1. Department of Secondary Education 2005-2006 Program Assessment Report What We Assessed: Student Learning Outcomes (SLOs) and CA State Teaching Performance Expectations (TPEs) A. Making Subject Matter Comprehensible to Students TPE 1 Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments B. Assessing Student Learning TPE 2 Monitoring Student Learning During Instruction TPE 3 Interpretation and Use of Assessments C. Engaging and Supporting Students in Learning TPE 4 Making Content Accessible TPE 5 Student Engagement TPE 6 Developmentally Appropriate Teaching Practices in Grades 4-8/9-12 TPE 7 Teaching English Learners D. Planning Instruction and Designing Learning Experiences for Students TPE 8 Learning About Students TPE 9 Instructional Planning E. Creating and Maintaining Effective Environments for Student Learning TPE 10 Instructional Time TPE 11 Social Environment F. Developing as a Professional Educator TPE 12 Professional, Legal, and Ethical Obligations TPE 13 Professional Growth. NOTE: It must be noted that candidates at risk of failure may be counseled out of student teaching; No data is provided below for these candidates, for those who were asked to leave their student teaching assignment, or for those who withdrew for other reasons from SED 554 or SED 555 since they do not receive a final evaluation or, for SED 555, a Professional Teaching Portfolio score. In Fall 2005, 7 candidates dropped/withdrew from SED 554 and 5 candidates dropped/withdrew from the SED 555s. The Student Teaching Evaluation information for the one SED 554 No Credit and the one SED 555 No Credit is included; with the SED 555 No Credit, although the Portfolio was not scored. Also, the SED 554 data includes SED 554 information across ACT, FYI, Traditional, and Intern (SED 594) Programs; SED 555 information below includes Traditional and Intern Program candidates (ACT and FYI candidates enroll only in SED 555s in the spring semester). Student Learning Outcomes Assessment Criteria Assessment Results and Conclusions Use of Results for Program Improvement A. Make Subject Matter Comprehensible to Students TPE 1 (A1-3) ▪ SED 554 Student Teaching Evaluations, 90% with scores at 3, 4, or 5 for TPE 1 ▪ SED 555 Student Teaching Evaluation, 95% with scores at 3, 4, or 5 for TPE 1 ▪ Professional Teaching Portfolio Rubric Scores, 100% with scores at 3, 4, or 5 for TPE 1 [10% or fewer rewrites] SED 554 TPE1- 94.8% at 3 (25.2), 4 (49.5), or 5 (20.1) SED 555 A.1 – 100% at 3 (11.3), 4 (34.4), or 5 (54.3) A.2 – 100% at 3 (13.2), 4 (45.0), or 5 (41.7) A.3 – 100% at 3 (12.0), 4 (32.6), or 5 (55.7) PTP TPE 1 – 100% at 3, 4, or 5, with 3.2% rewriting. Initial reading: 96.8% at 3 (24.8), 4 (50.9), or 5 (21.0) This Student Learning Outcome is clearly met SED Faculty are carefully considering this data and aligning it with information from the CSU Exit Survey, the CSU Follow-Up Survey, and faculty/course evaluations. Faculty are interested in knowing if there are implications for our credential programs associated with whether a candidate has established subject matter competency through the completion of a CTC-approved undergraduate major program vs. passage of the California Subject Examination for Teachers. B. Assess Student Learning TPE 2 (B1-6) TPE 3 (D1) ▪ SED 554 Student Teaching Evaluations, 90% with scores at 3, 4, or 5 for TPE 2 and 3 ▪ SED 555 Student Teaching Evaluation, 95% with scores at 3, 4, or 5 for TPE 2 and TPE 3 ▪ Professional Teaching Portfolio Rubric Scores, 100% with scores at 3, 4, or 5 for TPEs 2 and 3 [10% or fewer rewrites] SED 554 TPE 2 – 93.2% at 3 (31.3), 4 (46.0), or 5 (16.0) TPE 3- 91.9% at 3 (38.0), 4 (42.5), or 5 (11.4) SED 555 B.1 – 99.3% at 3 (11.9), 4 (44.4), or 5 (43.0) B.2 – 98.7% at 3 (15.9), 4 (44.4), or 5 (38.4) B.3 – 98.6% at 3 (10.9), 4 (50.3), or 5 (37.4) B.4 – 99.3% at 3 (17.2), 4 (38.4), or 5 (43.7) B.5 – 98.6% at 3 (15.2), 4 (44.9), or 5 (38.4) B.6 – 100% at 3 (28.1), 4 (38.4), or 5 (33.6) D.1 – 97.9% at 3 (18.9), 4 (40.5), or 5 (38.5) PTP TPE 2 – 100% at 3, 4, or 5, with 5.1% rewriting. Initial reading: 94.9% at 3 (32.2), 4 (46.7) or 5 (15.9) TPE 3 - 100% passing at 3, 4, or 5, with 7.0% re-writing. Initial reading: 93% at 3 (39.7), 4 (41.1), or 5 (12.1) This Student Learning Outcome is clearly met. SED Faculty are carefully considering this data and aligning it with information from the CSU Exit Survey and the CSU Follow-Up Survey. With data from another semester and year, faculty could decide that greater emphasis on the teaching of multiple assessments and CA standardized tests are needed in one or more of the program courses, or it may be that further attention will be paid to assessment in the Department’s work with master teachers and university supervisors. C. Engage and Support Students in Learning TPE 4 (C1-4) TPE 5 (C5-6) TPE 6 (C7-8) TPE 7 (C9-10) ▪ SED 554 Student Teaching Evaluations, 90% with scores at 3, 4, or 5 for TPEs 4, 5, 6, & 7. ▪ SED 555 Student Teaching Evaluation, 95% with scores at 3, 4, or 5 for TPEs 4, 5, 6, & 7. ▪ Professional Teaching Portfolio Rubric Scores, 100% with scores at 3, 4, or 5 for TPEs 4, 5, 6, and 7 [10% or fewer rewrites] SED 554 TPE 4 – 94.6% at 3 (30.7), 4 (44.4), or 5 (19.5) TPE 5 – 94.5% at 3 (21.1), 4 (54.0), or 5 (19.5) TPE 6 – 93.2% at 3 (30.0), 4 (44.2), or 5 (19.0) TPE 7 – 92.5% at 3 (38.2), 4 (40.1), or 5 (14.2) SED 555 C.1- 98.7% at 3 (15.9), 4 (33.1), or 5 (49.7) C.2- 98% at 3 (13.9), 4 (45.7), or 5 (38.4) C.3- 98.3% at 3 (21.4), 4 (36.8), or 5 (40.2) C.4- 98.7% at 3 (13.9), 4 (38.4), or 5 (47.0) C.5- 99.3% at 3 (18.0), 4 (39.3), or 5 (42.0) C.6- 98.7% at 3 (16.7), 4 (41.3), or 5 (40.7) C.7- 98% at 3 (18.4), 4 (40.1), or 5 (39.5) C.8- 98.6% at 3 (25.9), 4 (38.8), or 5 (34.0) C.9- 99.3% at 3 (15.8), 4 (52.1), or 5 (31.5) C.10- 100% at 3 (23.1), 4 (48.7), or 5 (28.2) PTP TPE 4 – 100% at 3, 4, or 5, with 4.7% rewriting. Initial reading: 95.3% at 3 (32.7), 4 (43.5), or 5 (19.2) TPE 5 – 100% at 3, 4, or 5, with 4.2% rewriting. Initial reading: 95.8% at 3 (19.6), 4 (55.6), or 5 (19.6) TPE 6 – 100% at 3, 4, or 5, with 5.2% rewriting. Initial reading: 94.8% at 3 (30.8), 4 (45.8), or 5 (18.2) TPE 7 – Valid data not available This Student Learning Outcome is clearly met. SED Faculty are carefully considering these findings. There are slightly fewer scores for TPE 7 at the 4 and 5 levels than for the other TPEs in this SLO, and an initial discussion of lower TPE 7 items in the CSU Exit and CSU Follow-Up Surveys has occurred. Faculty teaching SED 521 will meet to share most effective assignments, so those might be implemented across sections. Faculty will also discuss other points in the curriculum where further attention to English Learners could be accomplished effectively, and faculty look forward to receiving additional information on TPE 7 for the spring 2007 and later semesters. D. Plan Instruction and Design Learning Experiences for Students TPE 8 (D1) TPE 9 (D2) ▪ SED 554 Student Teaching Evaluations, 90% with scores at 3, 4, or 5 for TPEs 8 and 9 ▪ SED 555 Student Teaching Evaluation, 95% with scores at 3, 4, or 5 for TPE 8 and TPE 9. ▪ Professional Teaching Portfolio Rubric Scores, 100% with scores at 3, 4, or 5 for TPEs 8 and 9 [10% or fewer rewrites] SED 554 TPE 8 – 97.1% at 3 (38.1), 4 (45.0), or 5 (13) TPE 9 – 92.6% at 3(20.3), 4 (49.2), or 5 (23.2) SED 555 D.1-97.9% at 3(18.9),4(40.5), or 5 (38.5) D.2- 99.3% at 3 (16.7), 4 (34.7), or 5 (48.0) D.3- 100% at 3 (14.7), 4 (34.0), or 5 (51.3) D.4- 100% at 3 (22.5), 4 (48.6), or 5 (29.0) PTP TPE 8- 100% at 3, 4, or 5, with 4.2% rewriting. Initial reading: 95.8% at 3 (38.8), 4 (46.3), or 5 (10.7) TPE 9- 100% at 3, 4, or 5, with 5.6% rewriting. Initial reading: 94.4% at 3 (22.0), 48.6), or 5 (22.9), with 2 missing scores This SLO benchmark is met. Program faculty focus on knowing students and planning across many courses, and this emphasis is apparent in the number of candidates earning 5 scores in SED 555. Faculty will continue this emphasis in courses and in student teaching experiences. E. Create and Maintain Effective Environments for Student Learning TPE 10 (E1) TPE 11 (E2) ▪ SED 554 Student Teaching Evaluations, 90% with scores at 3, 4, or 5 for TPEs 10 and 11 ▪ SED 555 Student Teaching Evaluation, 95% with scores at 3, 4, or 5 for TPE 10 and TPE 11 ▪ Professional Teaching Portfolio Rubric Scores, 100% with scores at 3, 4, or 5 for TPEs 10 and 11 [10% or fewer rewrites] SED 554 TPE 10 – 94.0% at 3 (20.1), 4 (46.3) or 5 (27.5) TPE 11- 89.2% at 3 (27.8), 4 (43.8), or 5 (17.6) SED 555 E.1- 98.7 % at 3 (15.3), 4 (37.3), or 5 (46.0) E.2- 98% at 3 (15.3), 4 (30.0), or 5 (52.7) E.3 – 100% at 3 (12.7), 4 (30.7), or 5 (56.7) E.4 – 98.7% at 3 (14.7), 4 (29.3), or 5 (54.7) E.5 – 99.3% at 3 (16.8), 4 (32.9), or 5 (49.7) E.6- 99.3% at 3 (10.0), 4 (28.7), or 5 (60.7) E.7- 99.3% at 3 (7.3), 4 (3.3), or 5 (60.7) PTP TPE 10 – 100% at 3, 4, or 5 with 4.7% rewriting. Initial reading: 95.3% at 3 (18.7), 4 (47.7), or 5 (29.0) TPE 11 – 100% at 3, 4, or 5, with 8.9% rewriting. Initial reading: 91.1% at 3 (26.2), 4 (46.7), or 5 (18.2) The 89.2% scores for TPE 11 in SED 554, is below the 90% benchmark by.8. All other items in this SLO exceed the benchmark. Scores in this area are generally high, with the exception of TPE 11 in SED 554. Research supports that beginning and first year teachers are often concerned about their classroom learning environments, particularly classroom management. Faculty will discuss this issue and determine if there are ways in SED 511, SED 525xx, and SED 554 to more articulately and effectively provide support in this SLO. By SED 555, candidates clearly meet the benchmark for this SLO. F. Develop as a Professional Educator TPE 12 (F1) TPE 13 (F2) ▪ SED 554 Student Teaching Evaluations, 90% with scores at 3, 4, or 5 for TPE 12 and TPE 13 ▪ SED 555 Student Teaching Evaluation, 95% with scores at 3, 4, or 5 for TPE 12 and TPE 13 ▪ Professional Teaching Portfolio Rubric Scores, 100% with scores at 3, 4, or 5 for TPEs 12 and 13 1 [10% or fewer rewrites] SED 554 TPE 12 – 96.4% at 3 (13.5), 4 (46.8), or 5 (36.2) TPE 13 – 94.2% at 3 (19.7), 4 (44.7), or 5 (29.8) SED 555 F.1 – 99.3% at 3 (8.3), 4 (23.4), or 5 (67.6) F.2 - 99.3% at 3 (8.7), 4 (19.3), or 5 (71.3) F.3 – 98.6% at 3 (8.9), 4 (35.6), or 5 (54.1) F.4 – 99.3% at 3 (12.7), 4 (28.7), or 5 (58.0) F.5 – 100% at 3 (8.7), 4 (30.9), or 5 (60.4) F.6 – 99.3% at 3 (12.7), 4 (34.7), or 5 (52.0) F.7 – 99% at 3 (12.7), 4 (45.1), or 5 (41.2) F.8 – 97.3% at 3 (10.7), 4 (28.2), or 5 (58.4) F.9 – 98.9% at 3 (9.7), 4 (27.2), or 5 (61.2) PTP TPE 12 – 100% at 3, 4, or 5 with 3.3% rewriting. Initial reading: 96.7% at 3 (12.1), 4 (48.1), or 5 (36.4) TPE 13 – 100% at 3, 4, or 5, with 5.6% rewriting. Initial reading: 94.4% with 3 (17.3), 4 (46.7), or 5 (29.4), with 2 missing scores. This Student Learning Outcome is met. SED faculty compared these assessments with the CSU Exit and CSU Follow-Up Surveys, as well as the TNE-sponsored Professional Growth survey of faculty. Scores across all these measures were quite high. Overall, scores in this SLO are at slightly higher levels than for SLOs 1-4. Program faculty and field experience supervisors will continue to stress the importance of development as a professional in program courses and field experiences. Who We Assessed SB 2042 Single Subject and Single Subject BCLAD Candidates, Fall 2006, in these Pathways Accelerated Collaborative Teacher Preparation Program (ACT) Four-Year Integrated Teacher Preparation Program in English and Math (FYI) Traditional Program Single Subject University Intern Program (SSUIP) N of candidates = 241 = 151 (SED 554) + 90 (SED 555) Assessment Instruments SED 554 Progress Report SED 555s Evaluation Professional Teaching Portfolio Rubric General Conclusion Single Subject Program candidates overwhelmingly met the benchmarks established by the Department on the Student Teaching Evaluations and the Professional Teaching Portfolio Rubric. It is clear that the candidates who complete student teaching and the program are meeting the Student Learning Outcomes. A pattern of growth across the two semesters of student teaching emerged from the data, and there are interesting differences among scores at levels 3, 4, and 5 (all passing scores) that the Department faculty will continue to consider as additional information from subsequent semesters becomes available. Faculty will also examine pathway-specific data that is not presented here, and will continue to align assessment results with CSU Exit and CSU Follow-Up Survey results.