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NEBRASKA DEPARTMENT OF EDUCATIONTeacher Preparation Content Program Review

Institution: Chadron State College

Date Submitted: Summer 2012

Contact Person: Elisabeth Ellington

Phone: 308-432-6465 Fax: 308-432-6429

Email: eellington@csc.edu

Content Group/Area: EnglishAnd/orEndorsements and Grade level: Secondary Education (7-12), English (7-12)(4-9), Language Arts (7-12)

Program Level: X Initial Advanced

Is the program offered at more than one site? Yes X No

If yes, lit the sites at which the program is offered:

_________________________________________________________________________________

_________________________________________________________________________________

Type of Certificate: X Teaching Administrative Special Services

Accreditation Status: X NCATE X State TEAC Regional

Specialty Program Area Recognition ( if applicable):

Program Report Status: X Initial Review Rejoinder Response to Condition

X

XX

X

X X X

X X X X

X X X

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Section 1: Contextual Information

Introduction

Institutional Overview

Chadron State College, which began as a Nebraska State Normal School in 1911, remains the only four-year institution of higher education in western Nebraska. In 1964 the institution enhanced its mission and the name was changed to Chadron State College (CSC). The college has experienced numerous changes and continual growth over their millennium.

Though small in number, early graduates represented education to a young, rugged, and rural society. Today, the college prepares students for much more than teacher education. The institutional role, mission, and objectives cover comprehensive college curricula, which includes basic and advanced programs. Teacher education remains, however, a central component. In 2010, for example, almost 30% of our student-body pursued degrees in teaching. These students are primarily from Chadron State’s expansive rural service region, which encompasses 26 counties and approximately 34,700 square miles.

Total institutional enrollment, as of fall 2010, now stands at 2,759 students, of which 64% are full-time. The majority of these students, approximately 61%, are Nebraskans. Traditional students, students under 23 years of age and single, make up the majority of the enrollment. Generally, students are first-generation and are from small rural high schools with graduating classes of 100 students or less. Non-traditional students, students over 23 years of age or married, comprise 41% of our full-time undergraduate enrollment, the majority of which are women.

Due to the expanse of our coverage area, Chadron State offers its courses, via interactive telecommunications, to two locations, Scottsbluff and North Platte, Nebraska, in addition to face-to-face instruction at these sites.

Institutional Charge, Vision and Mission Statements

Statutory charge. Priorities for Nebraska State Colleges, as established by the state legislature and reported in the 2006 Coordinating Commission for Postsecondary Education Comprehensive Statewide Plan for Postsecondary Education, are:

First instructional priority is the provision of baccalaureate general academic, occupational, and education degree programs;

Second instructional priority is to provide master's programs in education and other disciplines authorized by statute or by the Commission;

Third priorities are applied research, public service activities, and continuing education activities that serve their geographic service areas.

The Commission further defines CSC’s programmatic service as a Master's (comprehensive) College/University I Carnegie classification. Chadron State College's programmatic service area includes baccalaureate level liberal arts, occupational degree programs and professional degree programs in education.

The primary focus of Chadron State College's educational programs is high quality, comprehensive undergraduate programs leading to baccalaureate degrees in arts and sciences,

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business, and teacher education, all of which are enhanced by a coherent general education program.

Chadron State College’s new baccalaureate degree programs will reflect the needs of its service area and the priorities of the State College Board of Trustees.

Chadron State College offers the Master of Education, the Master of Organizational Management, and the Master of Business Administration degrees. http://www.ccpe.state.ne.us/PublicDoc/CCPE/

Like Peru and Wayne State Colleges (the other two institutions within the Nebraska State College system), Chadron State is a regional institution dedicated to teaching, scholarship, and community service, and serves a defined, geographical region.

Institutional vision and mission statements. The vision and mission as established by the faculty, professional staff, and administration at Chadron State College are:

Vision Chadron State College aspires to be a premiere institution of higher education in the western high plains states, innovatively pursuing excellence in teaching, scholarship, and service.

MissionChadron State College will enrich the quality of life in the region by providing

educational opportunities, research, service, and programs that contribute significantly to the vitality and diversity of the region.

The vision and mission set the focus for the future of the institution and aid in the development of the strategic plan which will guide us into a continuous state of improvement, and is designed to meet the needs of the region we serve.

Institutional Strategic Plan

Chadron State College has four outcome initiatives and twenty accompanying actions to achieve the initiatives set forth in the plan. The strategic plan for 2011 and beyond is as follows:

1. Initiative One: Streamlined, Relevant, High-Impact Learning Experiences Action (1) Revise Essential Learning Program (General Studies) Action (2) Create integrated and interdisciplinary programs Action (3) Implement experiential learning for college seniors Action (4) Expand student literacy to all areas of technology and media Action (5) Create co-curricular experiences that emphasize leadership, engagement,

civic responsibility and positive human interaction Action (6) Refine and redefine course delivery models Action (7) Promote standards of quality for courses and teaching Action (8) Establish a technology-supported, collaborative and creative teaching and

learning center to provide appropriate resources and tools to create high-impact learning experiences

2. Initiative Two: Competitive, Customer-focused Delivery of Services in

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Support of Teaching and Learning

Action (9) Develop a campus-wide definition and process for student advising and schedule building

Action (10) Initiate a review of internal service gaps and establish a plan to improve communication and timely completion of services

Action (11) Review all campus services for relevance and efficiency Action (12) Initiate a review of internal service gaps with respect to academic computing

services Action (13) Establish a deliberate collaborative process to improve communication and

effective teamwork across all areas of the college

3. Initiative Three: Optimal Use of Limited Human and Physical Resources

Action (14) Based on the campus-wide review of services for relevance and efficiency (#11above) reallocate human resources more effectively according to mission-critical processes and functions as opposed to historical silos

Action (15) Implement a system of assessment and accountability for ensuring quality of mission critical functions

Action (16) Differentiate and streamline the role and responsibilities of faculty and staff Action (17) Initiate a digital document and self-service plan for process flow

improvement, accountability, document storage and retrieval, and paper reduction

4. Initiative Four: Increased Revenue

Action (18) Re-allocate one or more existing personnel lines to focus exclusively on market development

Action (19) Develop internal support for grant-writing Action (20) Build on fundraising momentum developed during the Vision

2011Comprehensive CampaignLink to Strategic Plan

Education Unit Mission/Philosophy

Chadron State College’s professional preparation programs are designed to produce “Visionary Leaders for Lifelong Learning”.

Mission

The mission of the Chadron State College Education Unit, founded on educating Visionary Leaders, is committed to creating diverse educational environments that are thoughtfully structured to provide opportunity for the success of all learners, now and for the future.

To accomplish the mission, CSC provides teacher, administrator, and counselor candidates with deliberate and appropriate educational experiences. Knowledge, skills, and dispositions are developed through extensive classroom and field-based interactions. Candidates have opportunities to develop their own professional philosophy and teaching style while learning

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to meet the needs of learners in authentic educational settings. This is accomplished with a vision that embraces tradition, innovation, and the strength of diversity, always with an eye to the future.

Philosophically, Education Unit faculty members act upon a set of beliefs that reflect the importance placed on the preparation of qualified professional educators who will meet the learning needs of all children in P-12 educational settings. To this end, unit faculty members are dedicated to the development of Visionary Leaders. The Education Unit believes the educator’s role is to facilitate learning. This facilitation is accomplished by creating opportunities for all learners to actively engage and participate in their learning environment, and to process knowledge delivered through methods appropriate to their individual learning style. The model is based, to a great extent, on the constructivist theory of learning.

Description of the Education Unit – Organization and Structure

The Education Unit is comprised of the Education Department and other campus departments providing teacher certification endorsement coursework at the initial and advanced levels. Campus departments offering endorsements are: Applied Sciences; Business; Counseling, Psychology, and Social Work; Education; English and Humanities; Health, Physical Education, and Recreation; Library Services; Mathematical Sciences; Music; Physical and Life Sciences; Social and Communication Arts; and Visual and Performing Arts. Link to CSC Organizational Chart

The CSC Department of Education houses the initial programs for Elementary Education, Early Childhood Education, Early Childhood Unified Education, and Special Education, as well as advanced programs in Reading Specialist, Educational Administration, and Curriculum and Instruction. (Curriculum and Instruction is not an endorsement program but rather an advanced, professional master’s degree.) The Education Department holds the major responsibility for providing professional teacher education curriculum.

The Education Unit is led by the unit head, the Academic Dean for Professional Licensure. The responsibilities of the academic dean include administrative oversight for program licensures and education programs. The dean serves as Chair of the Teacher Education Committee which includes teacher educators from each of the departments providing endorsement areas, and faculty teaching the professional teacher education programs. This committee is at the frontline for recommendation of policy, curriculum and procedures, and, also reviews assessment data and makes recommendations for change in curriculum, program and assessment processes. Membership of the Teacher Education Committee also includes one student and two public school representatives.

At Chadron State College, curricular changes at the initial and advanced levels are initiated within the departments and then presented to the Teacher Education Committee for advisement input. Initial level curriculum changes for all programs are presented to the Faculty Senate’s Academic Review Committee for final approval. Advanced level/ graduate program changes are presented to the Faculty Senate’s Graduate Council, for final approval. The major function of these committees is to see that changes align with CSC and Nebraska State College System policies.

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The Education Unit offers teacher education programs to distant, outreach sites located in North Platte and Scottsbluff, Nebraska, and in Sheridan, Wyoming. The predominant initial education program at these sites is Elementary Education, where candidates may complete their entire pre-service curriculum. These programs operate cooperatively with the community colleges in their corresponding locations. At the advanced level, distant, outreach programs are also offered in North Platte and Scottsbluff, Nebraska, for the School Counseling program. Through a combination of on-line delivery and face-to-face delivery, students may complete these programs at the distance sites, enabling Chadron State to better meet the needs of the region.

The Education Unit also offers secondary level, post-baccalaureate certification course programs at these distant, outreach sites and on the main campus. Initial and advanced program course delivery may be offered and received via interactive television (ITV), on-line, or through face-to-face instructional formats.

The Unit

The Teacher Education Unit offers certification programs aligned with state and national standards. Chadron State College offers twenty-eight initial endorsement programs, four initial supplemental endorsements, and four advanced endorsements.  The following endorsements are currently in the phase-out stage: Specialist -Superintendent, secondary field -Industrial Education Technology, supplemental - Skilled and Technical Science Education, and supplemental - Driver Education.  Certification programs offered through the Unit are:

Initial Level Programs (Bachelor of Science Degree (BS))

Secondary Education (7-12) o Art (K-12)o Basic Business (6-12) (4-9)o Biology (7-12)o Business Marketing and Information Technology Education (6-12)o Chemistry (7-12)o Coaching (7-12)o Earth Science (7-12)o Educational Library Media (K-12)o English (7-12)o Family and Consumer Sciences Education (7-12) (4-9)o Health (7-12)o Health and Physical Education (K-12)o History (7-12)o Industrial Technology Education (6-12)o Language Arts (7-12) (4-9)o Mathematics (7-12) (4-9)o Music (K-12)o Natural Science (7-12) (4-9)o Physical Education (K-6) (7-12)o Physical Science (7-12)o Physics (7-12)

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o Social Science (7-12) (4-9)o Theatre (7-12)

o Vocal Music (K-8) Middle Grades (4-9) Elementary Education (K-8) Early Childhood (B-3) Early Childhood Unified Education (B-3) Mild/Moderate Disabilities (K-12)

Advanced Level Programs (Masters of Science Degree (MS))

Educational Administrationo School Principal; (K-12) (K-6) (4-9) (7-12) Endorsemento Special Education Coordinator; (K-12) Non-endorsement

School Counseling; (K-12) (K-6) (7-12) Curriculum and Instruction; Non-endorsement

o Secondary Educationo Elementary Fieldo Elementary Generalist

Reading Specialist; (K-12) Endorsement (non-degree seeking)

In the 2010-2011 academic year, at the initial level, education majors numbered 604. Of these, 125 were part-time students. At the advanced level, 164 of the 180 students were enrolled part-time. For the 2010-2011 academic year 82 students graduated at the advanced level. This represented approximately 55% of the institutions advanced degrees granted.

Unit Field Experience Requirements

All initial level candidates must complete 100 - 125 clock hours of classroom observation/participation within a classroom setting prior to their student teaching capstone experience; this number varies between Secondary and Elementary level programs, respectively. Pre-service field experience hours are required at all levels throughout the program, culminating with the student teaching field experience. Field experiences and their respective hourly requirements are listed below.

EDUC 131: Introduction to Teaching -- 10 clock hours of classroom observation PSYC 231: Educational Psychology -- 15 clock hours of classroom observation EDUC 300/320: Education Observation & Participation:

o EDUC 300: 75 clock hours for secondary candidates, and o EDUC 320: 100 clock hours for elementary candidateso EDUC 480/490: Student Teaching – 40 hours per week, over 16 weeks (1

semester)

See Chadron State College General Catalog for written evidence.

At the advanced level, the endorsement for Educational Administration requires 250 hours of field experience. The School Counseling endorsement program requires 450 hours of field experience for K-6 endorsement; 450 hours of field experience for 7-12 endorsement; and 900 hours for K-12 endorsement. See CSC Graduate Catalog 2011-2013 for written evidence.

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Program Transition/Gateway Points: Admission, Retention and Exit

(Initial and Advanced Programs)

Initial Level Gateways. At the initial level candidates are provided basic information about program gateways (transition points) and assessments. The information is outlined and available online, in the Teacher Education Handbook and the CSC General Catalog 2011-2013 as well as in several education courses, e.g., EDUC 131: Intro to Teaching; EDUC 300/320: Observation & Participation. Five (5) transition points (gateways) serve as a guide for the candidates. A summary of these transitions/gateways is below.

Gateway 1: Admission to Chadron State College

Chadron State College admits all graduates of accredited Nebraska high schools and qualified out-of-state students. Upon admission to CSC students must: (1) complete the ACT or SAT exam and have official scores sent directly to the CSC Admissions Office; (2) have official high school/college transcripts sent; (3) submit application form and fee. Advisors are assigned to all students who gain entry into the college. Candidates enrolling in teacher education programs of study have, as their primary advisors, faculty from either the Education Department (Elementary and Special Education programs) or the department responsible for the endorsement (Middle Grades and Secondary Education programs).

Transfer students work through the START Office (Student Transition and Registration Team) to have their transcripts evaluated for CSC General Studies program requirements. Following the evaluation, the candidate is assigned an advisor. Transfer students who have completed an Associate’s Degree from an accredited institution are given credit for the CSC General Studies program requirements with the exception of six (6) credit hours of upper division level courses (Ethics and a global and social/cultural awareness course). An evaluation is then conducted related to the teacher education program core competencies as described in the conceptual framework document.

Gateway 2: Pre-Admission to Teacher Education Program

Pre-Admission program requirements, students/candidates must: (1) complete EDUC 131: Introduction to Teaching with at least a grade of “C” or better; (2) submit the Education Dossier; (3) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”; and (4) submit application form, including a record of the above listed documents.

Gateway 3: Admission to Teacher Education Program (Candidacy)

Prior to admission to the Teacher Education Program and enrollment in EDUC 300 or 320: Observation & Participation, students/candidates must: (1) pass standardized basic skills proficiency test (Praxis I/PPST) with minimum scores of 170 in reading, 172 in writing, and 171 in mathematics; (2) submit application form; (3) complete coursework with at least a 2.5 grade point average on a four-point scale; (4) earn a “C” or above in English composition and oral communication (ENG 135, ENG136, and CA 125) or equivalent courses; (5) earn a grade of “C” or above in all professional education core coursework; and (6) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”. Students/Candidates who meet all pre-requisites may register for EDUC 300 or 320 Observation & Participation (field experience 75-125 hours). At this point students are fully admitted into the Education Program and officially become “candidates.”

Gateway 4a: Admission to Semester I of the Professional Year (Block)

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Prior to admission to Semester I of the Professional Year (Block), the candidates must: (1a) elementary-level candidates must complete Elementary endorsement area and at least 50% of another endorsement(s) and/or a supporting minor(s); (1b) secondary-level candidates must complete Professional Education coursework and at least 75% of secondary content endorsement; and (1c) middle-level candidates must complete all of the professional education courses and at least 15 of the 18 required credit hours for the first content area of specialization, and at least 12 of the 18 credit hours of the second specialization; All candidates must (2) complete EDUC 300 or 320 with a grade of “C” or above (75/125 hours of verified field experience); (3) earn a GPA of 2.50 for all coursework and in each endorsement and/or supporting minor; (4) complete 90 credit hours and must meet residency requirements; (5) present five (5) faculty recommendations; (6) be recommended by the department faculty of the endorsement(s) area(s); (7) submit a revised Education Dossier; (8) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”; and (9) submit the Application to the Professional Year form.

Gateway 4b: Admission to Semester II of the Professional Year (Teacher Internship)

Prior to placement in Semester II of the Professional Year (Teacher Internship/student teaching), candidates must: (1) complete Semester I of the Professional Year (Block) with a grade of “C” or above in all courses; and (2) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement.”

Gateway 5: Graduation, Certification and Entry to the Profession

Upon graduation, candidates will have met all the teacher certification requirements for Nebraska licensure. These requirements are: (1) submission of the Application for Graduation to the Registrar’s Office; (2) completion of the Teacher Intern (student teaching) experience with a minimum GPA of 2.5 (State of Nebraska requirement); (3) complete all CSC degree requirements; and (4) submit application for a teaching certificate. (See Initial Gateway Table.)

Advanced Level Gateways. At the advanced level candidates are provided the gateway information online in the CSC Graduate Catalog 2011-2013 and at the CSC Graduate website http://www.csc.edu/graduate/index.csc). The candidates must proceed through the following four (4) transition (gateway) points:

Gateway 1: Admission to Graduate Study

Chadron State College admits all candidates for the Master of Education degree who hold a Bachelor’s degree in Education from accredited colleges and universities. In addition the candidate must: (1) have earned an undergraduate GPA of 2.75 or have completed 12 graduate hours at CSC with a GPA of 3.25 or higher; and (2) submit an application for admission to graduate study. (The Graduate Record Examination (GRE) is required for the Masters of Education in Curriculum and Instruction, Science focus).

Gateway 2: Admission to Graduate Status (filing Plan of Study)

Admission to Graduate Status requires completion of a Plan of Study within the first 9-18 hours of graduate coursework. Candidates must maintain a 3.00 GPA or higher.

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Gateway 3: Application for Oral Examination

Application must be made for the Oral Examination for the Master’s Degree. The candidate must: (1) submit the application form; (2) complete the majority of coursework and practicum requirements as described by each department and college policy; (3) maintain a minimum GPA of 3.00 for all program coursework; (4) meet all college requirements for credit hours and residency; and (5) be enrolled in course work necessary to complete the degree. The student must complete the degree program within a period of seven years from the year the student completed his or her graduate course applicable toward their degree.

Gateway 4: Application for Graduation and Conferring of Degree

Candidate must: (1) complete and submit application for graduation; (2) prepare and present a professional portfolio document in the area of concentration; (3) complete all requirements successfully as stated on the plan of study; and (4) pass a final oral examination.

See Advanced Programs Gateway Table.

Key Program Assessments

Initial Level Key Assessments. Consistent with each program gateway (cited above) are specific program key assessments. Table for Key Assessments for Initial Programs-Attachment C as well as the CSC Assessment Plan for Initial Programs are presented in each endorsement folio. As the tables illustrate, the key assessments cover content knowledge; pedagogical and professional knowledge, skill and dispositions; and effects on student learning. Multiple assessments are applied for each assessment target.

Advanced Level Key Assessments. Advanced level assessments for the Educational Administration, School Counseling, and Curriculum and Instruction are presented in the Table of Key Assessment Advanced Programs- Attachment C. The assessments address content knowledge, pedagogical and professional knowledge, skills and disposition, and effects on student learning. Multiple assessments are applied to each key area for these programs in the CSC Assessment Plan for Advanced Programs.

Explanation of the Conceptual Framework -Developing Visionary Leaders for Lifelong Learning

The term “visionary,” in the context of the model, implies a forward looking, far-seeing, positive, and open-minded approach to learning. The Education Unit at Chadron State College prepares candidates to provide visionary leadership within the high plains educational settings and to educational environments beyond this region. The model supports and compliments the Chadron State College Vision and Mission.

The model for “Developing Visionary Leaders for Life Long Learning” is depicted by three interlocking circles, each representing an interrelated area of the curriculum, for the initial level: General Studies, Specialty Studies, and Professional Studies. The General Studies curriculum is designed to provide candidates with a broad liberal studies background, while the Specialty Studies curricula is comprised of the content coursework in each teaching endorsement area offered at Chadron State College. The Professional Studies curriculum is comprised of those core education courses taught by Education

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Department faculty. These Professional Studies courses emphasize the pedagogical knowledge, skills, and dispositions candidates use to effectively teach P-12 students. At the graduate (advanced) level, the “Visionary Leader” model continues to build on the pedagogical knowledge, skills, and dispositions developed for the candidate’s academic and professional career. The General Studies represents the core master’s program (research and inquiry); Specialty Studies describes the specialized content necessary for the degree; and the Professional Studies encompasses the practical and field based learning’s demonstrated by the candidate. At the advanced level, Specialty and Professional Studies often are blended into the same courses and experiences.

The Professional Studies circle of the model embraces the seven components that make up the conceptual framework for the Unit. These components are: Assessment, Communication, Human Relations/Diversity, Methodology/Technology, Professionalism, Thinking Skills, and Leadership. These seven components are interwoven throughout the unit’s professional preparation programs and form the basis of the constructivist approach in preparing candidates to become Visionary Leaders. The seven components are introduced and developed within the first three years of the initial candidate’s educational program, and serve as the basis for each of the unit’s key assessments. Advanced level candidates receive their introduction to the components during the EDCI 631 Introduction to Graduate Studies course. Following are the seven components of the Visionary Leader Model and their respective student outcome statements. (The colors of each conceptual framework component will be used throughout the folio to visually link CSC’s Conceptual Framework to key assessment data displays.)

Assessment. Successful candidates will understand both formal and informal strategies to assess the learner’s intellectual, social, and physical development. The candidate will be able to design and assess learning activities utilizing the data collected from those assessment measures to make instructional and/or curricular decisions to improve student learning.

Communication. Successful candidates will demonstrate effective communication skills with all constituents, while respecting diversity and engaging students in the learning enterprise through motivation and constructive learning applications.

Human Relations/Diversity. Successful candidates will develop and maintain a physically inclusive and emotionally safe classroom environment conducive to effective learning, which encourages the voicing of student concerns, embraces elements of diversity, and exhibits an understanding of child growth and development.

Methodology/Technology. Successful candidates will demonstrate the active willingness to model and use skills and knowledge to promote learning activities that are consistent with identified

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learning objectives, using varied methodological and technology driven modalities. Similarly, candidates are constructing their own beliefs about effective teaching practices.

Professionalism. Successful candidates will demonstrate conduct befitting a professional educator, to include the following dispositions: regular self-reflection; positive ethical behavior; respectful attitude; proper mode of dress; effective classroom management skills; appropriate knowledge of subject matter; and seeks the opportunity to grow professionally.

Thinking Skills. Thinking skills apply to all subjects and to student learning at all levels. Candidates at all levels will recognize and demonstrate activities that elicit critical thought beyond recall and comprehension.

Leadership. Successful candidates recognize and demonstrate leadership traits that promote the engagement of individuals in a professional and ethical manner to lead toward common goals.

Candidate Proficiencies Aligned with Professional and State Standards

In applying the seven components of the Visionary Leader model with their associated outcomes, candidates meet the professional standards for the Nebraska Department of Education and National Council for Accreditation of Teacher Education preparing educators and other professional school personnel for initial and advanced programs. The matrix shown in Section II will illustrate the alignment of the Nebraska Standard to the individual endorsements offered at Chadron State College.

Section 2: Key Assessments and Findings

This section will describe the results for the English and language arts endorsements for content; pedagogical and professional knowledge, skills, and dispositions as related to the Chadron State College conceptual framework; and effects on student learning. The section will also briefly discuss the comparison of the English and language arts education candidates to non-education English and language arts majors at Chadron State College.

Content Knowledge

Content knowledge (subject matter) is assessed with three measures: the grade point average (GPA) calculated on the endorsement curriculum content, the content area assessment score provided by the endorsement area faculty based on the program’s specialized performance measures, and the candidate’s performance during student teaching relative to content knowledge. Grade point average in the endorsement area is checked prior to the candidate’s admission to the Professional Year. (See Initial Program Gateway Table , Table for Key Assessments for Initial Programs, and CSC Assessment Plan for Initial Programs .)

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The Content Area Assessment for Secondary/Specialized Endorsements spreadsheet represents the average content knowledge performance scores from fall 2007 through spring 2011. The spreadsheet displays the three assessments used for content: (a) endorsement content grade point average (GPA) and the standard deviation, (b) the content area assessment score average and standard deviation from the endorsement department faculty, and (c) the content knowledge question/rating from the Teacher Intern Checklist (TIC) score average and standard deviation from the teacher internship (student teaching) experience provided by the cooperating teacher, the college supervisor, and the candidate. “TIC Content ?” refers to the Teacher Intern Checklist rating which is the knowledge assessment for the student teaching experience. The cooperating teacher is the P-12 teacher who is working with the candidate within the school. The supervisor is the college faculty observing the candidate during the internship. “Self” refers to the candidate’s assessment of his or her performance.

For English and language arts candidates, the content area assessment score is based on a faculty recommendation utilizing the Content Area Assessment Rubric. The content score from the program faculty is determined from the exit assessments for all English and language arts majors. The faculty combines information from three activities to assist in responding to the scoring rubric for English and language arts candidates. Faculty conduct (a) a senior exit exam that tests content knowledge, (b) a senior exit survey which is a reflective tool that surveys attitudes and impressions about personal learning, and (c) a portfolio which demonstrates writing skills.

Faculty members notice little difference between education candidates and non-education majors of English and language arts. Anecdotal evidence suggests that teacher education candidates are more concerned about grades and less willing to take risks with their learning than general English, language arts, and literature majors.

Section 2: Table 1 illustrates the content scores for English and language arts candidates, uses averages and standard deviations on a four-point scale, and shows the average content knowledge scores for all non-Praxis II endorsement area education candidates. An examination of the table indicates that English and language arts candidates are within the same content/subject matter performance range as all other candidates. Most students at Chadron State College select the English endorsement rather than the language arts endorsement; thus, the data is reflective of the English endorsement. The multiyear average for (a) the GPA within the endorsement courses is 3.52 (.47), (b) the content area assessment score average is 3.88 (.23), and (c) the candidate internship content knowledge score averages are: 3.93 (.17) from cooperating teachers, 3.95 (.16) from college supervisors, and 3.73 (.47) from candidates. The pattern of scores indicates that candidates gain skill through the four-year course work and the performance in student teaching reflects a strong degree of excellence.

Section 2: Table 1

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English and Language Arts Candidates’ and all Candidates’ Content Knowledge Scores Overall GPA @ Graduation

Education Courses GPA

Endorsement Content GPA

Content Area Assessment Score

TIC Content ? Cooperating Teacher

TIC Content ? Supervisor

TIC Content ? Self

English Total Spring 2008- Spring 2011 N = 12; N = 12 with Fall 2007

Average 3.67 3.78 3.52 3.88 3.93 3.95 3.73

SD 0.28 0.25 0.47 0.23 0.17 0.16 0.47

Language Arts Total Spring 2008- Spring 2011 N = 1

Average 4.00 4.00 4.00 4.00 3.75 4.00 4.00

SD 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Endorsement Content Areas (K-12; K-8; 7-12) Total Fall 2007 - Spring 2011 N = 160; N = 175 with Fall 2007 (Fall 2007, used a 5-point scale)

Average 3.56 3.76 3.58 3.49 3.75 3.83 3.67

SD 0.29 0.22 0.29 0.38 0.38 0.26 0.39

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level). Teacher Intern Checklist Question/Rating (TIC ?): The intern’s overall knowledge of his/her subject matter. Fall 2007 data is not included in the calculation as those scores were calculated on the previously used 5-point scale.

For complete data sets use the following links: English Key Assessment Content Knowledge KSD –English Content Tab 1 and Language Arts Key Assessment Content Knowledge KSD— Language Arts Content Tab 1

Pedagogical and Professional Knowledge, Skills, and Dispositions

Developmental Key Assessments Results for the Total Candidate Group Pedagogical and professional knowledge, skills, and dispositions are measured as part of CSC’s Visionary Leader Conceptual Framework during EDUC 131 Introduction to Teaching, PSCY 231 Educational Psychology, and EDUC 300/320 Observation and Participation prior to the Professional Year. Key program assessments are embedded into each of these courses. The key assessments are built around a clinical experience at each level, and feature an internal and external evaluator model. Professional education courses include pedagogical knowledge; thus, education course GPA is a measure of pedagogical knowledge. This measure is described in the previous section. Candidates must pass professional education courses with a “C” or above as described in the Initial Programs Gateway Table. (See Initial Program Gateway Table , Table for Key Assessments for Initial Programs, and CSC Assessment Plan for Initial Programs ). Results for each key assessment follow.

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Freshman Level—EDUC 131 Introduction to Teaching Cooperating P-12 teachers and EDUC 131 professors evaluated freshman level students/candidates on their clinical experiences. Students/candidates at this level are not divided by endorsement or program, as many have not declared a specialization. Cooperating teachers’ ratings are related to student/candidate’s demonstrated behaviors in professionalism and dispositions. Professors’ ratings are based on the cooperating teachers’ ratings and the student/candidate’s performance on the Observation Report. (Assignment information and both assessment rubrics may be found by following the following links: Disposition Survey-Evaluator, Disposition Survey-Self, Observation Report, Online Instructions, Plans, Teacher Evaluations, Observation Do’s & Don’ts , Personal & Professional Fitness Oath Statement.)

Cooperating teachers rate CSC students/candidates much higher than do EDUC 131 professors. Cooperating teachers’ ratings range from 3.73 (.51) for Communication to 3.86 (.39) for Attendance. All ratings fall into the Proficient (3) level. Professors consider these ratings, but also evaluate the student/candidate’s report of the observation experience. The report describes other dimensions relating to course content and skills. Professors’ ratings range from 2.77 (.76) for Methodology/Technology to 3.00 (.86) for Human Relations/Diversity. Ratings generally are at the Progressing (2) level, except Human Relations/Diversity. Overall, cooperating teachers’ rating of students/candidates is 3.80 (.36); overall professors’ rating of students/candidates is 2.86 (.83). The ratings are higher and the variability is much lower for cooperating teachers’ ratings than it is for professors’ ratings. This difference may indicate CSC students/candidates performance is more positive and more uniform in the schools than it is on the classroom observation report assignment. (See Section 2: Table 2 below.)

Section 2: Table 2EDUC 131 Intro to Teaching Cooperating Teacher’s and Professors’ Summary Data

EDUC 131 Intro to Teaching Summary Data--Fall 2007- Summer 2011

Cooperating Teachers’ Evaluation Professors’ Evaluation from Observation Report

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tion

App

eara

nce

Att

itude

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mun

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Att

enda

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ss

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SD

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Met

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echn

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Prof

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ism

Thi

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ills

Ave

rage

SD

Average Grand Total N = 752

3.81 3.76 3.84 3.73 3.86 3.82 3.80 2.88 2.70 2.9

4 3.00 2.77 2.92 2.82 2.86

SD 0.43 0.47 0.40 0.51 0.39 0.42 0.3

6 0.87 0.74 0.88 0.86 0.76 0.87 0.81 0.83

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level).

For complete data sets use the following links: EDUC 131 Professors Tables-Charts and EDUC 131 Cooperating Teachers Tables-Charts

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Sophomore Level—PSYC 231 Educational Psychology. Cooperating P-12 teachers and PSYC 231 professors evaluate sophomore level students/candidates on their clinical experiences. Students/candidates at this level are not divided by endorsement or program, as many have not declared a specialization. Cooperating teachers’ ratings are related to student/candidate’s demonstrated behaviors in professionalism and dispositions. Professors’ ratings are based on the cooperating teachers’ ratings and the student/candidate’s performance on the Observation Report. (Assignment information and both assessment rubrics may be found by following the following links: Disposition Survey-Evaluator, Disposition Survey-Self, Personal & Professional Fitness Oath Statement, Classroom Checklist, Observation/Rating Rubric, Observation Do’s & Don’ts, Observation Report, Online Instructions, Teacher Evaluation.)

Cooperating teachers rate CSC students/candidates about the same as PSYC 231 professors. Cooperating teachers’ ratings range from 3.09 (.41) for Communication to 3.21(.30) for Attendance. All ratings fall into the Proficient (3) level. Professors consider these ratings, but also evaluate the student/candidate’s report of the observation experience. The report describes other dimensions relating to course content and skills. Professors’ ratings range from 3.09 (.96) for Leadership to 3.18 (.98) for Thinking Skills. Ratings are at the Proficient (3) level. Average scores are very similar, but the variability is much lower for cooperating teachers’ ratings than it is for professors’ ratings. This difference may indicate CSC students/candidates’ performance is more uniform in the schools than it is on the classroom observation report assignment. (See Section 2: Table 3 below.)

Section 2: Table 3PSYC 231 Educational Psychology Cooperating Teacher’s and Professors’ Summary Data

PSYC 231 Educational Psychology Summary Data--Fall 2007- Summer 2011

Cooperating Teachers’ Evaluation Professors’ Evaluation from Observation Report

Coo

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tion

App

eara

nce

Att

itude

Com

mun

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ion

Att

enda

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Ale

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ss

Ave

rage

SD

Lea

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Com

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Hum

an

Rel

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Met

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logy

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Prof

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ism

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ills

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rage

SDAverage Grand Total N = 526

3.14 3.13 3.16 3.093.2

1 3.16 3.77 3.09 3.143.1

2 3.13 3.14 3.13 3.18 3.13

SD 0.37 0.41 0.37 0.410.3

0 0.360.4

4 0.96 0.960.9

7 0.96 0.97 0.99 0.98 0.97

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

For complete data sets use the following links: PSYC 231 Cooperating Teachers Tables-Charts and PSYC 231 Professors Tables-Charts

Junior Level—EDUC 300/320 Observation and Participation Cooperating P-12 teachers evaluate junior level candidates on their clinical experiences. EDUC 300/320

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Observation and Participation professors did not complete an evaluation, but they did grade the candidate and conducted an informal exit interview. (In the future the professor will complete the same evaluation rubric as the cooperating teacher.) Candidates at this level are divided by program for data purposes, and they are admitted into the Teacher Education program. Cooperating teachers’ ratings are related to candidate’s demonstrated behaviors in professionalism and dispositions. (Assignments and rubrics may be found by following the following links: : Disposition Survey-Evaluator, Disposition Survey-Self, Evaluation Form, Data, Handbook, Syllabus, Written Assignment, Personal & Professional Fitness Oath Statement, and Verification Form.)

Section 2: Table 4 describes the cooperating teachers’ ratings. Cooperating teachers’ ratings range from 3.62 (.62) for Communication and Thinking Skills to 3.85 (.35) for Human Relations Diversity. All ratings fall into the Proficient (3) level.

Section 2: Table 4EDUC 300/320 Observation & Participation Cooperating Teacher’s and Professors’ Summary Data

EDUC 300/320 Observation & ParticipationSummary Data by Conceptual Framework Dimensions Spring 2008 – Spring 2011

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iver

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Stan

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n

Elementary Grand Average N = 194 3.76 3.75 3.64 3.87 3.67 3.84 3.62 3.76 3.76

Elementary Grand SD 0.44 0.45 0.52 0.33 0.49 0.39 0.51 0.44

Middle Grades Grand Average N = 3 3.94 3.83 3.50 4.00 3.83 3.75 3.50 3.78

Middle Grades SD 0.12 0.37 0.47 0.00 0.37 0.42 0.50 0.30

Secondary Grand Average N = 181 3.73 3.73 3.64 3.81 3.63 3.79 3.65 3.73

Secondary Grand SD 0.49 0.47 0.54 0.42 0.55 0.47 0.52 0.48

Grand Average Total N = 378 3.75 3.74 3.62 3.85 3.65 3.81 3.62 3.74Grand SD 0.44 0.46 0.52 0.35 0.51 0.43 0.52 0.45

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

For complete data sets use the following links: EDUC 300/320 O and P CF Charts

Professional Year (Semester II) Key Assessment Results

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The teacher internship (student teaching experience) is the culminating performance assessment for the candidates for pedagogical and professional knowledge, skills, and dispositions. The full data sets compare all candidate completers from Chadron State College, which includes the elementary, middle grades and secondary candidates so that the reader can compare all completers. The specific information for candidates in social science and history endorsements is also presented within this discussion of the pedagogical and professional knowledge, skills, and dispositions.

Candidates may have two different placement experiences. If the student has different grade levels, the experiences will reflect two different levels. If the candidate has two areas of study, the experiences are reflective of two different endorsement areas. Generally, the elementary and middle school candidates have two placements, for level and for endorsement area, respectively. Secondary candidates, unless they have two endorsements, generally have one placement experience.

First experience findings reflect the first 8-week experience of all elementary education candidates who have two, 8-week placements. Elementary placements are at a primary and an intermediate level. Elementary education candidates who have an additional endorsement would have a placement in that endorsed area as one of the 8-week placements. The only time an elementary education candidate would have a special methods supervisor rating is if they have an additional subject endorsement (K-8 vocal music, K-8 physical education, etc.). Secondary education candidates generally have one, 16-week placement. Therefore, secondary candidates’ ratings would be submitted at the end of their experience and be included in the second experience data set. If a secondary candidate has two placements for different grade levels or for multiple endorsements, then there would be an additional summative rating included in the first experience data.

The pedagogical knowledge, skill and professional dispositions are examined in light of the conceptual framework components of Leadership, Professionalism, Communication, Human Relations/Diversity, Communication, Thinking Skills, Assessment, and Methods/Technology. Elements within these components establish the rubric, Teacher Intern Checklist (TIC), for determining performance quality.

Findings for the Total Candidate Group during the Professional Year Semester II

First Experience First experience grand averages for conceptual framework (CF) pedagogical and professional knowledge (K) items as rated by cooperating teachers range from 3.61 for Thinking Skills to 3.81 for Professionalism. College supervisors’ knowledge ratings range from 3.50 for Thinking Skills to 3.66 for Professionalism. Special methods supervisors’ knowledge ratings range from 3.40 for Thinking Skills to 3.73 for Professionalism. Candidates’ self-evaluation rating for Methodology/Technology is lowest at 3.49; while the highest rating is

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3.83 for Professionalism. Across the board, there is a general spread of scores from .43 to .60 (standard deviation).

First experience grand averages for CF skills (S) by cooperating teachers range from 3.58 for Communications to 3.80 for Professionalism. College supervisors’ skills ratings range from 3.44 for Assessment to 3.62 for Professionalism. Special methods supervisors’ ratings range from 3.28, Methodology to 3.57, Professionalism. Candidates’ self-evaluation ratings range from 3.46 for Assessment to 3.83 for Professionalism. Standard deviations range from .43 to .68 across all evaluator groups.

First experience grand averages for CF dispositions (D) by cooperating teachers range from 3.66, Assessment to 3.79, Human Relations/Diversity. College supervisors’ ratings range from 3.54, Thinking Skills to 3.69, Professionalism. Special methods supervisors’ disposition ratings range from 3.54 for Methodology/Technology to 3.73 for a tie between Professionalism and Human Relations/Diversity. Less deviation is seen in disposition ratings with a range in standard deviations from .42 to .56.

Grand averages for all combined CF pedagogical and professional knowledge (K) items are: 3.70 (cooperating teachers), 3.58 (college supervisors), 3.59 (special methods supervisors), and 3.65 (candidates’ self-evaluation. Standard deviations for combined knowledge elements are fairly similar (.50, .54, .53, .50, respectively). Grand averages for all combined CF skills (S) items are: 3.67 (cooperating teachers), 3.51 (college supervisors), 3.43 (special methods supervisors), and 3.60 (candidates’ self-evaluation). Standard deviations for combined skills items are more spread out (.52, .58, .65, .53, respectively). Grand averages for all combined CF dispositions (D) items are: 3.72 (cooperating teachers), 3.62 (college supervisors), 3.62 (special methods supervisors), and 3.67 (candidates’ self-evaluation). Standard deviations for combined dispositions items are virtually the same (.49, .52, .51, .50, respectively).

Overall, even though grand averages for pedagogical and professional knowledge, skills, and dispositions rate above 3.40, skills rate slightly lower than either pedagogical and professional knowledge or dispositions by all rater groups. Rater groups (P-12 cooperating teachers, college supervisors, special methods supervisors, and candidates’ self-evaluation) exhibit very similar standard deviations (.45, .50, .51, and .44). The lowest individual average rating is 3.34 for Thinking Skills (S) by special methods supervisors, and the highest individual rating average is 3.83 for Professionalism pedagogical and professional knowledge (K) by candidates’ self-evaluation.

For the first experience, scores from cooperating P-12 teachers (CT) tend to be higher on all conceptual framework items for pedagogical and professional knowledge, skills, and dispositions than those from College supervisors (CS), special methods supervisors (SMS), and candidates’ self-evaluation (C). This finding is consistent with Dr. Lorie Hunn’s 2009 study,

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“Field Experience Supervision: A Comparison of Cooperating Teachers and College Supervisors’ Evaluations of Student Teachers.” For complete breakdown of first experience Teacher Intern Checklist (TIC) data by conceptual framework dimension (pedagogical and professional knowledge, skills, and dispositions) and by program groups, see 1 st Experience TIC Assessment All Data spreadsheet.

Second Experience Second experience grand averages for Conceptual Framework (CF) pedagogical and professional knowledge (K) items as rated by cooperating teachers range from 3.75 for Thinking Skills and Assessment to 3.89 for Human Relations/Diversity. College supervisors’ knowledge ratings range from 3.76 for Thinking Skills to 3.86 for Professionalism. Special methods supervisors’ knowledge ratings range from 3.63 for Thinking Skills and Assessment to 3.80 for Leadership and Professionalism. Candidates’ self-evaluation rates Methodology/Technology and Technology lowest at 3.70 while their highest rating is 3.92 for Professionalism. Across the board there is a general spread of scores from .28 to .56 (standard deviation).

Second experience grand averages for CF skills (S) by cooperating teachers range from 3.63 for Assessment to 3.81 for Professionalism. College supervisors’ skills ratings range from 3.69 for Communication to 3.80 for Professionalism and Human Relations/Diversity. Special methods supervisors’ ratings range from 3.33, Assessment to 3.79, Professionalism. Candidates’ self-evaluation ratings range from 3.64 for Assessment to 3.90 for Professionalism. Standard deviations range from .30 to .63 across all evaluator groups.

Second experience grand averages for CF dispositions (D) by cooperating teachers range from 3.70, Assessment to 3.83, Human Relations/Diversity. College supervisors’ ratings range from 3.78, Thinking Skills to 3.87, Professionalism. Special methods supervisors’ disposition ratings range from 3.63 for Assessment to 3.87 for Professionalism. Less deviation is seen in disposition ratings with a range in standard deviations from .35 to .49.

Grand averages for all combined CF pedagogical and professional knowledge (K) items are: 3.80 (cooperating teachers), 3.79 (college supervisors), 3.70 (special methods supervisors), and 3.81 (candidates’ self-evaluation). Standard deviations for combined knowledge elements are fairly similar (.43, .42, .47, .41, respectively). Grand averages for all combined CF skills (S) items are: 3.72 (cooperating teachers), 3.74 (college supervisors), 3.53 (special methods supervisors), and 3.58 (candidates’ self-evaluation). Standard deviations for combined skills items are more spread out (.49, .46, .53, .44, respectively). Grand averages for all combined CF dispositions (D) items are: 3.78 (cooperating teachers), 3.83 (college supervisors), 3.76 (special methods supervisors), and 3.82 (candidates’ self-evaluation). Standard deviations for combined dispositions items are virtually the same (.44, .39, .43, .39, respectively).

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Overall, even though grand averages for pedagogical and professional knowledge, skills, and dispositions rate above 3.53, skills rate slightly lower than either knowledge or dispositions by all rater groups. Rater groups (P-12 cooperating teachers, college supervisors, special methods supervisors, and candidates’ self-evaluation) exhibit very similar standard deviations (.40, .39, .41, and .35). The lowest individual average rating was 3.33 for Assessment skills (S) by special methods supervisors, and the highest individual rating average is 3.92 for Professionalism pedagogical and professional knowledge (K) and dispositions (D) by candidates’ self-evaluation.

Special methods supervisors tend to have the lowest average ratings with the largest standard deviation. Unlike the first experience data, cooperating teachers rate grand average skills items and dispositions slightly lower than did college supervisors; however, the standard deviation of the cooperating teachers is slightly higher than the college supervisors. Candidates’ self-evaluation for the second experience is slightly higher than the other rater groups. Overall, the ratings for the second experience tend to be higher than the first experience ratings, with smaller standard deviations. This seems to indicate that candidates improved from the first experience to the second, if they had two, 8-week experiences, and/or the ratings at the end of a 16-week experience were higher than those at the end of the first 8-week experience. The smaller standard deviation indicates more consistency of ratings between candidates and raters in the second experience. For complete breakdown of second experience Teacher Intern Checklist (TIC) data by conceptual framework dimension (pedagogical and professional knowledge, skills, and dispositions) and by program groups, see 2 nd Experience TIC Assessment All Data spreadsheet.

English and Language Arts Knowledge, Skills, and Dispositions as rated on the Teacher Intern Checklist. The candidates are rated by the cooperating teacher within the P-12 school, a college supervisor from the Education Department, a college special methods teacher educator from department housing the English and language arts programs (English and Humanities), and the candidate themselves. Section 2: Table 5 displays the results for the English and language arts candidates for the reporting period of fall 2007 through spring 2011; data are calculated on spring 2008 through spring 2011 data only, as the Teacher Intern Checklist moved from a 5-point scale to a 4-point scale. Special methods and candidates themselves are most critical of performance. The cooperating teachers rate the candidates with the highest scores. For these sets of candidates, the knowledge, skills and dispositions are strong. All conceptual framework summary scores fell within the Proficient category. The links to the English and language arts summary tables for the conceptual framework show that the components (dimensions) with the higher ratings are: 1) Leadership--knowledge, skills, and dispositions; and 2) Human Relations/Diversity--knowledge, skills, and dispositions. The lower scores as reported by the special methods teacher educators are: 1) Methodology/Technology--knowledge, skills, and dispositions. The candidates’ lowest ratings are within the knowledge and

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skills for Assessment. For complete data sets use the following links: English Key Assessment Content Knowledge KSD –English Content Tabs 1-4 and Language Arts Key Assessment Content Knowledge KSD— Language Arts Content Tabs 1-4

Section 2: Table 5English and Language Arts Candidates’ Scores for Knowledge, Skills, and Dispositions on the Conceptual Framework during Teacher Internship (Student Teaching)

Knowledge Skills Dispositions

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English Grand Average N=12, N =11

3.89 3.78 3.52 3.67 3.85 3.75 3.39 3.52 3.79 3.80 3.46 3.64

English Grand SD N=12 0.26 0.28 0.55 0.42 0.24 0.33 0.64 0.42 0.38 0.27 0.59 0.43

Language Arts Grand Average 1 N = 1

4.00 3.79 4.00 3.79 3.93 3.71 3.86 3.79 3.93 3.71 4.00 3.93

Scale (4=Advanced, 3= Proficient, 2=Progressing, 1/0=Unacceptable)

Section 2: Table 6 illustrates the total means and standard deviation for the sets of evaluators (cooperating teacher, college supervisor from the Education Department, special methods teacher educator from the discipline, and the candidate). The cooperating teachers rate the candidates with the highest scores. Generally, the special methods supervisors and the college supervisors from the Education Department rate the candidates lower. All sets of evaluators’ total scores fall within the Proficient (3) category. For complete data sets use the following links: English Key Assessment Content Knowledge KSD –English Content Tabs 1-4 and Language Arts Key Assessment Content Knowledge KSD— Language Arts Content Tabs 1-4

Section 2: Table 6

Overall Scores for Teacher Internship (Student Teaching) as rated by Cooperating Teacher, College Supervisor, Special Methods Supervisor, and Candidate

Endorsement, N Cooperating Teacher College Supervisor Special Methods Supervisor

Candidate Self -Evaluation

English, N = 12 Average/SD

3.84 (.24) 3.78 (.28) 3.46 (.58) 3.61(.35)

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Language Arts, N = 1 Average/no SD

3.95 3.79 3.93 3.79

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Effects on P-12 Student Learning

Student learning resulting from candidate performance is measured through a “teacher work sample”. This section describes the assignment and instrument for completing the teacher work sample as well as the results for both the elementary and secondary candidates.

Assignment and Evaluation Instruments

Teacher work sample data is gathered on several criteria, including Table of Contents; Instructional Setting/Context; Assessment Plan (pre-test/post-test, description of data, and display of data); Instructional Plans; Decision Making and Self-reflection/Evaluation; and Professional Presentation. Table of Contents and Professional Presentation are considered procedural elements and are indicators of overall quality. See Teacher Work Sample Assignment and Teacher Work Sample Grading Rubric.

The Instructional Setting/Context section is related to the candidate’s ability to research and present pertinent community, school, class, and individual contextual information. This informational section shows the candidate’s ability to discern important factors that may impact instruction. Contextual information assigned to prompt candidates to become sensitive to group or individual diversity factors.

The three elements of the Assessment Plan demonstrate the candidate’s ability to plan an instructional-assessment sequence, including congruent pre- and post-tests. The candidate demonstrates his or her skills in aggregating and disaggregating data. Candidates are evaluated based on their ability to show both whole class and individual progress in an effective manner. Additionally, candidates have the freedom to display other types of analysis, such as comparisons of multiple sections of courses or a breakdown of results by item or objective.

The Instructional Plans section is evaluated based on the completeness of lessons plans, including the candidate’s ability to modify lesson plans based on the pre-test data. Candidates demonstrate the use of formative assessments as part of instruction.

The final section, Decision Making and Self-reflection/Evaluation, is evaluated based on the degree to which candidates understand the process of making decisions based on the use of data. Candidates also demonstrate their ability to analyze and reflect upon their own instructional and assessment practices. The overall goals of the teacher work sample are to guide candidates through the data-driven instructional process, and ultimately, to evaluate the candidate’s impact on P-12 student learning.

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Results for Elementary Education

Elementary education results indicate scores ranging from 2.98 (1.05) for Instructional Plans to 3.74 (.44) for Instructional Setting/Context (scores on a 4-point scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level). These results are surprising as candidates have the most experience and practice in developing lesson/instructional plans. The Instructional Plan standard deviation of 1.05 indicates a relatively wide variation of scores on this criterion. The scores in the assessment plan area are higher than might be expected, as this is an area that is relatively new to candidates and an area that candidates have had less hands-on experience. Candidates demonstrate a moderately high ability to make decisions and reflect on the data-driven instructional experience with a score of 3.34 (.69). Overall, elementary education candidates perform at a Proficient (3) level on the Teacher Work Sample from fall 2007-spring 2011. See full data set for Teacher Work Sample Elementary Summary.

Section 2: Table 7Elementary Candidates Teacher Work Sample--Fall 2007 through Spring 2011

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of

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Average/ SD

Elementary TWS Fall 2007 - Spring 2011 TotalsGrand Average Total N = 184; missing n = 5 3.61 3.74 3.30 3.12 3.37 2.98 3.34 3.10 3.32

Grand SD 0.62 0.44 0.73 0.79 0.83 1.05 0.69 0.76 0.53

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Results for Secondary Education

Secondary education results indicate scores ranging from 3.09 (1.02) for Instructional Plans to 3.54 (.76) for Instructional Setting/Context (scores on a 4-point scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level). Secondary education results are more uniform, but Instructional Plan is still lower than might be expected. The Instructional Plan standard deviation indicates a relatively wide variation of scores on this criterion. The scores in the assessment plan area were fairly consistent and higher than might be expected, as this is an area that is relatively new to candidates and an area that candidates have had less hands-on experience. Candidates demonstrate a moderately high ability

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to make decisions and reflect on the data-driven instructional experience with a score of 3.25 (.86). Overall, secondary education candidates perform at a Proficient (3) level on the Teacher Work Sample from fall 2007-spring 2011. English and language arts endorsement candidates are included in the secondary education data set. See full data set for Teacher Work Sample Secondary Summary.

Section 2: Table 8Secondary Candidates Teacher Work Sample--Fall 2007 through Spring 2011

Tab

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Average/ SD

Secondary TWS Fall 2007 - Spring 2011 TotalsGrand Average Total N = 170; missing n = 8 3.65 3.54 3.28 3.15 3.19 3.09 3.25 3.05 3.27

Grand SD 0.81 0.76 0.76 0.85 0.99 1.02 0.86 0.87 0.67

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Results for All Candidates

Results for elementary and secondary education Teacher Work Sample are consistent for both elementary and secondary programs (Middle grade endorsement candidates are included in the Block group of their choice.). Scores fall within the Proficient (3) level, except for Instructional Plans for elementary education with an average of 2.98 (1.05). A relatively high standard deviation is noted in several areas for both programs.

Section 2: Table 9 All Candidates - Teacher Work Sample--Fall 2007 through Spring 2011

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f

Inst

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ttin

g/C

onte

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/Pos

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sts

Des

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of

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Inst

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akin

g, S

elf-

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ion/

Prof

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Average/ SD

Elementary & Secondary TWS Fall 2007 - Spring 2011 TotalsGrand Average Total N = 354; missing n = 13 3.47 3.56 3.35 3.14 3.23 3.02 3.23 3.08 3.26

Grand SD 0.82 0.77 0.80 0.96 1.14 1.05 0.86 0.93 0.74

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Follow up Studies

Follow-up studies are conducted annually. Graduates who have completed a full year of teaching and their employers are surveyed. The return on the mailed surveys has been low;

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however, the data do provide some information for the unit. As shown on Section 2: Table 10 Conceptual Framework Summary as Measured by Follow up Survey, the areas of strength as identified by the graduating candidates are knowledge, skill and dispositions for Leadership and Communication. The areas identified by the graduating candidates as weaker are knowledge, skill and dispositions for Assessment and Methodology/Technology. The employers in general rate the graduating candidates lower than the candidates rate themselves. The employers’ areas of strength are dispositions in most categories and Assessment knowledge. The weaker areas as identified by the employers are Thinking Skills knowledge, Human Relations/Diversity skill, and Assessment skill. For complete data set for initial program follow up study see Initial Program Follow-up Survey Summary and Initial Program Follow-up Survey form.

Section 2: Table 10Conceptual Framework Summary as Measured by Follow up Survey

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urve

y SD

Grand Average Assessment Spring 2008-Spring 2010 N =240 ; returned graduate = 29; employer = 12 3.55 3.55 3.34 3.27 3.31 3.18 3.40 0.18 3.33 0.20Grand SD Assessment Spring 2008 – Fall 2010 0.62 0.50 0.71 0.62 0.65 0.72 0.59 0.26 0.53 0.28Grand Average Methodology/ Technology Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 3.25 4.00 3.38 4.00 4.00 3.31 0.06 4.00 0.00Grand SD Methodology/ Technology Spring 2008 – Fall 2010 0.35 0.53 0.44 0.09Grand Average Professionalism Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 3.25 4.00 3.38 4.00 4.00 3.31 0.06 4.00 0.00Grand SD Professionalism Spring 2008 – Fall 2010 0.35 0.53 0.44 0.09Grand Average Leadership Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 3.75 4.00 3.50 4.00 3.88 4.00 3.71 0.22 4.00 0.00Grand SD Leadership Spring 2008 – Fall 2010 0.35 0.71 0.18 0.41 0.31Grand Average Human Relations/Diversity Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 4.00 4.00 4.00 4.00 4.00 0.00 4.00 0.00Grand SD Human Relations/Diversity Spring 2008 – Fall 2010 0.00 0.00 0.00Grand Average Communication Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 4.00 3.75 4.00 4.00 3.75 0.00 4.00 0.00Grand SD Communication Spring 2008 – Fall 2010 0.35 0.35 0.00Grand Average Thinking Skills Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 4.00 4.00 3.88 4.00 3.88 0.00 4.00 0.00Grand SD Thinking Skills Spring 2008 – Fall 2010 0.18 0.18 0.00

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Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Candidate Proficiency

Data resulting from the Teacher Intern Checklist (TIC) demonstrate the candidates’ performance during student teaching (Section 2: Table 11). Content knowledge is rated by the candidates’ cooperating P-12 teachers, college supervisors, and the candidates during student teaching. Specific group ratings are reported in the previous Content Knowledge section. Overall, content knowledge during student teaching rates at the Proficient (3) level. First experience ratings reported are: cooperating P-12 teachers 3.67 (.55), college supervisors 3.64 (.50), special methods supervisors 3.68 (.57), and candidates 3.57 (.52). Second experience ratings reported are: cooperating P-12 teachers 3.72 (.49), college supervisors 3.78 (.41), special methods supervisors 3.76 (.44), and candidates 3.74 (.45).

Section 2: Table 11

Content Area/Subject Matter Knowledge as Measured by Teacher Intern Checklist

Content Area/Subject Matter Knowledge as Measured by Teacher Intern Checklist

Education Groups

1st Experience 2nd Experience

Coo

pera

ting

P-12

T

each

er

Col

lege

E

duca

tion

Supe

rvis

or

Col

lege

Spe

cial

M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Coo

pera

ting

P-12

T

each

er

Col

lege

E

duca

tion

Supe

rvis

or

Col

lege

Spe

cial

M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Grand Elementary & Secondary Content Area/Subject Matter Knowledge as measured by Teacher Intern Checklist Spring 2008-Spring 2011

Grand Average N = 336 3.67 3.64 3.68 3.57 3.72 3.78 3.76 3.74

Grand SD 0.55 0.50 0.57 0.52 0.49 0.41 0.44 0.45Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Complete elementary and secondary program comparisons, including elementary sites and secondary traditional and post-baccalaureate candidates may be viewed in the TIC Content Area Knowledge spreadsheet.

Cooperating teachers, college supervisors, and candidates rate candidate performance during student teaching on each of the knowledge, skill, and dispositions reflected in the conceptual framework. Specific results are described in the Pedagogical and Professional Knowledge, Skills, and Dispositions section; summary results are reported in Section 2: Table 12. Overall, pedagogical and professional knowledge, skills, and dispositions during student teaching rate at the Proficient (3) level. Pedagogical and professional knowledge ratings range from 3.76 (.50) from cooperating teachers to 3.65 (.35) from special methods supervisors. Skills

P a g e | 28

rated from 3.71 (.55) from cooperating teachers to 3.57 (.41) special methods supervisors. Dispositions rated from 3.75 (.51) from cooperating teachers to 3.70 (.33) special methods supervisors. Overall, the averages are nearly the same and are very consistent.

Section 2: Table 12

Pedagogical and Professional Knowledge, Skills, and Dispositions as Measured by Teacher Intern Checklist

Summary -- 1st Experience & 2nd Experience

Knowledge Skills Dispositions

Total Conceptual Framework Dimensions

Coo

pera

ting

P-12

T

each

er

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Coo

pera

ting

P-12

T

each

er

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Coo

pera

ting

P-12

T

each

er

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Grand KSD Average All Groups Spring 2008 - Spring 2011 N = 336 3.76 3.70 3.65 3.69 3.71 3.62 3.57 3.65 3.75 3.72 3.70 3.71Grand KSD SD Spring 2008 - Spring 2011 N = 336 0.50 0.49 0.35 0.51 0.55 0.54 0.41 0.53 0.51 0.47 0.33 0.50

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Complete elementary and secondary program comparisons, including elementary sites and secondary traditional and post-baccalaureate candidates may be viewed in the 1 st and 2 nd TIC Program Summaries spreadsheets.

Candidates’ ability to measure student growth and their effects on student learning are reported in the Effects on P-12 Student Learning section and summarized below in Section 2: Table 9. Results for all candidates fall within the Proficient (3) level. A relatively high standard deviation is noted.

Section 2: Table 9 All Candidates - Teacher Work Sample--Fall 2007 through Spring 2011

Tab

le o

f

Inst

ruct

iona

l Se

ttin

g/C

onte

xt

Pre-

/Pos

t-te

sts

Des

crip

tion

of

Dis

play

Inst

ruct

iona

l Pl

ans

Dec

isio

n M

akin

g, S

elf-

Ref

lect

ion/

Prof

essi

onal

Average/ SD

Elementary & Secondary TWS Fall 2007 - Spring 2011 TotalsGrand Average Total N = 354; missing n = 13 3.47 3.56 3.35 3.14 3.23 3.02 3.23 3.08 3.26

Grand SD 0.82 0.77 0.80 0.96 1.14 1.05 0.86 0.93 0.74

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

P a g e | 29

Additional Assessments

In the fall of 2011 and spring of 2012 a separate assessment of candidate dispositions was piloted in EDUC 131. This assessment has been added due to a few candidates displaying professional dispositions below desired proficiency levels. The unit faculty determined that candidates need continual and more direct awareness of their professional dispositions. This instrument is designed to be given at several levels of development and is designed to encourage self-reflection. This assessment will be expanded to other key assessment levels (PSYC 231 Educational Psychology, EDUC 300/320 Observation and Participation, and the Professional Year). No data is included as no fall 2007- spring 2011completers are included in this data. (See Disposition Survey-Evaluator and Disposition Survey-Self forms.)

Section 3 – Program Improvement

Faculty members within English and language arts have made changes to the curriculum and course content due to content assessments. The Education Unit faculty which includes a representative of each endorsement area have made changes in (a) the pedagogical and professional knowledge skills and dispositions based on assessment data, state and national standards, and on evidence of best practices as well as (b) the effects on P-12 student learning assessment.

Content Knowledge

The instruments used by the faculty are locally developed and many of the changes involved refining the instruments for validity and reliability. The faculty did find that candidates’ writing skills needed emphasis and have developed a writing center to aid students/candidates as well as incorporate focused writing embedded within courses. The program is designed to meet the standards of Nebraska rule as well as the standards set by Chadron State College.

The Chadron State College Teacher Education Committee voted to adopt the Praxis II exam from ETS as the content score beginning in 2011/2012. The committee includes members of the education department faculty, at least one representative of the content disciplines offering endorsements, a student, and representatives of P-12 teachers/administrators. The Praxis II exam will replace the content rubric score.

Pedagogical and Professional Knowledge, Skills, and Dispositions

Changes made to the professional education program due to the data results over the past five years include enhancing the assessment portion of the upper level courses associated with

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standards and assessment of student learning. Faculty members have aligned course content and learning outcomes to the State of Nebraska standard performance measures.

In general, faculty has increased field experiences to provide candidates with more direct experience in working with children/students. Faculty members have increased field experience exposure to diverse populations to better help candidates learn to work successfully with the ever-changing demographics of P-12 students. A specific example is an increased emphasis on understanding and meeting the needs of English limited language learners. The unit has developed and is implementing an updated technology plan to enhance candidate skill development utilizing technology to enhance student learning.

Effects on Student Learning

Faculty members have analyzed results each year; continuous efforts are being made to improve both instruction relating instructional planning, assessment techniques, and use of data to improve instruction. Additionally, the way the teacher work sample is assigned to candidates was examined. The assignment is given in a Professional Development Workshop (PDW). It was determined that regional sites need to have the instruction given in-person by the same individual(s) rather than through videotape or communicated by written assignment. Viewing a videotape of the presentation is still the back-up method for those who might be absent or for candidates in the Post-Baccalaureate program. Post-Baccalaureate candidates may not have convenient access to the PDW. Additionally, the assignment procedures and deadlines were adjusted for spring 2012. Results were mixed; candidates felt the deadline was too soon in the semester. Results and procedures will be continually monitored.

Faculty are making a stronger effort to help candidates understand the value of the teacher work sample assignment. The vital relationship between pre-assessment of student knowledge and skills, instructional planning, and subsequently, post-assessment of student learning cannot be over-emphasized. The upper division professional courses for methods will be including more concepts related to standards, assessment of learning, and improvement of instruction.

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Chadron State CollegeChadron, Nebraska 69337English Advising Template

BACHELOR OF EDUCATION Subject EndorsementCatalog 2009-2011 Revised __________

YEAR 1 SUMMER TERM FALL SEMESTER SPRING SEMESTER

ENG 135 ENG 136ENG 233 ENG 232bGeneral Studies ENG 236bGeneral Studies General StudiesGeneral Studies General Studies

Total Credits: 15 Total Credits: 15

YEAR 2 SUMMER TERM FALL SEMESTER SPRING SEMESTER

ENG 232a ENG 249ENG 236a ENG 320General Studies General StudiesGeneral Studies General StudiesGeneral Studies General Studies

Total Credits: 15 Total Credits: 15

YEAR 3 SUMMER TERM FALL SEMESTER SPRING SEMESTER

ENG 331 ENG 432ENG 436 ENG 438ENG 441 ENG 440General Studies General StudiesGeneral Studies General Studies

Total Credits: 15 Total Credits: 15

YEAR 4 SUMMER TERM FALL SEMESTER SPRING SEMESTER

ENG 461 Student teaching

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Block

Total Credits: 12 Total Credits: 15

TOTAL CREDIT TO GRADUATE 120

Chadron State CollegeChadron, Nebraska 69337English Advising Template

BACHELOR OF EDUCATION Field EndorsementCatalog 2009-2011 Revised __________

YEAR 1 SUMMER TERM FALL SEMESTER SPRING SEMESTER

ENG 135 ENG 136ENG 233 ENG 232bCA 144 ENG 236bTH 134 TH 159General Studies General Studies

Total Credits: 15 Total Credits: 15

YEAR 2 SUMMER TERM FALL SEMESTER SPRING SEMESTER

CA 130 ENG 232a ENG 249General Studies ENG 236a ENG 320

CA 233 TH 237General Studies General StudiesGeneral Studies General Studies

Total Credits: 6 Total Credits: 15 Total Credits: 15

YEAR 3 SUMMER TERM FALL SEMESTER SPRING SEMESTER

CA 333 ENG 331 ENG 432General Studies ENG 436 ENG 438General Studies ENG 441 ENG 440

CA 346 READ 430General Studies TH 336

Total Credits: 9 Total Credits: 15 Total Credits: 15

YEAR 4 SUMMER TERM FALL SEMESTER SPRING SEMESTER

General Studies ENG 461 Student teaching

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General Studies BlockGeneral Studies TH elective

Total Credits: 9 Total Credits: 15 Total Credits: 15

TOTAL CREDIT TO GRADUATE 150

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New Program Rule 24 Matrix Revised Program Table of Alignment of Standards and Assessments

Name of Institution: Chadron State CollegeDate Submitted: Fall 2011

Endorsement: English Grade Levels: 7-12Total Hours Required by Rule 24: 30 Program Hours Required by Institution: 36 Endorsement Type: Subject

Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course completion requirements which the institution utilizes to grant credit toward completion of this endorsement.

(For additional lines in each section, please go to the end of the row and press the tab key.)

006.21D Certification Endorsement Requirements:This endorsement shall require a minimum of 30 semester hours in writing, language, and literature coursework.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 232 (a) & (b) History of American Lit. 6 credits Exams, Papers GPA X

ENG 236 (a) & (b) History of English Lit 6 credits Exams, Papers GPA X

ENG 249 Creative Writing 3 credits Papers GPA X

ENG 320 Grammar & Linguistics 3 credits Exams GPA X X

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 432 Shakespeare 3 credits Exams, Papers GPA X X

ENG 436 World Literature 3 credits Exams, Papers GPA X

ENG 438 Adolescent Literature 3 credits Papers, Projects, Case Studies GPA X X X

ENG 440 Theory & Practice of Literary Criticism 3 credits Exams, Papers GPA X

ENG 441 English & American Novels 3 credits Exams, Papers GPA X

Standard/Description

A. Demonstrate an understanding of and be able to teach the concepts, skills, and processes of reading and writing as defined in the Nebraska Student Standards for eighth and twelfth grades.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 331 Theory & Practice of Teaching Writing 3 credits` Papers, Projects GPA X X X X

ENG 461 Methods for Teaching Language Arts 3 credits Papers, Case studies, Projects GPA X X X X

Standard/Description

P a g e | 35

B. Demonstrate knowledge and understanding of the English language, including being able to:1. demonstrate an understanding of language acquisition and development;2. demonstrate how reading, writing, speaking, listening, viewing, and thinking are interrelated;3. recognize the impact of cultural, economic, political, and social environments upon language;4. demonstrate an understanding of diversity in language use, patterns, and dialects across cultures, ethnic groups,

geographic regions, and social roles;5. demonstrate an understanding of how and why the English language evolves;6. demonstrate an understanding of English grammars;7. demonstrate an understanding of syntax and phonology; and8. demonstrate an understanding of the various purposes for which language is used.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 320 Grammar & Linguistics 3 credits Exams GPA X X

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 236 (a) History of English Literature 3 credits Exams, Papers GPA X

ENG 440 Theory & Practice of Literary Criticism 3 credits Exams, Papers GPA X

Standard/Description

C. Prospective teachers should demonstrate knowledge and understanding of reading processes, including being able to:1. demonstrate how to respond to and interpret literature in different ways;2. demonstrate how to discover and create meaning from texts, including non-print media;3. use a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts; and4. demonstrate an understanding of the uses of reading for different purposes, including reading in the workplace.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 232 (a) & (b) History of American Lit 6 credits Exams, Papers GPA X

ENG 236 (a) & (b) History of English Lit 6 credits Exams, Papers GPA X

ENG 432 Shakespeare 3 credits Exams, Papers GPA X X

ENG 436 World Literature 3 credits Exams, Papers GPA X

ENG 438 Adolescent Literature 3 credits Papers, Projects, Case Studies GPA X X X

ENG 441 English & American Novels 3 credits Exams, Papers GPA X

ENG 461 Methods for Teaching Language Arts 3 credits Papers, Case Studies, Projects GPA X X X X

Standard/Description

D. Prospective teachers should demonstrate knowledge and understanding of different composing processes, including being able to:1. use a wide range of writing strategies to generate meaning and to clarify understanding;2. produce different forms of written discourse for various audiences demonstrating conventional usages for those forms

and audiences;3. demonstrate how written discourse can influence thought and action; and4. revise, edit, and proofread written text.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

P a g e | 36

ENG 249 Creative Writing 3 credits Papers GPA X

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 440 Theory & Practice of Literary Criticism 3 credits Exams, Papers GPA X

Standard/Description

E. Prospective teachers should demonstrate knowledge and understanding of an extensive range of literature, including being able to:1. demonstrate knowledge of a broad historical and contemporary spectrum of United States, British, and world literatures,

including:a. literature from a range of cultures;b. literature from a range of genres;c. literature by authors of both genders;d. literature by authors of color;e. literature written specifically for older children and young adults; andf. works of literary theory, history, and criticism.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 232 (a) & (b) History of American Lit 6 credits Exams, Papers GPA X

ENG 236 (a) & (b) History of English Lit 6 credits Exams, Papers GPA X

ENG 432 Shakespeare 3 credits Exams, Papers GPA X X

ENG 436 World Literature 3 credits Exams, Papers GPA X

ENG 438 Adolescent Literature 3 credits Papers, Projects, Case Studies GPA X X X

ENG 440 Theory & Practice of Literary Criticism 3 credits Exams, Papers GPA X

ENG 441 English & American Novels 3 credits Exams, Papers GPA X

Standard/Description

F. Prospective teachers should demonstrate knowledge and understanding of the range and influence of print and nonprint media and technology in contemporary culture, including being able to:1. recognize the influence of media on culture and on people’s actions and communication; and2. display an understanding of the role of technology in communication.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 438 Adolescent Literature 3 credits Papers, Projects, Case Studies GPA X X X

ENG 440 Theory & Practice of Literary Criticism 3 credits Exams, Papers GPA XENG 461 Specialized Methods (3) exams projects lessons X XStandard/Description

G. Prospective teachers should demonstrate methods of research in English, such as, use of the library and electronic resources, and field research.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

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ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 432 Shakespeare 3 credits Exams, Papers GPA X X

ENG 436 World Literature 3 credits Exams, Papers GPA X

ENG 461 Methods for Teaching Language Arts 3 credits Papers, Case Studies, Projects GPA X X X X

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New Program Rule 24 Matrix Revised Program Table of Alignment of Standards and Assessments

Name of Institution: Chadron State CollegeDate Submitted: Fall 2011

Endorsement: Language Arts Grade Levels: 7-12Total Hours Required by Rule 24: 65 Program Hours Required by Institution: 66 Endorsement Type: Field

Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course completion requirements which the institution utilizes to grant credit toward completion of this endorsement.

(For additional lines in each section, please go to the end of the row and press the tab key.)

006.37D Certification Endorsement Requirements:This endorsement shall require a minimum of 65 semester hours in journalism and mass communications, language, literature, reading, speech, theatre, and writing.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

CA 144 Oral Interpretation & Performance Studies 3 credits Exams, Speeches, Performances

GPA X X

CA 130 Interpersonal Comm OR CA 346 Intercultural Comm 3 cr Exams, Speeches GPA X X

CA 231 Intro to Desktop Pub OR CA 233 Multimedia 3 credits Exams, Speeches, Projects GPA X X

CA 333 News Journalism 3 credits Papers, Exams GPA X X

ENG 232 (a) & (b) History of American Lit. 6 credits Exams, Papers GPA X

ENG 236 (a) & (b) History of English Lit 6 credits Exams, Papers GPA X

ENG 249 Creative Writing 3 credits Papers GPA X

ENG 320 Grammar & Linguistics 3 credits Exams GPA X X

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 432 Shakespeare 3 credits Exams, Papers GPA X X

ENG 436 World Literature 3 credits Exams, Papers GPA X

ENG 438 Adolescent Literature 3 credits Papers, Projects, Case Studies GPA X X X

ENG 440 Theory & Practice of Literary Criticism 3 credits Exams, Papers GPA X

ENG 441 English & American Novels 3 credits Exams, Papers GPA X

READ 430 Reading in the Middle/Sec School 3 credits Exams, Papers GPA X X X

TH 134 Principles of Acting 3 credits Performance, Exams GPA X X

TH 159 Technical Theater and Lab 3 credits Performance, Projects GPA X X

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TH 237 Beginning Directing 3 credits Performance, Projects GPA X X

TH 336 Theatre History I OR TH 337 Theatre Hist II 3 credits Exams, Papers GPA X

Upper division Theatre elective 3 credits Exams, Papers, Performance GPA X

Standard/Description

A. Demonstrate an understanding of and be able to teach the concepts, skills, and processes of reading and writing as defined in the Nebraska Student Standards for grades eight and twelve.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 331 Theory & Practice of Teaching Writing 3 credits` Papers, Projects GPA X X X X

ENG 461 Methods for Teaching Language Arts 3 credits Papers, Case studies, Projects GPA X X X X

Standard/DescriptionB. Demonstrate knowledge and understanding of the English language, including being able to:

1. demonstrate an understanding of language acquisition and development;2. demonstrate how reading, writing, speaking, listening, viewing, and thinking are interrelated;3. recognize the impact of cultural, economic, political, and social environments upon language4. demonstrate an understanding of diversity in language use, patterns, and dialects across cultures, ethnic groups,

geographic regions, and social roles;5. demonstrate an understanding of how and why the English language evolves;6. demonstrate an understanding of English grammars;7. demonstrate an understanding of syntax and phonology; and8. demonstrate an understanding of the various purposes for which language is used.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 320 Grammar & Linguistics 3 credits Exams GPA X X

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 236 (a) History of English Literature 3 credits Exams, Papers GPA X

ENG 440 Theory & Practice of Literary Criticism 3 credits Exams, Papers GPA X

Standard/DescriptionC. Demonstrate knowledge and understanding of reading processes, including being able to:

1. describe reading and writing development;2. teach basic skills and strategies in reading and writing;3. teach students to use reading and writing as tools for learning;4. motivate readers and writers using a wide variety of methods and materials;5. match reading materials with students abilities;6. involve parents in cooperative efforts and programs;7. demonstrate how to respond to and interpret literature in different ways;8. demonstrate how to discover and create meaning from texts, including non-print media;9. use a wide range of strategies to comprehend, interpret, evaluate, and appreciate literary and other texts; and10. demonstrate an understanding of the uses of reading for different purposes, including reading in the workplace.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

P a g e | 40

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 438 Adolescent Literature 3 credits Papers, Projects, Case Studies GPA X X X

ENG 461 Methods for Teaching Language Arts 3 credits Papers, Case Studies, Projects GPA X X X X

READ 430 Reading in the Middle/Sec. School 3 credits Exams, Papers GPA X X

Standard/DescriptionD. Demonstrate knowledge and understanding of different composing processes, including being able to:

1. use a wide range of writing strategies to generate meaning and to clarify understanding;2. produce different forms of written discourse for various audiences demonstrating conventional usages for those forms

and audiences;3. demonstrate how written discourse can influence thought and action; and4. revise, edit, and proofread written text.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 249 Creative Writing 3 credits Papers GPA X

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 440 Theory & Practice of Literary Criticism 3 credits Exams, Papers GPA X

Standard/DescriptionE. Demonstrate knowledge and understanding of an extensive range of literature, including being able to:

1. demonstrate knowledge of a broad historical and contemporary spectrum of United States, British, and world literatures, including:

a. literature from a range of cultures;b. literature from a range of genres;c. literature by authors of both genders;d. literature by authors of color;e. literature written specifically for older children and young adults; andf. works of literary theory, history, and criticism.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 232 (a) & (b) History of American Lit 6 credits Exams, Papers GPA X

ENG 236 (a) & (b) History of English Lit 6 credits Exams, Papers GPA X

ENG 432 Shakespeare 3 credits Exams, Papers GPA X X

ENG 436 World Literature 3 credits Exams, Papers GPA X

ENG 438 Adolescent Literature 3 credits Papers, Projects, Case Studies GPA X X X

ENG 440 Theory & Practice of Literary Criticism 3 credits Exams, Papers GPA X

ENG 441 English & American Novels 3 credits Exams, Papers GPA X

TH 336 or 337 Theater History I or II 3 credits Exams, Papers GPA X

Standard/DescriptionF. Demonstrate knowledge and understanding of the range and influence of print and non-print media and technology in Candidate Proficiencies

P a g e | 41

contemporary culture, including being able to:1. recognize the influence of media on culture and on people’s actions and communication;2. describe the historical, ethical, and legal issues central to communication; and3. demonstrate an understanding of and the ability to use current technologies in communication.

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

CA 130 Interpersonal Communication 3 credits Speeches, Papers, Exams GPA X X

CA 233 Multimedia & Presentational Speaking 3 credits Speeches, Papers GPA X X

Standard/Description

G. Demonstrate methods for conducting research and analyzing information. Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 432 Shakespeare 3 credits Exams, Papers GPA X X

ENG 436 World Literature 3 credits Exams, Papers GPA X

ENG 461 Methods for Teaching Language Arts 3 credits Papers, Case Studies, Projects GPA X X X X

Standard/Description

H. Demonstrate an understanding of management and budgeting skills as they apply to curricular and co-curricular communication activities.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

TH 159 Technical Theater 3 credits Performance, Papers GPA X X

TH 237 Beginning Directing 3 credits Performance, Projects GPA X X

Standard/Description

I. Demonstrate an understanding of and be able to apply the principles of contemporary rhetoric, interpersonal communication, performance theory, and public address.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

CA 130 Interpersonal Communication 3 credits Speeches, Papers, Exams GPA X X

CA 233 Multimedia & Presentational Speaking 3 credits Speeches, Papers GPA X X

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

Standard/Description

J. Demonstrate an understanding of and be able to apply the principles of basic acting; play direction; and theatre design and technology.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Pedagogical Skills Dispositions P-12 Student

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Knowledge Knowledge Learning

TH 134 Principles of Acting 3 credits Performance, Exams GPA X X

TH 159 Technical Theater and Lab 3 credits Performance, Projects GPA X X

TH 237 Beginning Directing 3 credits Performance, Projects GPA X X

Standard/Description

K. Clinical Experiences. The prospective teacher should have clinical experiences in co-curricular activities related to (1) journalism and mass communications, (2) speech, and (3) theatre.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

TH 134 Principles of Acting 3 credits Performance, Exams GPA X X

TH 159 Technical Theater and Lab 3 credits Performance, Projects GPA X X

TH 237 Beginning Directing 3 credits Performance, Projects GPA X X

CA 130 Interpersonal Comm OR CA 346 Intercultural Comm 3 cr Exams, Speeches GPA X X

CA 231 Intro to Desktop Pub OR CA 233 Multimedia 3 credits Exams, Speeches, Projects GPA X X

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New Program Rule 24 Matrix Revised Program Table of Alignment of Standards and Assessments

Name of Institution: Chadron State CollegeDate Submitted: Fall 2011

Endorsement: Language Arts Grade Levels: 7-12Total Hours Required by Rule 24: 65 Program Hours Required by Institution: 66 Endorsement Type: Field

Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course completion requirements which the institution utilizes to grant credit toward completion of this endorsement.

(For additional lines in each section, please go to the end of the row and press the tab key.)

006.37D Certification Endorsement Requirements:This endorsement shall require a minimum of 65 semester hours in journalism and mass communications, language, literature, reading, speech, theatre, and writing.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

CA 144 Oral Interpretation & Performance Studies 3 credits Exams, Speeches, Performances

GPA X X

CA 130 Interpersonal Comm OR CA 346 Intercultural Comm 3 cr Exams, Speeches GPA X X

CA 231 Intro to Desktop Pub OR CA 233 Multimedia 3 credits Exams, Speeches, Projects GPA X X

CA 333 News Journalism 3 credits Papers, Exams GPA X X

ENG 232 (a) & (b) History of American Lit. 6 credits Exams, Papers GPA X

ENG 236 (a) & (b) History of English Lit 6 credits Exams, Papers GPA X

ENG 249 Creative Writing 3 credits Papers GPA X

ENG 320 Grammar & Linguistics 3 credits Exams GPA X X

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 432 Shakespeare 3 credits Exams, Papers GPA X X

ENG 436 World Literature 3 credits Exams, Papers GPA X

ENG 438 Adolescent Literature 3 credits Papers, Projects, Case Studies GPA X X X

ENG 440 Theory & Practice of Literary Criticism 3 credits Exams, Papers GPA X

ENG 441 English & American Novels 3 credits Exams, Papers GPA X

READ 430 Reading in the Middle/Sec School 3 credits Exams, Papers GPA X X X

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TH 134 Principles of Acting 3 credits Performance, Exams GPA X X

TH 159 Technical Theater and Lab 3 credits Performance, Projects GPA X X

TH 237 Beginning Directing 3 credits Performance, Projects GPA X X

TH 336 Theatre History I OR TH 337 Theatre Hist II 3 credits Exams, Papers GPA X

Upper division Theatre elective 3 credits Exams, Papers, Performance GPA X

Standard/Description

L. Demonstrate an understanding of and be able to teach the concepts, skills, and processes of reading and writing as defined in the Nebraska Student Standards for grades eight and twelve.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 331 Theory & Practice of Teaching Writing 3 credits` Papers, Projects GPA X X X X

ENG 461 Methods for Teaching Language Arts 3 credits Papers, Case studies, Projects GPA X X X X

Standard/DescriptionM. Demonstrate knowledge and understanding of the English language, including being able to:

1. demonstrate an understanding of language acquisition and development;2. demonstrate how reading, writing, speaking, listening, viewing, and thinking are interrelated;3. recognize the impact of cultural, economic, political, and social environments upon language4. demonstrate an understanding of diversity in language use, patterns, and dialects across cultures, ethnic groups,

geographic regions, and social roles;5. demonstrate an understanding of how and why the English language evolves;6. demonstrate an understanding of English grammars;7. demonstrate an understanding of syntax and phonology; and8. demonstrate an understanding of the various purposes for which language is used.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 320 Grammar & Linguistics 3 credits Exams GPA X X

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 236 (a) History of English Literature 3 credits Exams, Papers GPA X

ENG 440 Theory & Practice of Literary Criticism 3 credits Exams, Papers GPA X

Standard/DescriptionN. Demonstrate knowledge and understanding of reading processes, including being able to:

1. describe reading and writing development;2. teach basic skills and strategies in reading and writing;3. teach students to use reading and writing as tools for learning;4. motivate readers and writers using a wide variety of methods and materials;5. match reading materials with students abilities;6. involve parents in cooperative efforts and programs;7. demonstrate how to respond to and interpret literature in different ways;8. demonstrate how to discover and create meaning from texts, including non-print media;9. use a wide range of strategies to comprehend, interpret, evaluate, and appreciate literary and other texts; and10. demonstrate an understanding of the uses of reading for different purposes, including reading in the workplace.

Candidate Proficiencies

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Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 438 Adolescent Literature 3 credits Papers, Projects, Case Studies GPA X X X

ENG 461 Methods for Teaching Language Arts 3 credits Papers, Case Studies, Projects GPA X X X X

READ 430 Reading in the Middle/Sec. School 3 credits Exams, Papers GPA X X

Standard/DescriptionO. Demonstrate knowledge and understanding of different composing processes, including being able to:

1. use a wide range of writing strategies to generate meaning and to clarify understanding;2. produce different forms of written discourse for various audiences demonstrating conventional usages for those forms

and audiences;3. demonstrate how written discourse can influence thought and action; and4. revise, edit, and proofread written text.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 249 Creative Writing 3 credits Papers GPA X

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 440 Theory & Practice of Literary Criticism 3 credits Exams, Papers GPA X

Standard/DescriptionP. Demonstrate knowledge and understanding of an extensive range of literature, including being able to:

1. demonstrate knowledge of a broad historical and contemporary spectrum of United States, British, and world literatures, including:

a. literature from a range of cultures;b. literature from a range of genres;c. literature by authors of both genders;d. literature by authors of color;e. literature written specifically for older children and young adults; andf. works of literary theory, history, and criticism.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 232 (a) & (b) History of American Lit 6 credits Exams, Papers GPA X

ENG 236 (a) & (b) History of English Lit 6 credits Exams, Papers GPA X

ENG 432 Shakespeare 3 credits Exams, Papers GPA X X

ENG 436 World Literature 3 credits Exams, Papers GPA X

ENG 438 Adolescent Literature 3 credits Papers, Projects, Case Studies GPA X X X

ENG 440 Theory & Practice of Literary Criticism 3 credits Exams, Papers GPA X

ENG 441 English & American Novels 3 credits Exams, Papers GPA X

TH 336 or 337 Theater History I or II 3 credits Exams, Papers GPA X

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Standard/DescriptionQ. Demonstrate knowledge and understanding of the range and influence of print and non-print media and technology in

contemporary culture, including being able to:1. recognize the influence of media on culture and on people’s actions and communication;2. describe the historical, ethical, and legal issues central to communication; and3. demonstrate an understanding of and the ability to use current technologies in communication.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

CA 333 News Journalism Speeches, Papers, Exams GPA X X

ENG 461 Specialized Instruction (3) Exams, projects x x x

Standard/Description

R. Demonstrate methods for conducting research and analyzing information. Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

ENG 432 Shakespeare 3 credits Exams, Papers GPA X X

ENG 436 World Literature 3 credits Exams, Papers GPA X

ENG 461 Methods for Teaching Language Arts 3 credits Papers, Case Studies, Projects GPA X X X X

Standard/Description

S. Demonstrate an understanding of management and budgeting skills as they apply to curricular and co-curricular communication activities.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

TH 159 Technical Theater 3 credits Performance, Papers GPA X X

CA 333 News Journalism Speeches, Papers, Exams GPA X X

Standard/Description

T. Demonstrate an understanding of and be able to apply the principles of contemporary rhetoric, interpersonal communication, performance theory, and public address.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

CA 130 Interpersonal Communication 3 credits Speeches, Papers, Exams GPA X X

CA 233 Multimedia & Presentational Speaking 3 credits Speeches, Papers GPA X X

ENG 331 Theory & Practice of Teaching Writing 3 credits Papers, Projects GPA X X X X

CA 144 Oral Interpretation & Performance Studies Speeches, Papers, Exams GPA X X

CA 333 News Journalism Papers, Exams GPA X X

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CA 346 Intercultural Communication Papers, Exams GPA X X

Standard/Description

U. Demonstrate an understanding of and be able to apply the principles of basic acting; play direction; and theatre design and technology.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

TH 134 Principles of Acting 3 credits Performance, Exams GPA X X

TH 159 Technical Theater and Lab 3 credits Performance, Projects GPA X X

TH 237 Beginning Directing 3 credits Performance, Projects GPA X X

Standard/Description

V. Clinical Experiences. The prospective teacher should have clinical experiences in co-curricular activities related to (1) journalism and mass communications, (2) speech, and (3) theatre.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

TH 134 Principles of Acting 3 credits Performance, Exams GPA X X

TH 159 Technical Theater and Lab 3 credits Performance, Projects GPA X X

TH 237 Beginning Directing 3 credits Performance, Projects GPA X X

CA 333 News Journalism Exams, Speeches, Papers GPA X X

CA 231 Intro to Desktop Pub OR CA 233 Multimedia 3 credits Exams, Speeches, Projects GPA X X

CA 144 Oral Interpretation & Performance Studies Speeches, Papers, Exams GPA X X