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2007 Title II Highe R Education Act Report

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2007 Title II Highe R Education Act Report 2006-2007 Title II Higher Education Act Report Reporting on the Quality of Teacher Preparation Title II Higher Education Act Presented to The Office of the Superintendent of Public Instruction State of Washington By The Center for Teaching and Learning College of Education and Professional Studies Central Washington University April 7, 2008 2006-2007 Title II Report: CWU TITLE II INSTITUTIONAL REPORT Annual Institutional Report on Teacher Preparation: Academic Year 2006-2007 Institution name: Central Washington University Respondent name: Connie Lambert, Ph.D. Respondent title: Interim Dean, College of Education and Professional Studies Phone number: 509-963-1411 Fax: 509-963-1049 E-Mail address: [email protected] Address: 400 East University Way City: Ellensburg State: Washington Zip code: 98926-7415 Section IA. Pass Rates Program completers for whom information should be provided are those completing residency certificate program requirements in the 2006-2007 academic year (September 1, 2006 – August 31, 2007). Do not include completers of alternative-route programs. Table 1: Single-Assessment Institution-Level Pass-rate Data: Regular Teacher Preparation Program, 2006-2007 Institution Name: Central Washington University Institutional Code: 4044 Number of program completers: 454 Number of program completers found, 438 matched, and used in passing rate calculations.1 Assess- # taking # passing Institutional Statewide Type of Assessment ment assessment assessment pass rate pass rate Code # Academic Content Areas (math, English, biology etc.) Elementary Ed Content Knowledge 014 264 264 100% 100% Education of Young Children 021 99 99 100% 100% Eng Lang Lit Comp Content 11 11 100% 99% Knowledge 041 Middle School English Language Arts 049 100% Technology Education 050 1 Mathematics: Content Knowledge 061 28 28 100% 100% Middle School Mathematics 069 11 11 100% 97% Social Studies: Content Knowledge 081 28 28 100% 100% Middle School Social Studies 089 100% Business Education 100 4 Music Content Knowledge 113 21 21 100% 100% Page 1 2006-2007 Title II Report: CWU Assess- # taking # passing Institutional Statewide Type of Assessment ment assessment assessment pass rate pass rate Code # Family and Consumer Sciences 120 4 100% Art Content Knowledge 133 10 10 100% 100% French Content Knowledge 173 German Content Knowledge 181 Spanish Content Knowledge 191 2 93% Biology Content Knowledge 235 4 100% Chemistry Content Knowledge 245 100% Physics Content Knowledge 265 93% Reading Specialist 300 27 27 100% 95% Educ. Exceptional Students: C 353 29 29 100% 100% English To Speakers Of Other 360 22 22 100% 98% Languages General Science Content Knowledge 435 100% Middle School Science 439 10 10 100% 100% Earth Science Content Knowledge 571 1 100% Theatre 640 1 100% Special Ed Preschool/Early Child 690 100% Agriculture 700 Health & PE: Content Knowledge 856 35 35 100% 100% 1The number of program completers found, matched and used in the passing rate calculation will not equal the sum of the column labeled ‗Number Taking Assessment‘ since a completer can take more than one assessment. Table 2: Aggregate And Summary Institution-Level Pass-rate Data: Regular Teacher Preparation Program, 2006-2007 Institution Name: Central Washington University Institutional Code: 4044 Number of program completers: 454 Number of program completers 438 found, matched, and used in passing rate calculations.1 # taking # passing Institutional Statewide Type of Assessment2 assessment3 assessment4 pass rate pass rate Aggregate: Basic Skills Aggregate: Professional Knowledge Aggregate: Academic Content Areas (math, 602 602 100% 100% English, biology etc.) Aggregate: Other Content Areas (elementary education, career/technical education, health education, etc.) Aggregate: Teaching Special Populations (special education, ESL,…) Aggregate—Performance Assessments Summary Totals and Pass Rates5 438 438 100% 100% Page 2 2006-2007 Title II Report: CWU 1The number of program completers found, matched and used in the passing rate calculation will not equal the sum of the column labeled ‗Number Taking Assessment‘ since a completer can take more than one assessment. 2Institutions and/or States did not require the assessments within an aggregate where data cells are blank. 3Number of completers who took one or more tests in a category and within their area of specialization. 4Number who passed all tests they took in a category and within their area of specialization. 5Summary Totals and Pass Rate: Number of completers who successfully completed one or more tests across all categories used by the state for licensure and the total pass rate. Section IB. Other strategies to assess content knowledge Describe any strategies other than the WEST-E used to assess the content knowledge of your program completers. The Center for Teaching and Learning (CTL) (the NCATE accredited unit) ensures candidate competency in areas of content and pedagogy before the candidate enters a professional role. This is an important element in the education of new teachers for two primary reasons. First, it ensures that only qualified candidates enter the teaching work force thus positively affecting the learning of students. Second, assessments provide useful feedback to the responsible programs, departments, and faculty. The data are used to improve the quality of the professional programs in the Center for Teaching and Learning. Assessments focus on two primary areas: content and pedagogy. The department responsible for content and/or pedagogical area(s) assesses content expertise. Completion of the content coursework and the end-of-major assessment requires candidates to: Complete coursework of major area of emphasis. Meet competencies and learner outcomes for each course. Meet competencies and learner outcomes for the major degree program. Satisfy department end-of-major assessment procedures. Completion of the pedagogical coursework and the end-of-the-major assessment requires candidates to: Complete the required coursework in the professional sequence (core) as described in the Teacher Certification Handbook. (see Appendix A). Complete student teaching as described in The Student Teaching Handbook, including successful completion of the WA State Performance-based Pedagogy Assessment (PPA) (see Appendix B). Pass the WA Educator Skills Test – Exit (WEST-E) in the endorsable content area(s). Faculty in the Center for Teaching and Learning agreed in the early 1990s to use student outcome measures as guides for the evaluation of candidates. All outcomes are informed by state and national standards, by the professional literature, and by input from professionals in the field. During 2003, the CTL designed and implemented a unit-wide assessment system. The system is based upon four new domains and 26 standards. Each standard is supported by proficiencies, which are measured by aligned assessment strategies. The data from each assessment are aggregated into a database and reports are then distributed to the appropriate levels of the CTL governance structure. (Please see the graphic representation of this in Appendix C) The domains, standards, and proficiencies that are related to preservice teacher candidates are listed below. Domain I: Evidence of Candidate Learning CTL Standard #1. Candidates demonstrate subject matter knowledge in areas of endorsement Proficiencies—Candidates demonstrate in-depth understanding of: 1. Essential Academic Learning Requirements (WAC a) 2. Subject matter content knowledge (WAC b) 3. Inquiry, critical analysis, and synthesis of subject knowledge CTL Standard #2. Candidates demonstrate a thorough understanding of pedagogical content knowledge Proficiencies – Candidates demonstrate: 1. Instructional strategies for developing reading, writing, critical thinking, and problem-solving skills in content areas (WAC p) Page 3 2006-2007 Title II Report: CWU 2. Multiple explanations and effective instructional strategies so that all students can learn content 3. Planning and management of instruction based on knowledge of the community, and curriculum goals specific to content (WAC s) 4. Presentation of content to P-12 students in challenging, clear, and compelling ways 5. Effective integration of education technology specific to content CTL Standard #3. Candidates demonstrate a thorough understanding of professional and pedagogical knowledge and skills Proficiencies – Candidates demonstrate: 1. An understanding of the social, historical, and philosophical foundations of education (WAC c) 2. An understanding of school law, educational policies and issues associated with abuse (WAC g and j) 3. Knowledge of how students learn (Theories of Learning) 4. Reflective practices and ability to make necessary adjustments to enhance student learning 5. An ability to consider school, family, and community contexts in connecting concepts to students‘ prior experience and applying ideas to real-world problems CTL Standard #4. Candidates reflect dispositions expected of professional educators Proficiencies – Candidates: 1. Reflect upon and adjust personal attitudes/beliefs to meet the needs of communities where they work CTL Standard #5. Candidates demonstrate a positive impact on student learning Proficiencies – Candidates: 1. Accurately assess using formal and informal strategies 2. Analyze student learning and make appropriate adjustments to instruction 3. Monitor student learning 4. Report (during Student Teaching) assessment outcomes of P-12 student performance CTL Standard #6. The CTL collaborates with
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