What do candidate assessment data tell the unit about candidates’ meeting professional, state, and institutional standards and their impact on P-12 student learning? For programs not nationally/state reviewed, summarize data from key assessments and discuss these results.

Candidates in the initial and advanced programs are prepared through a comprehensive curriculum that prepares them to teach and to work as professionals in schools with diverse student populations. All initial preparation programs were submitted for review by Specialized Professional Associations (SPAs).One hundred percent of Initial Licensureprograms sent to SPAs received National Recognition. The School Counseling and Music Education programs are fully accredited (CACREP/NASM).

1.a. Content Knowledge for Teacher Candidates

Candidates have in-depth knowledge of the content that they plan to teach as described in professional, state, and institutional standards. Elementary candidates are required to pass two Praxis II exams (1.4.d.2a) and the Connecticut Foundations of Reading test (CFR) for state licensure (1.4.d.2a). The CFR test was implemented in 2009, when only 50% of WCSU candidates passed (State pass rate was 65%). In response WCSU created three new literacy courses, revised a fourth, and implemented a practice test. By spring 2012, the overall pass rate for the CFR test increased from the initial administration to 94.1%. Aggregate data from 2010-2013 cohorts indicate that 83% scored at the Target or Acceptable levels on the Praxis II exam.

Secondary majors must pass Praxis II content knowledge exams and ACTFL Oral Proficiency Interview (OPI) and Writing Proficiency Test (WPT) (1.4.d.2a) in Spanish prior to student teaching. Undergraduate secondary licensure pass rate is 92% (1.4.d.2a). The Master of Arts in Teaching (M.A.T.) program pass rate is 100% (1.4.d.2a).Program completers demonstrate a 100% pass rate in the Student Teaching Evaluation Instrument (STEI, 1.4.d.3a), with 57% of Elementary candidates scoring at the Target level and 62% of Secondary similarly rated.  Mastery of content knowledge is also demonstrated on the Teacher Work Sample assessment. Aggregate data across 2010-2013 cohorts indicates that 99% scored on the Acceptable/ Target Levels.

Advanced candidates are expected to maintain a 3.0 GPA (before 2012 a 2.8 GPA). The MS in Education (MS in Ed) program measures content knowledge in ED 501 Introduction to Educational Research Final Project where candidates scoredarating of 2.73 (3-point scale).Music Education candidates’ content knowledge is assessed on the comprehensive exam and reflected in the candidates’ GPA. Aggregate data for 2010-2013 indicates that 100% of candidates scored on the Acceptable level. Overall GPA for 2010-2013 cohorts is 3.85. Candidates in the EdD in Instructional Leadership program are full-time teachers or school administrators who complete the program on a part-time basis.They need to pass a two-part comprehensive exam assessing content knowledge in order to begin the dissertation. During the program or immediately after graduating, candidates may apply for an administrative certificate (092). Cumulative GPAs for program completers is 3.90 ranging from 3.86 to 3.92 per cohort. All candidates must receive a grade of pass on the exam in order to begin the dissertation and 100% of the candidates have received a score of either Acceptable or Target.

1.b. Pedagogical Content Knowledge and Skills

Candidate proficiencies in regard to Pedagogical Content Knowledge and Skills are evaluated through the following:  (1) Student Teaching Evaluation Instrument (STEI); (2) SPA Assessment #2; (3) the Professional Development Semester; and (4) Surveys. Candidates focus on student learning, assess and analyze data, make appropriate adjustments to instruction, and monitor student progress, as exemplified in the Teacher Work Sample (TWS) (1.4.d.3a) and during student teaching. Secondary candidates carry out content-specific tasks (1.4.d.3a). Aggregate data across 2010-2013 cohorts indicates that 100% of program completers passed student teaching.

Pedagogical content knowledge and skills continue to be developed in our advanced programs.  MS in Ed candidates are assessed by performances on the ED 592 Capstone Project in Education with 97% scoring on the Target/Acceptable levels. Music Education candidates are assessed through the comprehensive exam and by GPA. Aggregate data for 2010-2013 indicates that 100% of the 23 candidates scored on the Acceptable level on the comprehensive exam with an overall GPA for pedagogical content knowledge in the range of 3.5-4.0. EdD candidates’ pedagogical content knowledge is assessed in the Leadership Portfolio of Assessment #2. All who completed the assessments in fall 2010 and fall 2012 received ratings of either Acceptable or Target.

1.c. Professional Pedagogical Knowledge and Skills for Teacher Candidates

Candidates’ professional and pedagogical knowledge and skills are evaluated in the Student Teaching Evaluation Instrument  (1.4.d.3a, p. 27-75) and through follow-up surveys (1.4.i.1). Assessment #4 for all SPA reports evaluates candidates’ performances in student teaching (AIMS). Conceptual Framework components and state and professional standards are aligned with rubric criteria. Professional and state standards are also included in syllabi. In these ways, all candidates have a thorough exposure to professional standards, and they apply these standards as guided by the assignments and rubrics. Instructors and supervising practitioners provide feedback to candidates pertaining to how well they are meeting these professional standards.

1.d. Student Learning for Teacher Candidates

SPA Assessment #5 (Teacher Work Sample) (1.4.d.4a), demonstrates candidates’ impact on student learning (AIMS). Candidates’ impact on student learning is also measured in the exit interview and employer survey (1.4.j.1).Aggregate data across 2010-2013 cohorts indicates that 99% scored on the Acceptable/Target Levels for the TWS.

MS in Educationcandidates’ impact on student learning is evaluated with a final project in EPY 505 Measurement and Evaluation that uses an item analysisto judge the quality of an assessment tool. Aggregate data for 2010-2013 cohorts indicated that 100% of candidates scored at the target level on this assessment.Music Education candidates’ impact on student learning is assessed with a capstone project in MUS 590 Music Department Seminar. Aggregate data for 2010-2013 indicates that 100% of the 23 candidates scored on the Target level on the capstone project. In the EdD program, employers are asked to provide feedback about specific skills of candidates in the workplace. Responses from employers are quite positive with overall ratings of Target.

1e. Knowledge for other School Professionals

Other school personnelprograms include Intermediate Administration and Supervision Certificate Program(092) and the MS in Education: School Counseling. Candidates in the Intermediate Administration and Supervision Certificate Program (092) demonstrated strong content knowledge and skills as evidenced in their overall GPA (1.4.d.2g). Candidates demonstrate their knowledge and skills in a two-part comprehensive exam, with an overall pass rate for the comprehensive exam of 100% (n = 56). Two cohorts of candidates have demonstrated a 100% pass rate on the Connecticut Administrators Test (CAT) for licensure. School Counseling candidates are assessed on their content knowledge through their performance on the EPY 603 Group Counseling Intervention Project and their overall GPA.  Aggregate data for 2010-2013 cohorts indicate an overall GPA of 4.0 in the EPY 603 Group Counseling Intervention Project and an overall GPA of 3.97.

1.f. Student Learning for Other School Professionals

Intermediate Administration and Supervision Certificate candidates (092) were assessed for their ability to impact student learning. SPA Assessment #4 Clinical Practice and Assessment #5 Impact on Student Learning provide data on this component. Aggregate data across two cohorts (2009-2012) indicatethat 100% scored at the Acceptable or Target levels on the WCSU Assessment of Interns in Leadership Positions. In EPY 603 Group Work Foundation, School Counseling candidates apply their knowledge and skills in an Individual Counseling Project and Case Study. Aggregate data for 2010-2013 indicates that 100% scored on the Target level across cohorts.

1.g. Professional Dispositions for All Candidates

The following professional dispositions for teacher preparation programs are evaluated:Demonstrate classroom behaviors that are consistent with the ideal of fairness and the belief that all students can learn;demonstrate differentiation of instruction based on content, process, product, learning styles, environment, academic ability, learning needs, language challenges (ELLs), and make other instructional accommodations (1.4.e.1). Dispositions are measured at three transition points. Students are remediated if they do not pass a transition point (Assessment Handbook 1.4.c.2a, p. 45).The unit has developed a new instrument (1.4.e. 2) that will be administered starting in AY 2012-2013.

Professional dispositions for advanced candidates are assessed through course performances. MS in Education candidates complete a school board meeting report in ED 500 Contemporary Educational Issues that assesses professional dispositions. Aggregate data for 2010-2013 cohorts indicatethat 100% scored on the Acceptable or Target level for this assessment indicating demonstration of professional dispositions. Disposition assessments of EdD candidates are the same as those in the Intermediate Administration and Supervision Certificate Program.Aggregate data across 2007-2011 cohorts indicates 100% scored at the Target level for dispositions on the doctoral defense assessment. School Counseling candidates’ dispositions are assessed during the practicum and internship. Aggregate data for 2010-2013 cohorts indicate that 100% scored at the Target Level.