STANDARD 1: CANDIDATE KNOWLEDGE, SKILLS, AND PROFESSIONAL DISPOSITIONS
Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.
1.1 Candidate Knowledge, Skills, and Professional Dispositions
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.
1a. Content Knowledge for Teacher Candidates
Langston University (LU) School of Education & Behavioral Sciences (SoEBS) offers initial teacher certification programs in Early Childhood Education (ECE), Elementary Education (ELE), Special Education (SPED), Instrumental Music, Vocal Music, English/Language Arts Education (ELA), Health & Physical Education (HPER), Mathematics Education, & Science Education (Biology/Chemistry). Educational Leadership was offered at the advanced level prior to its voluntary moratorium beginning spring 2013. Teacher candidates know the content they plan to teach & can explain important principles & concepts delineated in professional, state, & institutional standards as demonstrated by seven of the nine initial programs & the advanced program being reviewed by their respective Specialty Professional Association (SPA) in spring 2013. The Instrumental & Vocal Music programs, without a national SPA, will submit program reviews at the state level in spring 2015. Of the seven programs submitted for national review, ECE, ELE, SPED, & Science Education (Biology/Chemistry) were fully recognized; HPER & Math Education were recognized with conditions; & ELA was recognized with probation. HPER & Math Education will resubmit in response to conditions & ELA will submit a new program review in spring 2015. The Educational Leadership program will submit a response to conditions in spring 2015.
Measures used to assess initial candidates' content knowledge include state examinations, content area grades, & clinical teaching (CT) summative evaluations. Initial candidates' content knowledge is assessed at the state-level using the Oklahoma General Education Test (OGET) & the Oklahoma Subject Area Test (OSAT). In 2013-2014, 86 percent of the unit's program completers passed the state examinations for licensure as listed in the Title II report. Initial candidates' progression through the TEU's three transition points requires mastery of content knowledge demonstrated by candidates' earning a grade of C or higher in all specialized & professional education courses, & maintaining a GPA of 2.5 or higher for admission & retention in Teacher Education. Advanced candidates' progression through four transition points requires mastery of Other School Personnel content knowledge demonstrated by advanced candidates' earning a grade of C or higher in all courses & maintaining a GPA of 3.0 or higher for admission & retention. The M.Ed. program provides for a Masters of Education with options in Educational Leadership, ELE, English as a Second Language, Bilingual Multicultural Education, & Urban Education. With the exception of Urban Education, options are designed principally for individuals who are certified educators or who have met the requirements for certification & are considered certifiable.
During CT, initial candidates' content knowledge is assessed using Summative Evaluations (generalized & SPA-specific). Initial candidate performance on components of the CT Summative Evaluation further demonstrate that candidates' know the content they teach & can explain important principles & concepts. For advanced programs, content knowledge is assessed across the curriculum through the utilization of portfolio artifacts uploaded to an electronic portfolio.
1b. Pedagogical Content Knowledge & Skills for Teacher Candidates
Candidates understand the relationship of content & content-specific pedagogy. In each program candidates engage in lesson planning incorporating a variety of instructional & assessment strategies to meet the needs of diverse learners. Initial candidates' pedagogical content knowledge is demonstrated & assessed using the OSAT & professional teaching exam (OPTE), competencies on the CT Summative Evaluation, SPA-specific CT evaluations, & follow-up surveys of First Year Teachers (FYT) & Administrator surveys.
Initial candidates demonstrate abilities to present content in clear & meaningful ways through the competencies in the Summative Generalized & SPA-specific Evaluations. Competencies from the Summative Evaluation & SPA-specific Evaluation used by University Supervisors & Cooperating Teachers in observations of clinical teachers are aligned with standards that draw upon content & pedagogical knowledge & skills specific to instructional strategies, helping students learn, & the integration of technology. FYT & Administrator/Employer Feedback Surveys are administered annually. In 2012-13 & 2013-14, four participants completed the FYT survey. No one completed the Administrator/Employer Feedback Survey in 2012-2013 & two completed the 2013-2014 survey. For advanced candidates, pedagogical knowledge is assessed via comprehensive exam questions. The comprehensive exam consists of questions representative of both core course content and option-specific content.
1c. Professional & Pedagogical Knowledge & Skills for Teacher Candidates
The Teacher Education Unit (TEU) outlines & requires a set of professional education courses that provide opportunities to assess candidates' abilities to meet the TEU's competencies embedded in the conceptual framework (CF). The competencies of the CF, Teacher as Decision Maker, include
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demonstrating respect for diversity, engaging in ethical behaviors, maintaining high standards of conduct & character, upholding the honor of the teaching profession;
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establishing educational goals (for self & learners);
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building & maintaining a foundation of professional, pedagogical, & content knowledge;
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utilizing information to maximize opportunities for all children, creating supportive environments;
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using technology & instructional strategies utilizing current research;
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demonstrating social responsibility;
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integrating teaching & learning beyond the boundaries of disciplines & outside the classroom;
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engaging in reflective practice;
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seeking opportunities for leadership, engaging in on-going professional development;
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creating supportive networks of collegiality & collaboration among educators, learners, & families, & serving as a mentor for students, peers, & others to promote personal & professional growth.
Beginning fall 2014, a Disposition Evaluation was created & approved by the Teacher Education Council (TEC). The disposition assessment form is used as a candidate self-assessment & tool for Cooperating Teachers, University Supervisors, & course instructors to monitor candidate dispositions throughout the candidates' time in the TEU.
At the advanced level, the CF is assessed through course assignments & field experiences. As indicated in the Graduate Student Handbook, the CF is aimed at developing reflective teachers who make wise decisions in the classroom. Teachers who make informed, appropriate decisions in the classroom are more likely to foster students' learning, growth, & development than teachers who do not. Advanced courses reflect the faculty's belief that experiences become more valuable through critical thinking, problem solving, & reflection.
1d. Student Learning for Teacher Candidates
The candidate's ability to impact student learning is assessed using elements of CT evaluations. In methods courses & professional education courses, candidates are taught instructional strategies, lesson/unit planning, & assessment techniques. Candidates receive instruction in learning styles & the use of modifications & accommodations to meet the needs of diverse learners.
1e. Knowledge & Skill for Other School Professionals (OSP)
Candidates for OSP have an understanding of the knowledge expected in their professional field & defined in national, state, & institutional standards. Candidates pursing OSP roles and opportunities to extend their professional knowledge, skills, and professional dispositions attend LU SoEBS graduate program, Masters in Education (M.Ed.). Bilingual/Multicuralism, Educational Leadership, Elementary Education, English as a Second Language, and Urban Education. Educational Leadership provides the path to Principal Certification at the Elementary, Middle, or Secondary level. OSP seeking state certification in Educational Leadership are required to successfully complete two Oklahoma Subject Area Tests (OSAT), the Principal Specialty Test, based on the candidate's chosen level (Elementary, Middle Level, or Secondary), & the Principal Common Core Test. Bilingual/Multicuralism, Elementary Education, English as a Second Language, and Urban Education do not lead to certification and are used by current educators and individuals interested in education, to enhance their professional content and pedagogical knowledge.
Internal assessments used to assess candidates' understanding of the knowledge expected in their field, abilities to use data & current research to inform practices, use of technology, & abilities to support student learning include course GPA, Portfolio, & Comprehensive Exam. OSP candidates are required to earn a grade of B or higher in all coursework, & maintain a GPA of 3.0 or higher for retention in the program.
1f. Student Learning for OSP
In core courses of the M.Ed. program candidates receive instruction in learning styles & the use of modifications & accommodations to meet the needs of diverse learners. OSP impact on student learning is assessed in professional educational leadership courses focused on instructional leadership strategies & assessment techniques. The School Administration Practicum provides OSP building leadership opportunities & feedback forms demonstrate OSP impact on student learning.
1g. Professional Dispositions for All Candidates
The values of caring, fairness, honesty, responsibility, & social justice are embedded in the LU mission & in the dispositions of the TEU. The Disposition Evaluation is used at varying points by candidates, faculty, & cooperating teachers/administrators to assess candidate dispositions. Syllabi also outline how courses address the dispositions embedded in the CF.
1.2 Moving Toward Target or Continuous Improvement
Please respond to 1.2.a if this is the standard on which the unit is moving to the target level. If it is not the standard on which you are moving to the target level, respond to 1.2.b.
1.2.a Standard on which the unit is moving to the target level
Describe areas of the standard at which the unit is currently performing at the target level for each element of the standard. Summarize activities and their impact on candidate performance and program quality that have led to target level performance. Discuss plans and timelines for attaining and/or sustaining target level performance as articulated in this standard.
1.2.b Continuous Improvement
Summarize activities and changes based on data that have led to continuous improvement of candidate performance and program quality. Discuss plans for sustaining and enhancing performance through continuous improvement as articulated in this standard.
Plans for sustaining and enhancing performance through continuous improvement include the following:
Beginning spring 2013 TEU faculty, informed by item analysis of candidate performance on CEOE, revised plans of study for unit programs. The revised plans were submitted for approval in spring 2014, approved spring 2015, and are set to be implemented fall 2015. The revised plans sequenced courses and reassigned field experiences.
With the implementation of an annual TEU professional development experience conducted by TEU alum (Teach Back), it is anticipated that communications between the unit/programs and graduates will increase. This increase has the potential to lead to alum participation on the TEC and Advisory Committee and an increase return rate of first year teachers and administrators surveys.
The TEU has adopted a continuous improvement process to allow for the on-going review and, as necessary, revision of unit processes and procedures specific to data collection and dissemination. An annual Program Quality Internal Review (PQIR) process, implemented in spring 2015, is used to ensure quality evidence is collected and analyzed in a systematic manner and used to inform and improve unit and program operations. The PQIR utilizes data from (PASS-PORT, full implementation spring 2015), surveys, course evaluations, and faculty evaluations to assist programs in identifying program strengths and weaknesses, identifying areas for concern, creating a timeline for addressing areas of concern, and outlining the progress toward meeting the previous year's PQIR areas of concern. The PQIR, a living document of continuous improvement, focuses on identifying candidate learner outcomes, collecting data related to the learning outcomes, and analyzing results in order to recommend changes to academic programs and the unit.
To provide an authentic review of candidates' knowledge, skills, and professional dispositions, the Teacher Work Sample (TWS) was identified as a signature artifact and required of all candidates during their clinical teaching experience beginning spring 2015. The TWS provides data of candidates' abilities to use research to inform their practice; use technology in their practice; and to impact student learning. The addition of a video component to the TWS is planned for implementation in fall 2015 to increase candidates' abilities to reflect, identify areas of strengths and opportunities for improvement in teaching, and analyze behaviors related to the ideal of fairness and the belief that all students can learn. The TWS allows candidates to directly demonstrate student learning and reflect on the effects of choices (i.e. instructional strategies) and actions (i.e. relationships) on others.
The TEU is in the process of reviewing and refining its assessment instruments to improve assessment of candidates' knowledge of their content or subject matter, teaching effectiveness, and abilities to help all students learn. Currently the admission interviews, field experiences, and clinical teaching instruments are being reviewed to identify consistency of scales, ensure criteria is aligned with current standards, review verbiage to ensure criteria are observable and measureable, and ensure consistency in formatting. These instruments will be complete and ready for implementation beginning fall 2015. On-going review of the instruments will be part of the Curriculum Committee and Advisory Committee at the close of each semester. The TEU's updated conceptual framework was adopted spring 2014 and diversity proficiencies were approved fall 2014. To ensure the conceptual framework aligns with standards of national professional organizations, standards for P–12 students, and state standards, the TEU has charged the Curriculum Committee with its on-going review as well.
The collection of candidate work samples has been addressed with the use of PASS-PORT. Utilizing an electronic portfolio system has made it possible to collect candidate work from multiple periods and performance levels in initial and advanced programs. Previously, advanced candidates were provided the opportunity to self-select items to maintain in their portfolios. The graduate program is in the process of outlining portfolio requirements and identifying specific signature artifacts that are to be included in advanced candidates' portfolios. Implementation of the required signature artifacts will begin spring 2016.
In summary, to enhance candidate performance and program quality, the TEU is currently focused on:
• reviewing and refining standard initial and advanced assessment instruments and requirments (i.e. graduate signature artifacts)
• reviewing and revising unit processes and procedures specific to data collection and dissemination by streamlining the data collection process, transitioning from paper-based to an online data management system (PASS-PORT) and expanding the use of PASS-PORT to include program data collection in addition to unit data collection.
• revising handbooks (i.e. undergraduate and graduate candidate handbooks), as necessary, to ensure transparency of unit processes and procedures.
• engaging in an on-going PQIR process to ensure systematic data review and documented program/unit decision-making.
• submitting SPA reports for programs recognized with conditions or not recognized.
1.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review
Summarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial and/or advanced program levels under this standard.
There were no areas for improvement cited for Standard 1 in the Action Report from the previous accreditation review.
1.4 Exhibits for Standard 1
1.4.a State program review documents and state findings (Some of these documents may be available in AIMS.)
1.4.b Title II reports submitted to the state for the previous three years
1.4.c Key assessments and scoring guides used for assessing candidate learning against professional and state standards as well as proficiencies identified in the unit's conceptual framework (Some of this information may be accessible for nationally recognized programs in AIMS. Cross reference as appropriate.)
1.4.c Field Experience Handbook: Developmental Psychology
1.4.c Field Experience Handbook: Educational Sociology
1.4.c Field Experience Handbook: Historical & Philosophical Fndns
1.4.c Field Experience Handbook: Intro to Teaching
1.4.c Graduate Requirements: Handbook
1.4.c Key assessment: Interview for admission to Teacher Ed & Clinical Teaching
1.4.c Key assessment: Faculty Evaluation of Candidate Performance
1.4.c Key assessment: Clinical Teaching Summative Evaluation
1.4.c Key assessment: Clinical Teaching Formative Evaluation
1.4.c Key assessment: Clinical Teaching Eval SPA-BIO
1.4.c Key assessment: Clinical Teaching Eval SPA-CHEM
1.4.c Key assessment: Clinical Teaching Eval SPA-ECE
1.4.c Key assessment: Clinical Teaching Eval SPA-ELE
1.4.c Key assessment: Clinical Teaching Eval SPA-ELA
1.4.c Key assessment: Clinical Teaching Eval SPA-MATH
1.4.c Key assessment: Clinical Teaching Eval SPA-MUS Instrumental
1.4.c Key assessment: Clinical Teaching Eval SPA-MUS Vocal
1.4.c Key assessment: Clinical Teaching Eval SPA-HPER
1.4.c Key assessment: Clinical Teaching Eval SPA-SPED
1.4.c Key assessment: Field Experience University Supervisor
1.4.c Key assessment: Field Experience Cooperating Teacher
1.4.c OGET & OSAT by subareas for 2013-2014
1.4.c Key assessment: Portfolio Peer Evaluation
1.4.c PASS-PORT Master List (beginning fall 2014)
1.4.c Key assessment: Porfolio Requirements (prior to fall 2014)
1.4.c Key assessment: PASS-PORT Signature Artifact - CEOE
1.4.c Key assessment: PASS-PORT Signature Artifact - Classroom Mgmt Plan
1.4.c Key assessment: PASS-PORT Signature Artifact - Content Area Grade Audit
1.4.c Key assessment: PASS-PORT Signature Artifact - Disposition Evaluation
1.4.c Key assessment: PASS-PORT Signature Artifact - Exceptional Research Project
1.4.c Key assessment: PASS-PORT Signature Artifact - Performance Asst & Reflection
1.4.c Key assessment: PASS-PORT Signature Artifact - Phil of Classrm Mgmt
1.4.c Key assessment: PASS-PORT Signature Artifact - Philosophy of Education
1.4.c Key assessment: PASS-PORT Signature Artifact - TWS assignment
1.4.c Key assessment: PASS-PORT Signature Artifact - TWS Description & Rubric
1.4.c Comp Questions fall 2014
1.4.d Aggregate data on key assessments, including proficiencies identified in the unit's conceptual framework (Data should be disaggregated by program and level regardless of location or method of delivery.)
1.4.d Unit Data: Clinical Teaching
1.4.d Unit Data: Field Experiences
1.4.d Graduate Program Outcome Assessment 2013-2014
1.4.e Key assessments and scoring guides used for assessing professional dispositions, including fairness and the belief that all students can learn
1.4.e Graduate Disposition Monitoring System
1.4.f Aggregate data on key assessments of candidates' professional dispositions (Data should be disaggregated by program and level regardless of location or method of delivery.)
1.4.f Select criteria representing professional dispositions
1.4.g Examples of candidates' assessment and analysis of P-12 student learning
1.4.h Examples of candidates' work (e.g., portfolios at different proficiency levels) from programs across the unit
1.4.i Aggregate data on follow-up studies of graduates
1.4.i First Year Teacher Survey 2014 OK
1.4.i First Year Teacher Survey 2014 LU N=2
1.4.j Aggregate data on employer feedback on graduates
1.4.j Employer Survey 2014 LU N=2
1.4.k Data collected by state and/or national agencies on performance of educator preparation programs and the effectiveness of their graduates in classrooms and schools, including student achievement data, when available