1. Professional Teacher Education Unit (PTEU)

2. 5 colleges 5 colleges Bagwell College of EducationBagwell College of Education College of the ArtsCollege of the Arts College of Health and Human ServicesCollege of Health and Human Services College of Humanities and Social SciencesCollege of Humanities and Social Sciences College of Science and MathematicsCollege of Science and Mathematics 15 departments 15 departments Teacher education is an all-campus responsibility Teacher education is an all-campus responsibility Dean of BCOE is head of the PTEU Dean of BCOE is head of the PTEU

3. KSU: University of Choice for Educator Preparation 3rd largest university in the USG 3rd largest university in the USG Largest preparer of elementary teachers Largest preparer of elementary teachers 2nd largest preparer of teachers at all levels 2nd largest preparer of teachers at all levels PTEU completers have increased by 59% since Fall 2005 PTEU completers have increased by 59% since Fall 2005 Wide array of programs Wide array of programs First degree program beyond a master’s at KSU First degree program beyond a master’s at KSU First doctoral degree program at KSU First doctoral degree program at KSU

4. Responsive to State Initiatives and K-12 Birth to Five B.S. Birth to Five B.S. TraditionalTraditional MontessoriMontessori M.Ed. in Instructional Technology M.Ed. in Instructional Technology STEM activities STEM activities Online Franchise MAT Program in Science and MathematicsOnline Franchise MAT Program in Science and Mathematics NSF grant – scienceNSF grant – science NSF grant - mathematicsNSF grant - mathematics Georgia DOE grant – scienceGeorgia DOE grant – science Title II through UGA – online world of learningTitle II through UGA – online world of learning Georgia Elementary Science Olympiad (largest in U.S.)Georgia Elementary Science Olympiad (largest in U.S.) Advancing the Teaching of Mathematics in Science (ATOMS) CenterAdvancing the Teaching of Mathematics in Science (ATOMS) Center

5. Responsive to State Initiatives and K-12 Performance-based educational leadership programs Performance-based educational leadership programs Ed.S.Ed.S. PL-6 Certification (non-degree)PL-6 Certification (non-degree) Reading as a critical mission in SREB states Reading as a critical mission in SREB states Reading EndorsementReading Endorsement M.Ed in ReadingM.Ed in Reading Reading Concentration in Middle GradesReading Concentration in Middle Grades KSU Annual Conference on Literature for Children and Young AdultsKSU Annual Conference on Literature for Children and Young Adults KSU Annual Conference on English as a Second LanguageKSU Annual Conference on English as a Second Language Kennesaw Mountain Writing ProjectKennesaw Mountain Writing Project Center for Literacy and LearningCenter for Literacy and Learning

6. Teacher Quality Partnership Grant - $8.9 million Addressing needs in Area 2 of CCSD Addressing needs in Area 2 of CCSD Developing 7 professional development schools Developing 7 professional development schools Developing undergraduate urban education option Developing undergraduate urban education option Offering graduate level work to practicing teachers Offering graduate level work to practicing teachers Coaching EndorsementCoaching Endorsement Teacher Leader EndorsementTeacher Leader Endorsement Linking achievement of K-12 students taught by KSU graduates to teacher education program Linking achievement of K-12 students taught by KSU graduates to teacher education program

7. KSU Capital Campaign Early Learning Center Early Learning Center New Building Addition New Building Addition

8. PTEU Conceptual Framework Overview

9. Collaborative Development of Expertise in Teaching, Learning and Leadership Conceptual Framework Theme:

10. Development of the Conceptual Framework Collaboration with all stakeholders Collaboration with all stakeholders Discipline FacultyDiscipline Faculty PTEU FacultyPTEU Faculty Candidates (KSU students)Candidates (KSU students) Graduates of our programs (Alumni)Graduates of our programs (Alumni) Collaborating Teachers and PrincipalsCollaborating Teachers and Principals Advisory BoardsAdvisory Boards Community PartnersCommunity Partners

11. What are the KSDs? Knowledge Knowledge Skills Skills Dispositions Dispositions

12. Outcomes - Initial - Subject Matter Expert Subject Matter Expert Facilitator of Learning Facilitator of Learning Collaborative Professional Collaborative Professional Refer to handout for proficiencies that relate to each of these three outcomes

13. HIERARCHY

14. Subject Matter Expert Proficiencies 1.1. Candidate demonstrates broad, in- depth, and current knowledge of discipline content. 1.1. Candidate demonstrates broad, in- depth, and current knowledge of discipline content. 1.2: Candidate represents content accurately. 1.2: Candidate represents content accurately. 1.3: Candidate connects content to other disciplines and applies it to common life experiences. 1.3: Candidate connects content to other disciplines and applies it to common life experiences. 1.4: Candidate uses pedagogical content knowledge effectively. 1.4: Candidate uses pedagogical content knowledge effectively.

15. Facilitator of Learning Proficiencies 2.1: Candidate demonstrates knowledge of how learners develop, learn and think. 2.1: Candidate demonstrates knowledge of how learners develop, learn and think. 2.2: Candidate successfully motivates students to learn. 2.2: Candidate successfully motivates students to learn. 2.3: Candidate creates and implements instruction that embodies multiple cultures and gives all students fair access to high quality education in a rich, diverse curriculum. 2.3: Candidate creates and implements instruction that embodies multiple cultures and gives all students fair access to high quality education in a rich, diverse curriculum. 2.4: Candidate creates effective, well-managed and active learning environments. 2.4: Candidate creates effective, well-managed and active learning environments.

16. Facilitator of Learning Proficiencies 2.5: Candidate creates a contextually-appropriate supportive environment where all students have an equitable opportunity for high achievement. 2.5: Candidate creates a contextually-appropriate supportive environment where all students have an equitable opportunity for high achievement. 2.6: Candidate designs effective instruction that reflects high expectations for all students and the belief that all students can learn. 2.6: Candidate designs effective instruction that reflects high expectations for all students and the belief that all students can learn. 2.7: Candidate varies instructional strategies in response to individual needs of students. 2.7: Candidate varies instructional strategies in response to individual needs of students. 2.8: Candidate uses a variety of methods, materials, and technologies. 2.8: Candidate uses a variety of methods, materials, and technologies.

17. Facilitator of Learning Proficiencies 2.9: Candidate utilizes a variety of strategies to assess student learning. 2.9: Candidate utilizes a variety of strategies to assess student learning. 2.10: Candidate uses the results of assessments to improve the quality of instruction. 2.10: Candidate uses the results of assessments to improve the quality of instruction.

18. Collaborative Professional Proficiencies 3.1: Candidate communicates effectively orally and in writing. 3.1: Candidate communicates effectively orally and in writing. 3.2: Candidate reflects upon and improves professional performance. 3.2: Candidate reflects upon and improves professional performance. 3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community members. 3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community members. 3.4: Candidate displays professional and ethical behavior. 3.4: Candidate displays professional and ethical behavior.

19. Birth to 5 Program (Traditional) Preparation to work with children ages birth through kindergarten in a variety of settings Preparation to work with children ages birth through kindergarten in a variety of settings Global and diversity focus Global and diversity focus Focus on infant and toddler instruction Focus on infant and toddler instruction Aligned with P-5 program Aligned with P-5 program Emphasis on families and children with special needs Emphasis on families and children with special needs Developmental and diverse effective practices in the field of early care and learning Developmental and diverse effective practices in the field of early care and learning

20. Birth to 5 Program (Montessori) Preparation via research based education system to work effectively with children ages birth through kindergarten; Sensori-motor preparation for cognitive development; Individualized instruction to typically and atypically developing children; Early learning during critical periods of development; Global and diverse curriculum in a carefully prepared learning environment; Aligned with the P-5 program.

21. CF Embraces Concepts Inherent In: NCATE/PSC – Unit Standards NCATE/PSC – Unit Standards BOR Principles BOR Principles Specialized Professional Association (SPA) Standards Specialized Professional Association (SPA) Standards PSC Program Rules PSC Program Rules GA Framework GA Framework INTASC INTASC NBPTS/ELCC/GLISI NBPTS/ELCC/GLISI

22. CF Is Present In: CurriculumSyllabiAssessments

23. PTEU Assessment System Overview

24. Common (Unit-level) Assessments Candidate Performance Instrument (CPI)Candidate Performance Instrument (CPI) Impact on Student Learning Assignment and Rubric (ISLA)Impact on Student Learning Assignment and Rubric (ISLA) Portfolio Narrative and Rubric (PNR)Portfolio Narrative and Rubric (PNR)

25. Program Specific Assessments Initial Programs 1)Content (GACE) 2)Content (2 nd content) 3)Planning Assessment 4)Implementation (Clinical) Assessment 5)Student Learning Assessment 6)Dispositions Assessment 7)Optional – additional assessment 8)Optional – additional assessment

26. External Voices Feedback From: 1)Student Teachers 2)Collaborating Teachers 3)Collaborating Principals 4)Graduates (Alumni) 5)Employers 6)Advisory Committees (unit & program levels)

27. Decision Points in Programs Acceptance at Decision Points Initial Programs Admission to Teacher Education Admission to Teacher Education Admission to TOSS/Practicum/IDA Admission to TOSS/Practicum/IDA Admission to Student Teaching Admission to Student Teaching Exit from Student Teaching Exit from Student Teaching Advanced Programs: Admission to Graduate Program Admission to Graduate Program Mid Review Mid Review Exit from Program Exit from Program

28. Decision Points in Programs Acceptance at Decision Points Birth to 5 Program - Traditional: Admission to Teacher Education Admission to Teacher Education Admission to Methods Courses Admission to Methods Courses Admission to Student Teaching Admission to Student Teaching Exit from Student Teaching Exit from Student Teaching Birth to 5 Program – Montessori: Admission to University Admission to University Admission to Teacher Education Admission to Teacher Education Admission to ECE 4355: Observation and Supervised Practice Teaching – Early Childhood II Admission to ECE 4355: Observation and Supervised Practice Teaching – Early Childhood II Exit from Program Exit from Program 28

29. Evidence Room Links Unit Assessment System & Unit Assessments (see Standards 1 & 2) Unit Assessment System & Unit Assessments (see Standards 1 & 2) Program Key Assessments (see PROBE) Program Key Assessments (see PROBE) Unit Decision Points (see Standard 2) Unit Decision Points (see Standard 2) Program Specific Admission Requirements (see PROBE) Program Specific Admission Requirements (see PROBE)

30. Unit Operations Facilities, Library, Technology Resources Facilities, Library, Technology Resources Support Services (e.g. Advisement, Admissions, Field Experiences) Support Services (e.g. Advisement, Admissions, Field Experiences) Budgets Budgets Personnel (Faculty, Staff, Administration) Personnel (Faculty, Staff, Administration) Governance Governance

32. DATA SOURC E TIER Program AssessmentUnit Assessment InternalCandidate Performance:  Program specific requirements at admission points and exit  Key assessments of professional content standards (SPA & PSC)  Candidate Performance Assessment Instrument (CPI)  Portfolio Narrative Rubric  Impact on Student Learning Rubric  Infusion of technology  Self assessment Candidate Performance:  Common requirements at each decision point of admission/exit  Candidate Performance Assessment Instrument (CPI) at Exit  Portfolio Narrative Rubric  Impact on Student Learning Rubric Field Experiences:  Placements during content area courses  Placements during TOSS/practicum, student teaching, internships  Observations  Applications in own classroom (advanced) Field Experiences:  Placements in core courses (EDUC 2110, 2120, 2130, and INED 3304); student teaching; selected MAT courses  Observations Diversity:  Candidates  Field Experiences  Faculty  Recruitment & Retention End of Program:  Candidate survey Faculty:  Biographical information  Vita and supporting documentation  Candidate evaluations  Performance reviews (e.g. annual, T&P, Post-Tenure Review Resources:  Budget  Facilities  Technology  Unit operations/centers ExternalCandidate Performance:  GACE I  GACE II  MAT/GRE  Collaborating teachers End of Program  Collaborating teachers survey (initial only)  Principal survey (initial only) Graduates:  First Year Survey  Second Year Survey (initial only) Employers:  Surveys

33. Comprehensive Process Collection, Aggregation, Analysis, Reporting, & Reflection Of Useful Data

34. Chalk and Wire Portfolio System

35. Chalk and Wire A digital ePortfolio and assessment system that can support multiple unit and program assessment plans simultaneously. A digital ePortfolio and assessment system that can support multiple unit and program assessment plans simultaneously. Our purpose for C&W is to provide flexible yet connected assessment options for individual program areas. Our purpose for C&W is to provide flexible yet connected assessment options for individual program areas.

36. The portfolio includes candidate reflections

37. Candidates can showcase their teaching with videos

40. Rubric: ECE PNR - ST - KSU SupervisorFall 2009 L-1L-2L-3L-4Total Little or No Evidence Limited EvidenceClear EvidenceClear, Consistent, and Convincing Evidence Elements/ Criteria%N%N%N%N%N SUMMARY RATING FOR SUBJECT MATTER EXPERTS 0%01% 1 20% 29 79%114100.00%144 SUMMARY RATING FOR FACILITATORS OF LEARNING 0%0 0 18% 26 82%118100.00%144 SUMMARY RATING FOR COLLABORATIVE PROFESSIONALS 0%0 0 14% 20 86%124100.00%144

41. Comprehensive Process Collection, Aggregation, Analysis, Reporting, & Reflection Of Useful Data

42. So What? Systematic Data Reflections Across the Unit

43. Form A - Individual Data Reflections Program: Semester/Year Evidence Collected: Name of Evaluator: *Name of Evidence Collected: Data Analysis - What do the assessment results say about: Reflections: What did I learn from the assessment? What should be changed in the future? [Assessment 1] 1) SPA/PSC/Institutional standards met, not met, or met partially by candidates 1) 2) Instruction2) 3) Course or curriculum3) [Assessment 2] 1) SPA/PSC/Institutional standards met, not met, or met partially by candidates 1) 2) Instruction2) 3) Course or curriculum3) [Assessment 3] 1) SPA/PSC/Institutional standards met, not met, or met partially by candidates 1) 2) Instruction2) 3) Course or curriculum3) [Assessment 4] 1) SPA/PSC/Institutional standards met, not met, or met partially by candidates 1) 2) Instruction2) 3) Course or curriculum3) *Provide the data source or name of assessment tool (e.g. CPI, advisory group, Principal Survey)

44. Form B - Program Summary Reflections Name of Program: Semester/Year Evidence Collected: From what sources were evidence and/or feedback obtained? (Provide the name(s) of the evidence source or assessment tool (e.g. CPI, advisory groups, Principal Survey, focus groups) What do results say about candidate and/or graduate performance related to: 1) Knowledge of Content or Field as delineated in standards: 2) Professional/Pedagogical Knowledge & Skills including Technology: Professional/Pedagogical Knowledge & Skills including technology: 3) Assess/Analyze/Improve Upon Student Learning, Create Positive Learning Environments: 4) Demonstration of Professional Dispositions including fairness and belief that all students can learn: What steps have been taken to initiate changes in courses, programs (including assessments, curriculum, requirements, faculty, etc), field experiences & clinical practice as a result of analyzing evidence?

45. Electronic Evidence See Website