School of Education Action Plans 2011-12
BSED – Bachelors of Science in Education Program Student
Learning Outcome
Action Rationale Expected Results Plans for Monitoring Progress Special Education Classroom management skills using various techniques including the ability to manage the physical classroom environment. Classroom behavior case studies and simulations will be incorporated into the classroom behavior / management course. Teacher candidates will be expected to analysis, evaluate, and then propose solutions to the classroom problems presented in these case studies. According to key assessment data from the CaPE classroom observation instrument, GACE II scores, and student teacher portfolio evaluations, the program needs to provide teacher candidates more hands-on practice with real-world classroom behavior and management situations. Teacher candidates will begin to effectively use classroom management strategies and techniques to foster appropriate behavior. Gavin Bernstein and Kathy Barnetson will be responsible for this plan. They will monitor data from GACE II scores, student teacher portfolio evaluations, and classroom observations. The timeline for implementation will begin Spring 2012. 1
Further, the program should provide more in-depth instruction on classroom behavior and management case studies so that teacher candidates will be better prepared to practice classroom management strategies and techniques. Early Childhood The skills and central concepts of his/her discipline and the abilities to incorporate Move the content methods courses (EDEC 4200 – Science / EDEC 3100 – Math) from Candidates GACE II scores show that they have inadequate content knowledge By moving these content courses into full semesters, instructors should be able to cover Lynn Larson, Chu Chu Wu, and Sheryl Venerable will be responsible for plan. They will monitor candidate
those concepts into an integrated curriculum to facilitate holistic learning. summer to full semester. in these areas. Therefore, the program should better scaffold its content courses. more content. Further, the program will pretest students knowledge in science and math and design these content courses around gaps in candidate knowledge. Th program expects im in kn th ar
us, the Child
provement candidate owledge in ese content eas. beg S performance on the GACE II exam. The timeline for how to make move these courses so that candidates can finish their current programs of study will be developed in the Early hood Curriculu committee inn pring m ing in 2012. BSED – Bachelors of Science in Education (Con’t.)
Program Student Learning Outcome
Action Rationale Expected Results Plans for Monitoring Progress Middle Grades The skills and central concepts of his/her discipline and the abilities to incorporate those concepts into an integrated curriculum to facilitate holistic learning. The Middle Grades assessment and application courses will be redesigned to include coverage of content in the Georgia Performance Standards and the Common Core. These Candidates GACE II scores show that they have inadequate content knowledge in these areas. The program has also noticed that candidates have lower than desired GPAs in their Increased GACE II scores in the content areas of Reading/Language Arts, Mathematics, Science, and Social Studies. Increased GACE scores in constructed response sections. Increased pass rates on the GACE II exam. Queen Brown, YeVette McWhorter, Lettie Watford, Lynn Larson, Kelly Britsky will be responsible for this plan. Timeline for implementation is for Spring 2012. The content and philosophy professors will meet monthly to: 3
changes will also include incorporation of more constructed response activities. concentration area content courses. GACE II scores also show weakness in constructed response questions. The program should place stronger focus on content. (1) review and discuss progress with course revisions, (2) make recommendations for course registrations that will better benefit the Middle Grades candidates, (3) make suggestions for development of GACE workshops and study tools. Health and Physical Education*** The skills and central concepts of his/her discipline and the abilities to incorporate those concepts into an integrated curriculum to facilitate holistic learning. An ability to Develop a new course in Motor Development and Sport Skills. Revise current HPER 3600 course. GACE II scores show weakness in the content subareas that deal with motor development and sport skills. CaPE and lesson planning data also shows a weakness in candidate ability to Improved GACE II scores in the areas of motor development and sport skills. Better candidate knowledge of movement concepts and skills as well as motor development. Rachel Abbott, Greg Hawver, and Andy Bosak will be responsible for this plan. Implementation of these changes will begin in Spring 2012. These faculty will monitor GACE II, CaPE data, lesson planning data, pedagogy
effectively instruct pupils from diverse populations who vary in rate, ability, compatibility, cultural background, and style of learning. differentiate instruction and teach all students effectively. Better focus on motor development content in conjunction with pedagogical skills and instructional practice could lead to improvement in both of these areas. courses, and teaching effectiveness for improvement.
BSED – Bachelors of Science in Education Program Student
Learning Outcome
Action Rationale Expected Results Plans for Monitoring Progress History w/ Teacher Certification The skills and central concepts of his/her Provide stronger focus on content in the Candidates GACE II scores show that they By pre-testing students and providing Joseph Nichols is responsible for this plan. 5
discipline and the abilities to incorporate those concepts into an integrated curriculum to facilitate holistic learning. EDSC 4100 course. Scaffold teaching methods with content in the Georgia Performance Standards. Pre-test students about content knowledge and focus on their weak areas in this course. have inadequate content knowledge. Therefore, the program should provide more content-based instruction in its methods courses. stronger focus on their weak content areas in the methods course, candidates should be able to remediate their content knowledge and show improvement in this area. Candidates should then be better prepared to pass the GACE II certification exam. These changes will be implemented in the Fall 2012 EDSC 4100 course. GACE II scores will be monitored for improvement. English w/ Teacher Certification Effective assessment techniques for the purpose of diagnosing and prescribing teaching strategies Provide stronger focus on assessment techniques, how to use them, and how to interpret them in Lesson planning data shows that assessment is the weakest component. Program faculty have By providing more instruction and practice with assessments, candidates should be able to better articulate Becky Short, Joseph Nichols, and YeVette McWhorter will be responsible for implementing these actions. 6
resulting in high levels of pupil achievement. EDSC 4060 and EDRG 3060. The proposed action is to outline assessment the assessment components in the lesson plan template and provide models for the candidates. Provide specific assessment related questions for the candidates to answer. assumed that this weakness is the result of inadequate instructional time with assessments. Furthermore, more candidate practice with assessment is needed. their use of assessments and their understanding of the assessment cycle. Candidates should also be able to more effectively assess their students’ learning in their school-based experiences. These changes will be implemented in May 2012 for EDRG 3060 and Fall 2012 for EDSC 4060. The faculty responsible for these changes as will monitor lesson planning data as well as CaPE data for improvement in these areas. Math w/ Teacher Certification Effective assessment techniques for the purpose of diagnosing and prescribing teaching Develop a process for candidates to analyze student achievement data (based on pre-test and post-test ISL data captured during the student teaching semester shows candidates can follow By providing more ISL focused instruction earlier in the program, candidates should be able to put Lettie Watford and Joseph Nichols are responsible for this plan. Changes will be
implemented
strategies resulting in high levels of pupil achievement. information) earlier in the program (before student teaching). the ISL template but do not understand the significance of this data u make sense of student . e, d rpret (e.g., how to sh se it to learning) Therefor the program should spen more time help candidates focus on and inte their students’ learning. more thought into the analysis component of the ISL assignment. Further, they ould be ab bet based nal ns r ng. le to make ter data-instructio decisio about thei students learni in the EDSC 4080 course in Fall 2012. These faculty will monitor ISL data for improvement. Music w/ Teacher Certification N/A First music candidate will graduate in Fall 2011. N/A First music candidate will graduat in Fall 2 e 011. N/A First music candidat will grad in Fall 2 N/A First musi candid graduate in Fall 2011 N/A First music candidate will graduate in Fall 2011. c ate will . e uate 011. MED – Masters in Education – Curriculum and Instruction
Program Student Learning Outcome
Action Rationale Expected Results Plans for Monitoring Progress Masters in Education – Curriculum and Instruction Knowledge of the subjects they teach and how to teach those subjects to students. Develop an independent learning and content-based experience. This experience will consists of a reading list of literature in the candidates content field as well as a series of independent assignments. Program entrance requirements and course requirements do not effectively differentiate the knowledge, skills, and dispositions components of the M.Ed. program from the B.S.Ed. programs. Further, course and program requirements do not To meet SACS Standards 3.6.1 and 3.6.2. Candidates should have better knowledge of the current educational research in their field as well as be better independent learners. Lettie Watford, Joseph Nichols, Rachel Abbott will be responsible for this plan. These faculty will develop the specific assignments in Spring 2012. Implementation of these assignments will take plan in Fall 2012. These faculty will continue to monitor key assessment data. 8
effectively demonstrate that the M.Ed.. program meets SACS Standards 3.6.1 and 3.6.2.
EDS – Educational Specialist – Teacher Leader Program Student
Learning Outcome
Action Rationale Expected Results Plans for Monitoring Progress Education Specialist – Teacher Leadership Understands adults as learners to support professional learning communities. Accesses and Develop an independent learning and content-based experience. This experience will consists Program entrance requirements and course requirements do not effectively differentiate the To meet SACS Standards 3.6.1 and 3.6.2. Candidates should have better knowledge of Lettie Watford, Joseph Nichols, Rachel Abbott will be responsible for this plan. These faculty will develop the specific 9
10 uses research to improve practice and student achievement. of a reading list of literature in educational leadership and policy areas as well as a series of independent assignments. knowledge, skills, and dispositions components and some research components of the Ed.S. program from the M.Ed. or B.S.Ed. programs. Further, course and program requirements do not effectively demonstrate that the Ed.S. program meets SACS Standards 3.6.1 and 3.6.2. the current educational research in educational leadership and policy as well as be better independent learners and use that knowledge to affect change in their schools. assignments in Spring 2012. Implementation of these assignments will take plan in Fall 2012. These faculty will continue to monitor key assessment data.
