to discuss progress of their divisions and programs and in individual sessions to reflect on specific faculty

member needs. New faculty members are provided with a mentor to assist in acclimating to the expectations of the unit and university and are provided feedback on specific needs.

Additionally, a new faculty orientation session is held annually, while adjunct faculty orientation is held twice each year. Periodic meetings of all unit faculty, curriculum committees, and other task specific groups also review data to ensure that faculty are aware of program progress and to guide improvement activities.

Faculty are provided with feedback from faculty/course evaluations completed by candidates each semester with the faculty evaluation process culminating in an evaluation conference held with the Division Chairs. Each faculty member reflects on his/her goals and accomplishments, including candidate evaluation data, during this process.

Chart 6

Framework of the Unit Assessment System Candidate Assessment

PROGRAM ENTRY (Transition Point)

I. Test Scores

A. PRAXIS I (Initial)

B. Test of Verbal Ability (Adv.)* II. GPA

A. 2.5 in Core Curriculum (Initial)

B. 2.5 or higher on Undergraduate Degree (Adv.) C. Grade of B or better in first nine hours (MEd) D. 3.25 GPA in Master’s degree (EdS)

III. Technology Assessment (Initial)

IV. Development of Philosophy of Education (Initial-CEL301/CUR 300/CUR 302)

V. Faculty Recommendation including Dispositions Self Assessment (Initial-CEL301/CUR 300/CUR 302)

PRIOR TO CLINICAL PRACTICE (Transition Point)

I. Test Scores

A. PRAXIS II (Content)/PLT Tests (Initial)

B. Assessment of Content Knowledge – No Course Grade below a C (Adv.) II. GPA

A. 2.5 GPA for Admittance to Clinical Practice (Initial)

B. 3.0 GPA maintained to progress to Clinical Practice (Adv.) (EdS and EdD 3.25) III. Dispositions Assessment and Faculty Recommendations (Initial-Within programs/Adv.-ELR 605/702) IV. Successful Standards-Based Field Experiences including Impact on Student Learning (Initial/Adv.) V. Diversity Assessment (Initial-EPY 341/Adv. EPY 601/CUR 701/SUP 831)

VI. Technology Assessment (Adv.-ELR 605/CUR 701)

COMPLETION OF CLINICAL PRACTICE (Transition Point)

I. Content Mastery demonstrated during Clinical Practice (Initial-STAI/Adv.-Rubrics & Scoring Guides) II. Successful Clinical Practice showing Ability to Plan and Impact on Student Learning

(Initial- STAI/Adv.- Rubrics & Scoring Guides) III. Diversity Assessment (Initial)

IV. Final Development of Philosophy of Education (Initial)

PROGRAM COMPLETION (Transition Point)

I. Successful Clinical Practice (Initial/Adv.) II. GPA

A. 2.5 overall minimum (Initial)

B. 3.0 overall minimum (Adv.) (EdS and EdD 3.25) III. Comprehensive Examination or Other Capstone Experience (Adv.)

IV. Completion of all other Program Requirements (Initial/Adv.)

AFTER COMPLETION (Transition Point)

I. Annual survey of first year teachers and their principals (Initial/MAT) II. Surveys and/or interviews of graduates for other programs (Adv.) III. Surveys of employers and/or mentors (Adv)

• The MAT and MEd in Special Education are graduate, initial programs and are, therefore, considered in the advanced category for this chart.