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Initial Teaching & Advanced SPA (Professional Association Standards) and CAEP Scope Programs - Assessment Plans
Detailed SPA Assessment Plans updated fall 2014
NAEYC, Early Childhood pages 2-4
ACEI, Elementary Education pages 5-6
NCTE, Secondary Englishpages 7-11
NCTM, Secondary Math & MAT Secondary Mathpages 12-14
NSTA, Secondary Science & MAT Secondary Science pages 14-15
NCSS, Secondary Social Studiespages 16-18
CEC, Special Education (bachelors/masters)pages 19-26
AMLE, MAT Middle Levelpages 27-28
IRA, Literacy page 29
ELCC, Educational Leadershippage 29
State of SC, Agricultural Educationpage 29-30
CHE, Teaching and Learningpage 30-31
NAEYC, Early Childhood Education
ECE
PROGRAM
OUTCOME
STANDARDS
(Aligned with State and NAEYC Standards)
6-8 KEY PROGRAM ASSESSMENTS
Assessment 1
(Required: State licensure content exam
PRAXIS II
*Need rubric
Assessment 2
(Required: Content-based assessment)
ED EC 4600 - Assessment project
Assessment 3
(Required: Candidate ability to plan instruction)
ED EC 4000 Lesson Plan and University supervisor evaluation from practicum
Assessment 4
(Required: Assessment of Student Teaching or Internship)
ED EC 4840 Portfolio
Assessment 5
(Required: Candidate effect on student learning)
EDEC 4840 Unit of Instruction during student teaching
Assessment 6
(Required: Additional assessment addressing
NAEYC
standards)
Standard 5 Becoming a Professional
ED EC 3000 and EDEC 4840 Philosophy of Education paper
Assessment 7
(Optional for NAEYC)
Standard 1 Promoting Child Development and Learning
ED EC 3360 Case Study
Assessment 8
(Optional for NAEYC)
Standard 2 Building Family and Community Relationships
EDEC 2200 Community connections assignment
Standard 1 Promoting Child Development and Learning
Young childrens characteristics and needs
X
X
X
X
X
Multiple influences on development and learning
X
X
X
X
Using developmental knowledge to create learning environments
X
X
X
X
X
Standard 2: Building Family and Community Relationships
Family and community characteristics
X
X
X
X
Supportive family relationships
X
X
X
X
Involving families in childs development
X
X
X
X
X
NAEYC, Early Childhood Education
Type and Number of
Assessment
Name of Assessment
(10)
Type or Form of Assessment
(11)
When the Assessment Is
Administered (12)
NAEYC Standards Alignment
Assessment #1:
Licensure
assessment, or
other content-
based assessment
(required)
PRAXIS II (021)
State licensure exam
Senior year, final semester
See above
Assessment #2:
Content knowledge
in early childhood
education
(required)
Assessment Project
Course Project
Senior year, first semester EDEC 460
(Required Course)
See above
Assessment #3:
Candidate ability to
plan implement
appropriate
teaching and
learning
experiences
(required)
Lesson Plan and University Supervisor Evaluation
Course Project
Senior year, first semester (block semester) EDEC 400
(Required Course)
See above
Assessment #4:
Student teaching or
internship
(required)
Student Teaching Portfolio
Portfolio
Senior year, final semester EDEC 484
(Required Course)
See above
Assessment #5:
Candidate effect on
student leaning
(required)
Unit of Instruction from Student Teaching Portfolio
Instructional Unit
Senior year, final semester EDEC 484
(Required Course)
See above
Assessment #6:
Additional
assessment that
addresses NAEYC
standards
(required)
Philosophy of Early Childhood Paper
Philosophy paper
Sophomore year, first semester EDEC 300 and Senior year, final semester- EDEC 484
(Required Course)
See above
Assessment #7:
Additional
assessment that
addresses NAEYC
standards
(optional)
Infant/Toddler Child Case Study
Case Study
Junior year, first semester EDEC 336
(Required Course)
See above
Assessment #8:
Additional
assessment that
addresses NAEYC
standards
(optional)
Community Connections Assignment
Course Project
Sophomore year, second semester EDEC 220 (Required Course)
See above
ACEI, Elementary Education
Assessment # and What Is Required by ACEI
Assessment 1 CONTENT KNOWLEDGE
Assessment 2 CONTENT KNOWLEDGE
Assessment 3 PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS
Assessment 4 PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS
Assessment 5 EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate effects on student learning.
Assessment 6 REQUIRED
Assessment 7 OPTIONAL
Assessment 8 OPTIONAL
Name of Assessment
PLT & PRAXIS II
Content Course Grades
EDEL 4870 (Social Studies) Lesson Plan with Unit Outline
EDEL 4830 (Student Teaching) Final ST evaluation
EDEL 4830 (Student Teaching) APS 2 and 3 Unit Plan
EDEL 4510/4520 (Science/Math) Small Group Assignment
EDEL 4830 (Student Teaching) APS 1 Long Range Plan ELA focus
EDEL 3100 & EDEL 3210 (Art/PE/Health) Portfolio Project Evaluation
Data Source
state licensure test
Grades
Project
Rating Form
Project
Project
Project
Project
Contact Person
Dogbey
Cole
Spearman
Garth
Kaminski
Tyminski/Deaton
Malloy
Leonard/Smith
Semester
variable
variable
Senior-1st Semester
Senior-2nd Semester
Senior-2nd Semester
Junior/Senior
Senior-2nd Semester
Sophomore/Junior
1
x
x
x
2.1
x
x
x
x
x
2.2
x
x
x
x
x
2.3
x
x
x
x
x
2.4
x
x
x
x
x
2.5
x
x
x
x
x
2.6
x
x
x
x
x
2.7
x
x
x
x
3.1
x
x
x
x
3.2
x
x
x
x
x
x
3.3
x
x
x
3.4
x
x
x
x
3.5
x
x
x
4
x
x
x
x
x
x
x
5.1
x
x
x
5.2
x
x
x
Type and Number of
Assessment
Name of Assessment
(10)
Type or Form of Assessment
(11)
When the Assessment Is
Administered (12)
Assessment #1: Licensure
assessment, or other content-
based assessment (required)
PLT & PRAXIS II
State licensure exams
Senior year, final semester
Assessment #2: Content knowledge
in early childhood education
(required)
Course Grades
Content Course Grades
Throughout program, completed prior to student teaching
Assessment #3: Candidate ability to
plan implement appropriate teaching and learning experiences (required)
Lesson Plan and Unit Outline Project
Social Studies Lesson Plan and unit outline
Senior year, first semester EDEL 4870 Social studies Methods
Assessment #4:Student teaching or
internship (required)
Rating form
Final Student teaching evaluation
Senior year, final semester EDEL 4830 Student Teaching
Assessment #5: Candidate effect on
student leaning (required)
Unit of Instruction
APS 2 & 3 evaluation Unit Plan
Senior year, final semester EDEL 4830 Student Teaching
Assessment #6: Additional
assessment that addresses
standards (required)
Assignment
Science/Math Small Group Assignment
Junior/Senior Year EDEL 4510 and EDEL 4520 Math & Science Methods
Assessment #7: Additional
assessment that addresses standards (optional)
Long Range Plan
APS1 evaluation Long Range Plan w/ ELA focus
Senior year, final semester EDEL 4830 Student Teaching
Assessment #8: Additional
assessment that addresses
standards (optional)
Portfolio Project
Portfolio Project evaluation
Sophomore/Junior year EDEL 3100 & EDEL 3210 Art/PE/Health
NCTE, Secondary English
Assessment #1:
Licensure
assessment, or
other content-
based assessment
(required)
Praxis Tests Required by South Carolina for Licensure
Praxis II 41 and 42
State Licensure Test
No later than January of spring semester of senior year
Assessment #2:
Content knowledge
in English(required)
Content knowledge 1: Content knowledge for literature and multimedia texts
Content Knowledge 2: Content knowledge for language and writing
Course Grades In English and English Education Courses
Grades for Each Major Course
Throughout Program
Assessment #3:
Candidate ability to
plan instruction (required)
Content Pedagogy 3: Planning literature and reading instruction
Content Pedagogy 4: Planning composition instruction in ELA
Learners and learning 5:
Planning, implementing, and reflecting on instruction
Integrated English Language Arts Unit Plan
Performance-Based Assessment
Fall Semester of Senior Year (Prior to Student Teaching)
EdSec 424 Teaching Secondary English
Assessment #4:
Student teaching or
internship (required)
NCATE STANDARDS:
Learners and learning 5: Planning, implementing and reflecting on instruction
Professional knowledge 7: Interaction with students, families and colleagues
Formal Observations of Lessons During Student Teaching
Itemized Checklist of Performance Standards Used to Evaluate Professional Teaching
Spring Semester of Senior Year in EdSec 444 Student Teaching
Assessment #5:
Candidate effect on
student learning
(required)
Learners and learning 5:Planning, implementing and reflecting on instruction
Teacher Research Essay on Effects of Integrated ELA Unit on Student Learning & Engagement
Reflective Teacher Research Essay
Spring Semester of Senior Year Near End of Student Teaching in EdSec 444 Student Teaching and EdSec 454 Capstone Seminar in the Teaching of English
Assessment #6:
Additional
assessment that
addresses NCTE
standards
(required)
All standards assessed here.
Showing the Pros That You Can Teach English
An Oral Defense
Spring Semester of Senior Year During Student Teaching in EdSec 444 Student Teaching and in EdSec 454 Capstone Seminar in the Teaching of English
Assessment #7:
Additional
assessment that
addresses NCTE
standards
(optional)
Professional Knowledge 7:
Reflective Observational Journal
Series of reflective prompts connected to theories and research around social justice.
Fall Semester of Senior Year (Prior to Student Teaching)
EdSec 424 Teaching Secondary English
Assessment #8:
Additional
assessment that
addresses NCTE
standards
(optional)
Assessment 1: Licensure
Assessment 2: Content Knowledge
Assessment 3: Planning
Assessment 4: Formal observations
Assessment 5: Teacher research essay
Assessment 6: Showing the pros
Assessment 7: Reflective observation Journal
I. Content Knowledge: Literature and reading
Element 1: Range of texts
X
X
X
Element 2: Reading and making meaning through media interaction
x
x
X
II. Content Knowledge: Language and Writing
Element 1: Composing formal and informal texts
X
X
x
Element 2: Grammar and mechanics, Language history, language acquisition
X
X
x
Element 3: Composing texts through media interaction
X
X
x
III. Content Pedagogy: Literature and Reading
Element 1: Layering texts and activities
X
X
x
Element 2: Authentic assessments
X
X
x
x
Element 3: Planning reading based on standards and theory.
X
X
X
Element 4: Designing and selecting appropriate reading assessments
X
X
X
Element 5: Language structure related to reading
X
X
X
Element 6: Curriculum integration and interdisciplinary learning
X
X
X
IV. Content Pedagogy: Writing and composition
Element 1: Layering composition opportunities and writing processes
X
X
X
Element 2: Responding to writing designing a range of assessments
X
X
X
Element 3: Instruction in grammar usage and mechanics for different audiences
X
X
X
Element 4: Incorporation of home and community languages
X
X
X
V. Learners and learning: Implementing instruction
Element 1: Standards-based and contextualized instruction
X
X
Element 2: Student-centered learning and targeted instruction
X
X
Element 3: Differentiated instruction that incorporates student input
X
X
Element 4: Range of instructional strategies
X
X
VI. Professional knowledge and skills
Element 1: Instruction promotes social justice and critical engagement.
X
X
Element 2: Responsive and inclusive instruction for a range of identities and histories
X
X
NCTM, Bachelors and MAT Secondary Education Math
Type and Number of
Assessment
Name of Assessment
(10)
Type or Form of Assessment (11)
When the Assessment Is
Administered (12)
Assessment #1: Licensure
assessment, or other content-
based assessment (required)
Praxis II Licensure Exams
State Licensure Test
PRAXIS II content exam must be passed by end of program
Assessment #2: Content knowledge in secondary mathematics education
(required)
Grades from Selected Math Courses
Grades from selected required math courses
Throughout program, completed prior to student teaching (undergraduate)
Transcript analysis for admission /Remediation courses if necessary (MAT)
Assessment #3: Candidate ability to
plan instruction (required)
Unit Plan
Methods Unit Plan
EDSC 4260/EDSC 8620 Methods course - semester before student teaching
Assessment #4: Student teaching
(required)
Final Evaluation Form
Final Student Teaching Observation Form/Formal Lesson Observations
EDSC 4460/EDSC 8910 Student Teaching Internship - final spring semester of program
Assessment #5:Candidate effect on
student leaning (required)
Impact on Learning Assignment
Impact on Learning Assignment
EDSC 4560/EDSC 8920 Student Teaching Seminar - concurrent with student teaching internship final spring semester of program
Assessment #6: Additional
assessment that addresses NCTM
standards (required)
Historical Project
Historical Project
EDSC 4560/EDSC 8920 Student Teaching Seminar - concurrent with student teaching internship final spring semester of program
NCTM CAEP Standards
A1
State Licensure Test
5161
A2 Content knowledge
Course grades
A3
Instruction/Unit Plan
Methods Unit plan (EDSC 4260)
A4
Final Student Teaching Observation Form or Formal Lesson Observations (EDSC 4460)
A5
Effect on Student Learning
Impact Upon Student Learning Assignment (EDSC 4560)
A6
History Project
Student teaching seminar (EDSC 4560 or MAT course)
1. Content Knowledge
A.1.1, A.1.2, A.1.3, A.2.1, A.2.2, A.2.3, A.2.4, A.3.2, A.3.3, A.3.4, A.3.5, A.3.6, A.3.7, A.3.8, A.3.9
A.4.1, A.4.3, A.4.4, A.4.5, A.5.1, A.5.3, A.5.5, A.6.2, A.6.3
A.1.4, A.2.5 (linear algebra, MATH 3110)
A.2.6* (modern algebra, MATH 4120) A.5.2, A.5.4 (MATH 1080 and MATH 2060) A.6.1, A.6.4 (discrete math, MATH 3190?) A.3.1* through geometry MATH 3080)?
A.1.5, A.2.7, A.3.10, A.4.6, A.5.6, A.6.5
2. Mathematical Practices
2e, 2f
2a, 2b, 2c, 2d
3. Content Pedagogy
3a, 3c, 3d
3a, 3b, 3c, 3d, 3e, 3f, 3g
3d
4. Mathematical Learning Environment
4b, 4c, 4d, 4e
4a, 4b, 4c, 4d, 4e
4d
5. Impact on Student Learning
5b, 5c
5a, 5b, 5c
6. Professional Knowledge and Skills
6b, 6c
6a, 6b, 6c (6a from APS 10)
NSTA, Bachelors and MAT Secondary Education Science
Type and Number of
Assessment
Name of Assessment
(10)
Type or Form of Assessment
(11)
When the Assessment Is
Administered (12)
Assessment #1: Content Knowledge
Licensure Tests 13(required)
Praxis Scores
National Licensure Test required by the South Carolina State Department of Education
Praxis II (LT and Content Exams completion of program
Assessment #2: Content Knowledge
an assessment of general content
knowledge in discipline to be taught (required)
Content Knowledge (GPA)
Course grades
Throughout program , completed prior to student teaching (undergraduate)
Transcript analysis for admission (MAT)
Assessment #3: Pedagogical and
Professional Knowledge, Skills
and Dispositions Planning instruction
and assessment (required)
PedagogyTeaching Unit
Unit Plan
EDSC 4270/EDSC 8610 Science Methods - semester before student teaching
Assessment #4: Pedagogical and
Professional Knowledge, Skills
and Dispositions Student Teaching
Assessment (required)
Student Teaching
Observation Form
EDSC 4470/EDSC 8910 Student Teaching Internship - final spring semester of program
Assessment #5: Effects on Student
Learning (required)
Effects on Student Learning
Student Learning Work Samples
EDSC 4570/EDSC 8920 Student Teaching Seminar - concurrent with student teaching internship final spring semester of program
Assessment #6: Professional knowledge and skills
Professional Development
Professional Development Form
EDSC 4570/EDSC 8920 Student Teaching Seminar - concurrent with student teaching internship final spring semester of program
NSTA
Assessment 1: Praxis
Assessment 2: Content Forms/GPA
Assessment 3: Methods Unit Plan (EDSC 4270/EDSC 8610)
Assessment 4: Student Teaching Observation Form (EDSC 4470/EDSC 8910)
Assessment 5: Student Learning Work Samples (EDSC 4570/EDSC 8920)
Assessment 6: Professional Development Form (EDSC 4570/EDSC 8920)
Content Knowledge
1a. Concepts, principles, theories, laws, & relationships
x
x
1b. Supporting discipline content
x
x
1c. State/National standards
x
Content Pedagogy
2a. Variety of inquiry approaches
x
2b. Active inquiry lessons
x
2c. Nave/Preconceptions
x
Learning Environments
3a. Variety of teaching strategies
x
3b. Inquiry, labs, field, NOS
x
3c. Assessment
x
3d. Safety
x
Safety
4a. Chemicals
x
4b. Procedures
x
4c. Living organisms
x
Impact on Student Learning
5a. Scientific Knowledg
x
5b. NOS
x
5c. Inquiry
x
Professional Knowledge and Skills
6a. Content PD
x
6b. Education PD
x
NCSS, Secondary Education Social Studies
Type and Number of
Assessment
Name of Assessment
(10)
Type or Form of Assessment
(11)
When the Assessment Is
Administered (12)
Standards Alignment
Assessment #1: Licensure
assessment, or other content-
based assessment (required)
Praxis II
Standardized Test for Teacher Certification
Praxis II: Social Studies
Senior Year or End of the Program
NCSS standard x
Assessment #2: Content knowledge in social studies
(required)
Grades in Content Courses
Course Grades
95 Hours of Completed Course Credit are Required Prior to Student-Teaching.
Assessment #3: Candidate ability to plan instruction
(required)
Curriculum Unit Plan
Candidates Unit Plan
Assignment Grade Based on Scoring Tool
During the Social Studies Methods Course (EDSC 4280); The Semester Prior to Student-Teaching
Assessment #4: Student teaching (required)
Student Teaching Evaluation
Evaluation of Candidates Planning, Teaching, and Assessing as Aligned with the 10 NCSS Thematic Strands
At the End of the Student-Teaching Internship (EDSC 4480)
Assessment #5: Candidate effect on student leaning
(required)
Assessment Portfolio
Compilation of Student Assessment Tools and the Candidates Analysis of Impact on Student Learning
Assignment Grade Based on Scoring Tool
During Student-Teaching Internship (EDSC 4580)
Assessment #6: Additional
assessment that addresses NCSS standards (required)
ADEPT Student-Teaching Evaluations
Student-Teaching Evaluations
At the End of the Student-Teaching Internship (EDSC 4480)
Assessment #7: Additional
assessment that addresses NCSS standards (optional)
Microteaching Assignment
Candidates Microteaching Assignment
Assignment Grade Based on Scoring Tool
During the Social Studies Capstone Course (EDSC 4580); The Semester during Student-Teaching
Assessment #8: Additional
assessment that addresses NCSS standards (optional)
CEC, BA, Special Education
Name of Assessment[footnoteRef:1] [1: Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.]
Type or
Form of Assessment[footnoteRef:2] [2: Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).]
When the Assessment
Is Administered[footnoteRef:3] [3: Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).]
CEC Standards Alignment
1
PRAXIS
State licensure test:
Special Education: Core Knowledge and Mild-to-moderate Applications
fall semester senior year
CEC Standard 1:
1.1, 1.2
CEC Standard 2:
2.1, 2.2, 2.3
CEC Standard 4:
4.1, 4.2, 4.3
CEC Standard 5:
5.1, 5.3, 5.4, 5.5, 5.6
CEC Standard 6:
6.1, 6.2, 6.3, 6.4, 6.5, 6.6
CEC Standard 7:
7.1, 7.2, 7.3
2
IEP Project
Candidates review a case study of a middle/secondary-aged student and develop a draft IEP using IEP software used by the state (EXCENT), including transition goals, for the student.
EDSP 4970: fall semester senior year
CEC Standard 1:
1.2
CEC Standard 4:
4.2, 4.3
CEC Standard 5:
5.2, 5.5
CEC Standard 7:
7.2
3
Instructional Unit Plan
Candidates develop a 2-week unit plan based on Common Core State Standards for a specific grade and subject in their student teaching placement.
EDSP 4950: spring semester senior year
CEC Standard 1:
1.1
CEC Standard 3:
3.1, 3.2, 3.3
CEC Standard 5:
5.1, 5.2, 5.7
4
Student Teaching Final Summary
Final joint evaluation by the University Supervisor and Mentor Teacher of candidates semester-long teaching experience.
EDSP 4980: spring semester senior year
CEC Standard 2:
2.1, 2.2
CEC Standard 5:
5.2, 5.7
CEC Standard 6:
6.1, 6.3, 6.4, 6.5, 6.6
5
Curriculum-Based Measurement Project
Field-based project where candidate collects academic performance data for an individual student and makes instructional decisions and recommendations based on student performance data.
EDSP 4940: fall semester senior year
CEC Standard 1:
1.1, 1.2
CEC Standard 4:
4.2, 4.4
CEC Standard 5:
5.1, 5.6
CEC Standard 7:
7.1
6
Behavior Change Project
Field-based project where candidates identify a target behavior to address based upon functional behavior analysis and apply specific intervention(s) to address the students behavior.
EDSP 4930: fall semester senior year
CEC Standard 1:
1.2
CEC Standard 2:
2.2, 2.3
CEC Standard 4:
4.4
CEC Standard 5:
5.6
CEC Standard 6:
6.1
CEC Standard 7:
7.1, 7.2, 7.3
7
Assessment Report
Candidates are expected to develop skills in (a) selecting and using technically adequate formal assessments, (b) recognizing strengths and limitations of various types of assessment; (c) interpreting results, and (d) adhering to procedural safeguards in determining eligibility for special education and related services.
EDSP 4910: spring semester junior year
CEC Standard 4:
4.1, 4.2
CEC Standard 6:
6.3
8
Assistive Technology Project
Candidates analyze the information provided in a detailed case study. They use that information to design and develop a piece of low-tech equipment that addresses the assistive technology needs that have been presented in the case study description.
EDSP 3730: spring semester junior year
CEC Standard 1:
1.1, 1.2
CEC Standard 2:
2.3
CEC Standard 3:
3.2
CEC Standard 5:
5.1, 5.3, 5.4
CEC Standard 7:
7.1, 7.2, 7.3
Standards:
Key Elements
Assessment 1:
PRAXIS
Assessment 2:
IEP Project EDSP 4970
Assessment 3:
Unit Plan EDSP 4950
Assessment 4:
Final Summary EDSP 4980
Assessment 5:
CBM Project EDSP 4940
Assessment 6:
Behavior Change Project EDSP 4930
Assessment 7:
Assessment Report EDSP 4910
Assessment 8:
Assistive Tech Project EDSP 3730
1.1
X
X
X
X
1.2
X
X
X
X
X
2.1
X
X
2.2
X
X
X
2.3
X
X
X
3.1
X
3.2
X
X
3.3
X
X
4.1
X
X
4.2
X
X
X
X
4.3
X
X
4.4
X
X
5.1
X
X
X
X
5.2
X
X
X
5.3
X
X
5.4
X
X
5.5
X
X
5.6
X
X
X
5.7
X
X
6.1
X
X
X
6.2
X
6.3
X
X
X
6.4
X
X
6.5
X
X
6.6
X
X
7.1
X
X
X
7.2
X
X
X
7.3
X
X
CEC, MEd, Special Education
a. Emphasis in Learning Disabilities b. Emphasis in Emotional/Behavioral Disorders c. Emphasis in Intellectual Disabilities
Name of Assessment[footnoteRef:4] [4: Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.]
Type or
Form of Assessment[footnoteRef:5] [5: Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).]
When the Assessment
Is Administered[footnoteRef:6] [6: Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).]
CEC Standards Alignment
1
PRAXIS exams
State Licensure Tests:
a. Special Education: Core Knowledge & Applications AND Special Education: Teaching Students with Learning Disabilities
b. Special Education: Core Knowledge & Applications AND Special Education: Teaching Students with Behavioral Disorders/Emotional Disturbances
c. Special Education: Core Knowledge & Applications AND Special Education: Teaching Students with Mental Retardation
last semester of program
CEC Standard 1
CEC Standard 2
CEC Standard 3
CEC Standard 4
CEC Standard 5
CEC Standard 6
CEC Standard 7
2
IEP Project
Candidates review a case study of a middle/secondary-aged student and develop a draft IEP using IEP software used by the state (EXCENT), including transition goals, for the student.
EDSP 8410 offered fall of each year
CEC Standard 1:
1.2
CEC Standard 4:
4.2, 4.3
CEC Standard 5:
5.2, 5.5
CEC Standard 7:
7.2
3
Unit Plan
Candidates develop a 2-week unit plan based on Common Core State Standards for a specific grade and subject in their student teaching placement.
a. EDSP 8110
b. EDSP 8140
c. EDSP 8170
CEC Standard 1:
1.1
CEC Standard 3:
3.1, 3.2, 3.3
CEC Standard 5:
5.1, 5.2, 5.7
4
Final Practicum Summary
Evaluation by the University Supervisor of candidates semester-long field experience.
a. EDSP 8120
b. EDSP 8150
c. EDSP 8180
CEC Standard 2:
2.1, 2.2
CEC Standard 5:
5.2, 5.7
CEC Standard 6:
6.1, 6.3, 6.4, 6.5, 6.6
5
Curriculum-Based Measurement Project
Field-based project where candidates collect academic performance data for an individual student with disabilities and makes instructional decisions and recommendations based on student performance data.
a. EDSP 8120
b. EDSP 8150
c. EDSP 8180
CEC Standard 1:
1.1, 1.2
CEC Standard 4:
4.2, 4.4
CEC Standard 5:
5.1, 5.6
CEC Standard 7:
7.1
6
Assessment Report
Candidates develop a thorough description of a specific assessment instrument including normative data, technical adequacy, scoring guidelines, and the MMY evaluation of the instrument. Candidates then administer the assessment to a student in a local school setting. Candidates must collect relevant background information for the student and describe the results of the students assessment. Finally candidates write an IEP objective based on informal assessment in the identified area of weakness as determined by the formal assessment results.
EDSP 8210: Spring semester each year
CEC Standard 4:
4.1, 4.2
CEC Standard 6:
6.3
7
Single-Subject Research Report
Candidates develop a behavioral intervention using multiple formal and informal assessments, with special consideration given to legal matters and ethical considerations. The assignment results in a short manuscript which mirrors published data-based research articles. Candidates must use an appropriate research design, implement a research-validated instructional intervention, measure the students progress through appropriate means, and include a discussion section that reflects findings and is tied to previous research.
EDSP 8540: Spring semester
CEC Standard 1:
1.2
CEC Standard 2:
2.2, 2.3
CEC Standard 4:
4.4
CEC Standard 5:
5.6
CEC Standard 6:
6.1
CEC Standard 7:
7.1, 7.2, 7.3
CEC Assessment Matrix, Special Education: Emotional and Behavior Disorders Emphasis (MEd)
Standards:
Key Elements
Assessment 1:
PRAXIS
Assessment 2:
IEP Project
Assessment 3:
Unit Plan
Assessment 4:
Practicum Summary
Assessment 5:
CBM Project
Assessment 6:
Assessment Report
Assessment 7:
Single Subject Report
1.1
X
X
X
1.2
X
X
X
X
2.1
X
X
2.2
X
X
X
2.3
X
X
3.1
X
X
3.2
X
X
3.3
X
X
4.1
X
X
4.2
X
X
X
X
4.3
X
X
4.4
X
X
X
5.1
X
X
X
5.2
X
X
X
X
5.3
X
5.4
X
5.5
X
X
5.6
X
X
X
5.7
X
X
6.1
X
X
X
6.2
X
6.3
X
X
X
6.4
X
X
6.5
X
X
6.6
X
X
7.1
X
X
X
7.2
X
X
X
7.3
X
X
CEC Assessment Matrix, Special Education: Intellectual Disabilities Emphasis (MEd)
Standards:
Key Elements
Assessment 1:
PRAXIS
Assessment 2:
IEP Project
Assessment 3:
Unit Plan
Assessment 4:
Practicum Summary
Assessment 5:
CBM Project
Assessment 6:
Assessment Report
Assessment 7:
Single Subject Report
1.1
X
X
X
1.2
X
X
X
X
2.1
X
X
2.2
X
X
X
2.3
X
X
3.1
X
X
3.2
X
X
3.3
X
X
4.1
X
X
4.2
X
X
X
X
4.3
X
X
4.4
X
X
X
5.1
X
X
X
5.2
X
X
X
5.3
X
5.4
X
5.5
X
X
5.6
X
X
X
5.7
X
X
X
6.1
X
X
6.2
X
6.3
X
X
X
6.4
X
6.5
X
6.6
X
7.1
X
X
7.2
X
X
7.3
X
CEC Assessment Matrix, Special Education: Learning Disabilities Emphasis (MEd)
Standards:
Key Elements
Assessment 1:
PRAXIS
Assessment 2:
IEP Project
Assessment 3:
Unit Plan
Assessment 4:
Practicum Summary
Assessment 5:
CBM Project
Assessment 6:
Assessment Report
Assessment 7:
Single Subject Report
1.1
X
X
1.2
X
X
X
X
2.1
X
2.2
X
X
2.3
X
X
3.1
X
X
3.2
X
X
3.3
X
X
4.1
X
X
4.2
X
X
X
X
4.3
X
4.4
X
X
X
5.1
X
X
X
5.2
X
X
X
X
5.3
X
5.4
5.5
X
X
5.6
X
X
5.7
X
X
6.1
X
X
6.2
X
6.3
X
X
6.4
X
6.5
X
6.6
X
X
7.1
X
X
X
7.2
X
X
7.3
X
AMLE, Middle Level Education
Type and Number of Assessment
Name of Assessment
Type or Form of Assessment
When the Assessment Is
Administered
Assessment #1: Content Knowledge
Licensure Tests (required)
Praxis II
National Licensure Test required by SC State Department of Education
Praxis II Content Exams - Prior to Admission in Student Teaching in Spring Semester
Assessment #2: Content Knowledge an assessment of general content knowledge in discipline to be taught (required)
The Adolescent Learner Knowledge Index
Final Paper; Interview Analysis/Reflection; Gender Assignment
EDML 8030 Adolescent Learner
-Initial course; Summer Session
Assessment #3: Pedagogical and
Professional Knowledge, Skills and Dispositions Planning instruction and assessment (required)
Teaching Unit
Unit Plan
EDML 8110, 8120, 8130, 8140 Middle Grades Methods/ Practicum ELA/Soc Studies/Math/Science -Fall Semester prior to student teaching
Assessment #4: Pedagogical and
Professional Knowledge, Skills and Dispositions Student Teaching
Assessment (required)
Evaluation of Student Teaching
AMLE Evaluation of Student Teaching
EDML 8210, 8220, 8230, 8240 Middle Grades Student Teaching ELA/Soc Studies/ Math/Science -Spring final semester
Assessment #5: Effects on Student
Learning (required)
Effects on Student Learning
Pre-post Unit
EDML 8210, 8220, 8230, 8240 Middle Grades Student Teaching ELA/Soc Studies/ Math/Science -Spring final semester
Assessment #6: Professional knowledge and skills
Curriculum Unit
Integrated Unit Plan
EDML 8410 Advanced Middle School Curriculum -Fall semester prior to student teaching
Assessment #7: Additional assessment that addresses AMLE standards (optional)
Team Plan
Team Plan
EDML 8410 Advanced Middle School Curriculum -Fall semester prior to student teaching
Assessment #8: Additional assessment that addresses AMLE standards (optional)
Professionalism Evaluation
ADEPT Portfolio APS 10 Evaluation Rating
EDML 8210, 8220, 8230, 8240 Middle Grades Student Teaching ELA/Soc Studies/Math/Science
-Spring final semester
AMLE STANDARD
APPLICABLE ASSESSMENTS FROM SECTION II
Programmatic Standards
1. Middle Level Courses and Experiences. Institutions preparing middle level teachers have courses and field experiences that specifically and directly address middle level education.
Information is provided in Section I, Context.
2. Qualified Middle Level Faculty. Institutions preparing middle level teachers employ faculty members who have middle level experience and expertise.
Information is provided in Section I, Context.
Performance-based Standards
1. Young Adolescent Development. Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to young adolescent development, and uses that knowledge in their practice.
Assessments 2, 3, 4
2. Middle Level Curriculum. Middle level teacher candidates understand the major concepts, principles, theories, research, and structures of content to plan and implement curriculum that develops all young adolescents competence in subject matter.
Assessments 1, 3, 4, 5, 6, 7
3. Middle Level Philosophy and School Organization. Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools.
Assessments 6, 7
4. Middle Level Instruction and Assessment. Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to data-informed instruction and assessment.
Assessments 3, 4, 5, 6
5. Middle Level Professional Roles. Middle level teacher candidates understand their complex role as teachers of young adolescents. They engage in practices and behaviors that develop their competence as middle level professionals. They are informed advocates for young adolescents and middle level education and work successfully with colleagues, families, community agencies, and community members.
Assessments 4, 6, 7, 8
IRA, Literacy Education
STANDARDS
Praxis
Foundations Paper (EDLT 8100)
Assessment report w/ Teacher Comm (EDLT 8120)
Diagnostic & Instructional Case Study of a Struggling Reader and Writer (EDLT 8160)
Needs Assessment and PD Plan (EDLT 8180)
Children's Literature Project (EDLT 8110)
Coaching Documen-tation EDLT 8770)
1.1
X
X
1.2
X
X
1.3
X
X
2.1
X
X
2.2
X
X
2.3
X
X
X
3.1
X
X
3.2
X
X
3.3
X
X
3.4
X
X
4.1
X
X
4.2
X
X
4.3
X
X
5.1
X
X
5.2
X
X
5.3
X
X
5.4
X
X
6.1
X
X
6.2
X
X
6.3
X
X
6.4
X
X
Assessments
Foun-dations
Children's Literature Project
Assessment Report w/ Teacher Communication
Diagnostic Case Report
Needs Assessment and PD Plan
Coaching Documen-tation
Coaching Levels
1
X
X
X
2
X
X
X
X
3
X
X
Coaching Level 1: Informal--Instructional conversations with groups/participating in professional development activities (sharing ideas and materials with teachers, identifying issues or needs, setting goals for specific students, and problem solving); developing and providing materials for/with teachers; assisting with assessing students; instructing a small group of students to learn about their specific strengths and needs; leading or participating in study groups; participating in professional development activities and sharing ideas and materials with colleagues (workshops and conferences).
Coaching Level 2: More Formal--Co-planning daily/weekly lesson plans; utilizing curriculum and developmental benchmarks for planning purposes; holding team meetings (grade level, reading teachers) interpreting assessment data (helping teachers use results for instructional decision-making); providing feedback and discusing teaching and learning with individuals; implementing professional presentations.
Coaching Level 3: Formal--Modeling and discussing lessons; co-teaching lessons/ visiting classrooms and providing feedback through non-evaluative observations; analyzing videotape lessons with teachers. Planning, implementing, and evaluating job-embedded professional development initiatives.
ELCC, Educational Leadership Building Level
2014 ELCC ASSESSMENT DEVELOPMENT WORKSHEET BUILDINGThis is a planning document for use by faculty
ELCC STANDARDS[footnoteRef:7] [7: Language in parenthesis taken from 2011 ELCC Building Standards document, p. 25]
Assessment #1[footnoteRef:8] [8: Praxis alignment conducted Dec-Jan from Praxis documents and added to matrix on 2/10/14]
(A state licensure assessment, or other assessment of candidate content knowledge of concepts contained in the ELCC building-level standards.)
Assessment #2
(Another assessment of candidate content knowledge of concepts contained in the ELCC building-level standards.)
Assessment #3
(Demonstration of candidate application of building level leadership skills in instructional leadership)
Assessment #4
(Demonstration of candidate application of building level leadership skills in a school level internship/clinical practice setting(s).)
Assessment #6
(Demonstration of candidate application of building level leadership skills in organizational management and community relations.)
Assessment #5
(Demonstration of candidate application of building level leadership skills that support an effective P- 12 student learning environment)
CONTENT ASSESSMENTS
PROFESSIONAL SKILLS ASSESSMENTS
SKILL EFFECTS
ELCC 1.0
1.1
x
EDL 7000
1.2
x
EDL 7000
1.3
EDL 7350
EDL 7000
1.4
x
Intern 2
ELCC 2.0
2.1
x
EDL 7300
2.2
x
EDL 7400
2.3
x
EDL 7300
2.4
x
Intern 2
ELCC 3.0
3.1
x
EDL 7450
3.2
x
EDL 7450
3.3
EDL 7350
EDL 7200
3.4
EDL 7350
EDL 7200
3.5
EDL 7350
EDL 7200
ELCC 4.0
4.1
EDL 7350
EDL 7150
4.2
EDL 7350
EDL 7150
4.3
x
EDL 7150
4.4
x
EDL 7150
ELCC 5.0
5.1
EDL 7350
EDL 7250
5.2
x
EDL 7250
5.3[footnoteRef:9] [9: Democracy, equity, and diversity not sure where this should go]
x
EDL 7250
5.4
x
EDL 7250
5.5[footnoteRef:10] [10: Social Justice not sure where this should go]
EDL 7250
ELCC 6.0
6.1
x
Intern 2
6.2
EDL 7350
Intern 2
6.3
EDL 7350
Intern 2
ELCC 7.0
7.1
ELCC STANDARDS[footnoteRef:11] [11: Language in parenthesis taken from 2011 ELCC District Standards document, pp. 26-27]
Assessment #1
(A state licensure assessment, or other assessment of candidate content knowledge of concepts contained in the ELCC district-level standards.)
Praxis II, Educational Leadership: Administrationand Supervision, 10410
Assessment #2
(Another assessment of candidate content knowledge of concepts contained in the ELCC district-level standards.)
Building Level Comprehensive Examination
Assessment #3
(Demonstration of candidate application of leadership skills in instructional leadership within a district.)
EDL 7000 Stewardship of a Vision
EDL 7250 Ethical Leadership Project
Assessment #4
(Demonstration of candidate application of leadership skills in a district level internship/clinical practice setting(s).)
Internship Skills Assessment:
Vision assessment and revision plan
Technology and learning
Advocacy and policy
Assessment #6
(Demonstration of candidate application of leadership skills in organizational management and community relations within a district.)
EDL 7450 Management and Resource
EDL 7200 Human Resources Policy Analysis
EDL 7150 School Community relations Plan and Project
Assessment #5
(Demonstration of candidate application of leadership skills that support an effective P- 12 student learning environment within a district.)[footnoteRef:12] [12: MUST include ELCC standard Instructional Leadership]
EDL 7300 Instructional Improvement Plan
EDL 7400 Curriculum Leadership Project
Note: Each element needs to be covered once for content and once for professional leadersh
ELCC, Educational Leadership District Level under revision
Agricultural Education (State of SC reviewed) revisions?
Number and Type of Assessment
Name of Assessment
Type of Assessment
When Administered
Assessment #1 Content Knowledge
- Technical Courses
Grade Point Average
Final Grade
Course prior to student teaching
Assessment # 2 - Content Knowledge (Contextual Knowledge)
Student E- Portfolio
Grade
Completion of AgEd 4060 Directed Teaching
Assessment # 3 -Content Assessments
End of Program Test
Test with Scoring Rubric
Completion of Program
Assessment # 4 - Certification Test
PRAXIS I & PRAXIS II (in approval stage)
National Licensure Test Required SC Dept of Ed
Junior and Senior Year
Assessment # 5 - Pedagogical and Professional Knowledge, Skills and Dispositions (Planning instruction and assessment)
Pedagogy Teaching Unit Plans and Mini Lessons
Project
AgEd 4010 Teaching Methods
Assessment # 6 - Pedagogical and Professional Knowledge, Skills and Dispositions (Student Teaching Assessment)
Student Teaching Evaluations
Written /Visual Appraisal: Reflection Journal
AgEd 4060 Directed Teaching
Assessment # 7 - Candidate Effect on Student Learning
Final Summary Evaluation of Student Learning
Graded Student Material
Final Summary APS 7
Completion of AgEd 4060 Directed Teaching AgEd 4060
CHE, Teaching and Learning
Name of Assessment1
(See attached pages.)
Type or
Form of Assessment2
(Specific Name of Assignment)
When the Assessment is Administered
Assessment Description (the assignment given to the candidate)
Scale used for meaning of the score
Do you have a scoring rubric/guide? Yes/ No
Description of
Field Experience (required for all programs)
Alignment to NBPTS & CF
1
Content Knowledge
Comprehensive Exam - Content
End of Program
Candidates will be challenged on content, as well as pedagogy, to address questions and problems submitted by content (& education) faculty members.
1: Unsatisfactory
2: Competent
3: Target
NBPTS STANDARD 2
CF Capable Knowledge Level 2,
Connected Communication
Level 2
2
Content Knowledge
Multimedia Issues Project
EDSC 7650 /EDEL 7600: Secondary / Elementary School Curriculum
Candidates will research a contemporary issue in Elementary or Secondary curriculum and present it to the class. The paper should address how the issue relates to curriculum / school / practice and how it is affected by state standards
1: Unsatisfactory
2: Competent
3: Target
NBPTS STANDARD 3, 4
CF Capable Practice Level 1,
Connected Communication
Level 1
3
Planning/Implementing appropriate teaching and learning experiences
Curriculum Design Paper
EDSC 7650 /EDEL 7600: Secondary / Elementary School Curriculum
Candidates will design a unit of instruction that is focused on content, tied to relevant theoretical literature, and is that differentiated for individual and cultural differences.
1: Unsatisfactory
2: Competent
3: Target
NBPTS STANDARD 1, 2, 3, 5
CF Caring Beliefs Level 1,
Connected Integration Level 1
4
Assessment of internship or other field experiences
Action Research Project
ED 8600: Action Research
Candidates will work with a team to design and implement a study to measure the impact of an instructional innovation upon student performance.
1: Unsatisfactory
2: Competent
3: Target
The field experience will involve candidates as their innovation is implemented and then evaluated.
NBPTS STANDARD 1, 2, 3, 4, 5
CF Caring Actions Level 1
CF Capable Knowledge Level 1
5
Assessment of candidate effect on student learning
Authentic Assessment
ED 8600: Action Research
Candidates will develop and use appropriate (diagnostic, formative, and summative) assessments to determine the impact of different instructional strategies upon student learning
1: Unsatisfactory
2: Competent
3: Target
Candidates will conduct the study in a classroom over a period of 4 weeks.
NBPTS STANDARD 1, 2, 3, 4, 5
CF Capable Practice Level 2
6
Additional assessment
Comprehensive Exam Critical Issue in Content Area
End of Program
Candidates will study an educational problem in their content area, study the literature, and propose a solution that will address standards and would enhance performance for all students in a democratic manner.
1: Unsatisfactory
2: Competent
3: Target
CF Caring Beliefs Level 2,
Caring Actions Level 2,
Connected Integration Level 2
22