oklahoma panhandle state university ir/electronicevidenceroom/bue… · general education,...
TRANSCRIPT
Oklahoma Commission for Teacher Preparation Program Report for the
Preparation of Business Education Teachers
COVERSHEET Institution: Oklahoma Panhandle State University Date submitted: 9/14/07 Name of Preparer: David Miller Phone #: 580-349-1452 E-mail: [email protected] Program documented in this report: Business Education Name of institution’s program(s): Business Education Grade levels for which candidates are being prepared: 6-12 Degree or award level: BBA in Business Education Is this program initial or advanced?: Initial
Is this program offered at more than one site? □ Yes X No
If yes, list sites at which the program is offered: ____________________________________________________________ Title of the state license for which candidates are prepared: Business Education Program report status: X Initial review _ Rejoinder _ Response to national recognition with conditions
OKLAHOMA PANHANDLE STATE UNIVERSITY
BUSINESS EDUCATION PROGRAM REVIEW
SECTION I— CONTEXT
1. Description of any state or institutional policies that may influence the application of OCTP standards.
State and Institutional Policies
Role of the Legislature: The Oklahoma legislature requires a competency-based system for the
preparation of teachers and other education professionals (HB 1549). Elementary, early
childhood and special education candidates must complete subject area concentrations in arts and
sciences that prepare them as content generalists. Secondary majors must complete a curriculum
that is the equivalent of a major in their teaching area. Candidates in initial programs must be
able to complete requirements for licensure within 124 hours. Professional education faculty and
administrators are required to serve in a state accredited public school for at least 10 hours per
year in responsibilities related to their teaching fields. Literacy First legislation mandates ―five
essential curriculum requirements‖ for all programs in reading/literacy. New teachers apply for a
license that corresponds to the level in which they plan to teach: PK-3 Early Childhood, 1-8
Elementary, 6-12 Secondary or PK-12 for areas such as Physical Education or Foreign
Language. They complete an initial year of teaching in the Resident Year Program under the
guidance of a three- person support and evaluation committee using an evaluation instrument
based upon the Oklahoma Criteria for Effective Teaching Performance.
Role of the Oklahoma State Regents for Higher Education (OSRHE): The State Regents
prescribe academic standards of higher education, determine functions and courses of study at
state colleges and universities, grant degrees, and recommend to the State Legislature budget
allocations for each college and university. The OSRHE established the minimum requirements
for Admissions to Teacher Education and warrants program graduates based upon fifteen
competencies, 10 from INTASC standards and five addressing Oklahoma goals. It requires all
candidates to demonstrate competency at the novice high level, as defined by the American
Council on the Teaching of Foreign Languages, in a language other than English.
Role of the Oklahoma Commission for Teacher Preparation (OCTP): Formed in 1992, the
OCTP is the accrediting body for teacher education programs in Oklahoma. Its responsibilities
include the accreditation of teacher preparation programs and the assessment of teacher
candidates in three areas for licensure: Oklahoma General Education Test, the Oklahoma
Professional Teaching Exam and the Oklahoma Subject Area Test. It oversees exam
development and sets the cut scores. Its requirements for professional education programs
include a portfolio by which candidates document proficiency in the 15 Oklahoma competencies
and early field experiences in diverse settings.
Role of the Oklahoma State Department of Education/State Board of Education (OSDE):
The OSDE is responsible for determining the subject areas for licensure and certification and for
developing the competencies in each area for which tests are prepared. The OSDE certifies all
teacher candidates using information provided by OCTP, Teacher Education Institutions, and
other information sources. It oversees implementation of the Residency Year Program for first
year teachers.
Role of Oklahoma Panhandle State University (OPSU): The Board of Regents for Oklahoma
Panhandle State University sets policy in the areas of admission to OPSU, degree requirements
in all majors, degree sheets listing requirements for graduation, and general education
requirements for candidates in initial programs. The OPSU Teacher Education Council (TEC)
sets policy for admission, retention and exit from all professional programs and its committees
approve curriculum and oversee field experiences.
Oklahoma Panhandle State University is a small land-grant institution located in the center of the
Panhandle and serving the surrounding states of Texas, Colorado, Kansas, and New Mexico, as
well as the local area. An open enrollment policy provides OPSU with 950 to 1300 students per
semester (approximately one-half of the students are from out-of-state), with Teacher Education
and Agriculture being two of the largest schools of the university.
Oklahoma Panhandle State University offers within the Teacher Education Program (TEP),
courses leading to the Bachelor of Business Administration, Business Education. Professional
education course work required for certification recommendations of elementary, secondary, and
P-12 teachers in Oklahoma is included. The professional education component also includes
almost 50 clock hours of pre-service field experiences in the surrounding public schools. The
academic course work develops an understanding of cognitive development, pedagogy,
methodology appropriate to the level of certification, and techniques of classroom management.
The professional educational program is concluded with the satisfactory completion of a 12-
week full-time student intern assignment.
The teacher education program of OPSU is designed to explore the education curriculum in
depth and to develop related teaching skills. The professional education curriculum prepares
teacher candidates to perform the necessary competencies required for certification in Oklahoma
and the surrounding states. It also includes a variety of cultural and liberal arts experiences in
general education, specialty areas (majors), and professional education courses.
While the OPSU Teacher Education Program is an Oklahoma agency that abides by Oklahoma
guidelines, it must, nevertheless, consider and follow the licensing regulations of the four
bordering states that are a part of our service area since more than half its graduates become
teachers in Kansas, Texas, Colorado, and New Mexico. In the 03-04 academic year, 37
candidates were admitted to TEP (one business education major); in 04-05, 31 candidates were
admitted (one business education major) & in 05-06, 23 candidates were admitted (zero business
education majors.) As of the date of this submission, 47 are in the TEP, with 20 being from out-
of-state & zero as business education majors.
2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships.
Field experiences for the OPSU business education candidate are sequenced and on-going.
These experiences give the candidates a variety of classrooms and subject areas for observations,
as well as for practicum experiences. The candidate begins field experiences in an introductory
education class before being admitted to the program. As the candidate progresses through the
program, field experiences become more focused and specific and include practicum
experiences, as well as observations in classrooms of various class size, ethnic groups, and
cognitive abilities.
Field experiences for the OPSU teacher education are extensive (almost 50 hours of pre-service
activities for business education candidates) and varied and taken in sequence, and conclude with
an internship (student teaching.) The early experiences are observation for the most part, but later
may include some one-on-one student assistance and grading of papers for the classroom teacher.
As the candidate progresses in the program, field experiences become more focused and specific
and require visits to classrooms of different sizes, grade levels, and ethnic cultures, as well as to
classrooms with students with disabilities. The Director of Field Placement keeps records for
each candidate, thereby insuring a variety of experiences.
Business education candidates will begin their professional internship in an ―August Experience‖
so that they may come to know the procedures for the beginning and ending of public school
protocols. These experiences occur in the schools in which the candidates will do their
internships. A four-week block of classes is held immediately before the internship begins in
either the fall or the spring semesters. The internship is a 12-week session during which the
candidate obtains ―hands-on‖ experience in the classroom under the supervision of a mentor
classroom teacher and a university professor supervisor.
Observations by both the mentor teacher and the university supervisor, suggestions for improved
methods of teaching, guidance in classroom management, and final evaluations of the
effectiveness of the intern are given. At the end of a successful internship, candidates will take
the Oklahoma Professional Teaching Examination (OPTE) in order to obtain certification in
Oklahoma.
3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the
program.
Level Benchmarks Assessment Tools Rubric
Admission
to TEP
40+ hours of general education
GPA – minimum of 2.50
―C‖ or better in the following courses
ENGL 1113, ENGL 1213, SPCH 1113
―C‖ or better in major course work
Candidate Disposition
Writing samples
TEP Application
Pass OGET
Portfolio review I
OPSU transcript
OPSU transcript
OPSU transcript
OPSU transcript
Recommendations
Interview
―Why I want to be a teacher‖
Autobiography
Application
Ok. General Ed. Test Report
Portfolio committee
√
√
√
√
√
√ Mid-Level
―C‖ or better in:
Professional education & Content area
Field Experience Logs
Diversity
Writing samples
OPSU transcripts
Evaluation of logs
Field Experience Logs
Research paper
―Philosophy of Education‖
√
√
√
√
Portfolio review II
Research
Diversity
Dispositions
Pass OSAT
Portfolio committee
Research paper
Field Experience logs
Interview
Field experience evaluations
OSAT Report
√
√
√
√
√
Internship Progress and on-track
Portfolio review III
Dispositions
Pedagogy
Content Knowledge
Graduation check sheet
Professional committee
Disposition survey
Interview
Cooperating teacher evaluations
Supervising Faculty evaluations
OSAT Report
OPSU transcript
Cooperating teacher evaluations
Supervising Faculty evaluations
√
√
√
√
√
√
√
√
Professional Professional knowledge
Residency Program
Alumni survey
OPTE Report
Principal’s evaluation
University evaluation
Mentor teacher evaluation
5th year survey
√
√
√
√
The teacher education program of OPSU is supported by a planned and continuous evaluative
feedback system that includes the progress of the graduates as beginning classroom teachers.
Evaluation of the candidates’ progress throughout the program is on-going, beginning with the
criteria for admission to the program. The prospective candidate must have a general education
GPA, as well as an overall GPA, of 2.50, pass the Oklahoma General Education Test (OGET)
with a minimum score of 240, and have a minimum of 30 semester credits. Students who plan to
pursue a teaching career must make application for admission to the teacher education program
during their sophomore year.
Candidates must also demonstrate a proficiency in speech and in English with a ―C‖ or higher in
the basic courses. Candidates must also maintain a cumulative 2.50 GPA in all course work, as
well as enroll in and successfully pass the Introduction to Education class.
In addition to the entry-level requirements, each teacher candidate must maintain a GPA of 2.50
in all specialty (major) and professional education course work with no grade received lower
than a ―C.‖ Candidates must complete all course work for certification in at least one area prior
their internship. This includes the completion of all on-line or other correspondence courses
(with grades recorded on the transcript) and the finalization of any ―Incomplete‖ grades.
Candidates must also show a novice-level of speaking and listening proficiency in a language
other than English, as defined by the American Council on Teaching Foreign Languages. This
proficiency may be met in one of the following ways:
1. Complete (with a grade of ―C‖ or higher) a one semester course (3-4 hours) of a
foreign language at an accredited college or university, or
2. Pass the OPSU Spanish language competency oral examination.
Teacher candidates must also pass the Oklahoma Subject Area Test (OSAT) required for their
majors before they begin their internship.
4. Description of the relationship of the program to the unit’s conceptual framework.
The teacher education program uses the gateway arch to symbolize its shared philosophy and
vision. Traditionally, the arch stands for stability and strength; therefore, the School of Education
uses it to represent the power of the Teacher Education program. Although remaining
structurally sound, modern shapes have replaced the traditional Roman arch, and the gateway
arch reflects this progressive view and the willingness to change with the times as new research
indicates new methods and new information should be incorporated into the program. The
rounded, unadorned dome represents this. The gateway arch stands upon a solid base of
educational principles firmly grounded, not only on traditional philosophies, but also on
contemporary research.
Business education candidates proceed through their programs in a sequenced study that
develops from general education classes to specialized field of study and progresses to
introduction to educational principles and methods courses in their specific field of study. The
mid level of the foundation and program represents knowledge that teachers must possess. It
begins with a sound general liberal arts and sciences base and progresses to specific courses in
the candidates’ fields. This mid-level of the gateway helps support the next level of pedagogy
and characterizes our belief in the equal importance of conceptual knowledge and teaching skills.
Course work in the business education ―major‖ is designed to give business education candidates
a comprehensive and well balanced knowledge of the theories and practices of the business
world, as well as a solid knowledge of computer technology.
While OPSU education candidates have a 40+ hour general education requirement in addition to
their subject area courses, they also complete a minimum of 30 semester hours of pedagogy and
almost 50 hours of field experience. Identical parallel columns, divided into three sections,
representing diversity, technology, and field experiences, link the base with the dome because
our business education candidates experience these important features throughout their studies.
Since many of our business education candidates come from communities with little or no
diversity, the department strives to expose them to as many diverse circumstances as possible by
enrolling students from other cultures, providing diverse experiences in classes, extracurricular
presentations, and field experiences.
All candidates enter the program with some knowledge of and experience with technology. In
general, education classes, freshmen use computers for research and completion of papers.
Upon entering the education program, all education candidates take a technology class in which
they learn to access information and evaluate websites for the preparation of lessons to teach
their students. Effective with the fall 2009 semester, business education candidates will no longer
be required to take this course. As all business education candidates take a minimum of 18 hours
of computer courses, their technological skills upon entering this course already exceed the
designed exit skill level. In the methods classes, candidates are taught how to incorporate
technology into their lesson plans and activities. Business education candidates are in a unique
situation in that they will be called upon both to work with the latest technology but also to also
teach technology related classes. For this reason, a minor in Computer Information Systems is
built into the business education curriculum.
Above the parallel columns, duplicate narrow bands, labeled assessment, represent the multiple
evaluations occurring at specific checkpoints and in each area throughout the candidate’s study.
Candidate assessment occurs in classes, upon entry into the program, through portfolio reviews
at various checkpoints in the program, during the internship by the cooperating teacher and two
university supervising teachers, and, finally, through state examinations.
Emerging through the gateway arch, the successful OPSU elementary education candidate
displays the knowledge, skills, and dispositions needed to succeed in today’s classrooms.
Knowledge in basic liberal arts and sciences, as well as in pedagogy; skilled in the ability to
deliver information and concepts; and empathetic to the needs of all students, the OPSU
elementary education candidate stands prepared to the challenges of educating students of the
twenty-first century. Although chiefly prepared for schools in the Panhandle area, OPSU
education graduates possess the knowledge, skills, and dispositions that enable them to teach
anywhere the need or desire arises. The three basic areas of concentration for the Teacher
Education Candidate are Knowledge, Skills, and Dispositions (the keys of the successful teacher)
are reflective of the Philosophy of the Department of Education: Preparing Effective Teachers
who are Competent, Caring, and Committed.
5. Indication of whether the program has a unique set of program assessments and their relationship of the program’s assessments to the unit’s assessment system.
Assessment of the business education program begins at the course level and progresses upward
through the program to the unit and then to the institutional level. The purpose of assessment is
to determine if the goals and objectives at each level of the unit are being achieved. While we
believe that assessment is a bottom up process, goals and objectives are top down, derived from
the institution’s mission, from mandates of external agencies, from the unit’s conceptual
framework and shared vision, and from the unique needs of the unit’s service area.
Full-time university faculty with many years of experience assess the candidate’s progress at pre-
admission, mid-level, exit level, and entry-year teaching level. (These assessments are listed in
the chart presented for item #3) Teacher candidates must demonstrate their subject knowledge
through inquiry, critical analysis, and synthesis of the subject. Candidate knowledge and skills
are assessed through class discussion, individual and group projects, reflective papers, journals,
examinations, oral and written reports, research papers, and micro-teaching lesson presentations.
These assessment tools measure the candidates’ knowledge, along with their ability to analyze
and synthesize information. Knowledge is assessed by requiring each candidate to pass the
Oklahoma General Education Test before admission to the OPSU Teacher Education Program,
and the Oklahoma Subject Area Test prior to their internship. Business education candidates are
required to reflect on lessons taught in methods courses and throughout their internship. This
opportunity ensures that candidates critically analyze these lessons.
Multiple methods of assessing the candidates’ content knowledge are in place in the School of
Education. Candidates must prepare a portfolio of their work, showing what they know and can
do. This portfolio consists of the following components: required items for certification; a
section requiring the candidate to analyze the fifteen Oklahoma General Competencies for
Teacher Licensure and Certification, with specific artifacts to demonstrate an understanding of
proficiency in these competencies; a section containing samples of P-12 student products,
according to grade level taught, and obtained during the candidates’ teaching internship; and
reflection papers indicating an understanding of the experiences in the program. The portfolio is
assessed by a faculty committee whose make-up reflects the level of instruction and discipline
(subject) of the candidate’s preparation. The committee will evaluate the candidate based on
proof of supporting evidence that he or she is proficient in all 15 state competencies and has had
the experience needed to become a professional teacher. These assessments occur at the
admission to the program, at mid-term of the program, and toward the end of the internship.
Should a candidate fail to show proficiency at any portfolio review, a Plan of Improvement is
issued, requiring the candidate to correct the identified weaknesses with remediation offered by
the committee.
Dispositions of the business education candidates are evaluated by university and public school
faculty through interviews and observations of candidate participation and performance in course
assignments and field experiences. The dispositions evaluations are conducted in an environment
structured for that purpose by faculty best qualified to identify and assess them. At the unit level,
dispositions are assessed, in part, during the interview that accompanies each portfolio review.
In the process, business education interns are assessed by university faculty and public school
cooperating teachers. Assessment data collected by individual instructors is used on a daily basis
and from semester to semester to modify course content and pedagogy. Programs are modified
from assessment data. Modifications include course content, addition and deletion of entire
courses, and modifications to program requirements.
Evidence of use of course assessment and program assessment for improvement are reflected in
the historical record provided by successive syllabi; written communications between faculty
members and department chairs and deans; minutes from Department meetings; minutes from
meetings of the Teacher Education Council; minutes of the Academic Council and Curriculum
Committee; the Teacher Education Handbook; the evolution of various forms, check sheets,
evaluation forms; and communications with outside constituents.
The primary means of reviewing assessment data for the improvement of the business education
program centers on the Dean of the School of Business and Technology, Dean of Education, the
Teacher Education Council, the Chair of the Department of Business Administration and the
business education coordinator. Results from the OGET, the OSAT, and the OPTE as well as
student surveys, portfolios, and other assessments are routinely discussed at Department and
Teacher Education Council meetings, as well as in Deans’ meetings. From these meetings
modifications to the process are recommended.
The OPSU business education program assessment is based on the unit, Oklahoma, OCTP, and
NCATE standards. Course objectives are continually evaluated and aligned with the various
standards to assure quality of knowledge and skill opportunities for OPSU teacher education
candidates. Positive dispositions are modeled by university and public school faculty. Candidate
dispositions are continually evaluated by university and public school faculty through interviews
and observations of candidate participation in course assignments and field experiences. Much of
the dispositional data is located within the confines of the numerous assessment tools used by the
unit and can be extracted when needed. The various assessment tools are in place in order to
produce a quality ―product,‖ the OPSU elementary education graduate with the knowledge,
skills, and dispositions needed to be a successful teacher.
Attachment A: Program of Study
Attachment B: Chart of Program Completers
Attachment C: Faculty Information
SECTION II— LIST OF ASSESSMENTS
In this section, list the 6-8 assessments that are being submitted as evidence for meeting the OCTP standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program.
Name of Assessment1 Type or
Form of Assessment2
When the Assessment
Is Administered3
1 [Licensure assessment, or other content-based assessment]
Oklahoma Subject Area Test (OSAT)
State Licensure exam Prior to teaching internship
2 [Assessment of content knowledge in business education] Standardized Grading Criteria
Check Sheet (GPA: overall, Gen. Ed, Content)
Portfolio reviews 1,2,3
3 [Assessment of candidate ability to plan instruction] Oklahoma General Competencies for Teacher Licensure and Certification Rubric
portfolio Portfolio Reviews 2,3
4 [Assessment of student teaching]
Faculty and Mentor Evaluations of Teaching internship
Internship Evaluation Form
During and end of internship
5 [Assessment of candidate effect on student learning]
Student Product Rubric
portfolio Portfolio review 3
6 Additional assessment that addresses OCTP standards (required) ]
Internship Evaluation Rubric—Business Education Addendum
Internship Evaluation Form
During and end of internship
7 Additional assessment that addresses OCTP standards (optional) ]
8 Additional assessment that addresses OCTP standards (optional) ]
1 Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include. 2 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio). 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).
SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS
For each OCTP standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple OCTP standards.
Oklahoma STANDARD Content KSD Effect APPLICABLE
ASSESSMENTS FROM SECTION II
1. BUSINESS FOUNDATIONS
1.1 Understands important events, developments, and trends in the history of business
X X#1 X#2 #3 #4
#5 #6 #7 #8
1.2 Understands business organizational structures, organizational design, and their implications.
X X#1 X#2 #3 #4
#5 X#6 #7 #8
1.3 Understands the basic principles of business law and the types and characteristics of legal instruments.
X X#1 X#2 #3 #4
#5 X#6 #7 #8
1.4 Analyzes legal issues related to business. X X
X#1 X#2 X #3 X#4
X#5 X#6 #7 #8
1.5 Understands business communications. X
X#1 X#2 #3 #4
#5 X#6 #7 #8
2. BUSINESS MANAGEMENT
2.1 Understands principles of business management and their applications in the decision-making process.
X X X#1 X#2 X #3 X#4
X#5 X#6 #7 #8
2.2 Applies procedures for managing human resources. X
X#1 X#2 #3 #4
#5 X#6 #7 #8
2.3 Analyzes issues related to economic and social responsibilities in business.
X X#1 X#2 X #3 X#4
X#5 X#6 #7 #8
2.4 Analyzes factors affecting business-marketing decisions.
X X X X#1 X#2 X #3 X#4
X#5 X#6 #7 #8
3. TECHNOLOGY SYSTEMS
3.1 Understands basic principles and terminology related to computer technology.
X X#1 X#2 #3 #4
#5 X#6 #7 #8
3.2 Understands principles of computer system design X
X#1 X#2 #3 #4
#5 X#6 #7 #8
3.3 Applies principles of computer technology to solve problems involving information gathering and analysis.
X X X#1 X#2 X #3 X#4
X#5 X#6 #7 #8
3.4 Applies principles of computer technology to solve problems related to project and business management.
X X X#1 X#2 X #3 X#4
X#5 X#6 #7 #8
3.5 Understands information processing systems. X
X#1 X#2 #3 #4
#5 X#6 #7 #8
3.6 Analyzes data storage, retrieval, and transmission systems.
X X#1 X#2 #3 #4
#5 X#6 #7 #8
3.7 Understands principles of telecommunications and applications of telecommunications in business.
X X#1 X#2 #3 #4
#5 X#6 #7 #8
3.8 Analyzes ethical and security issues involving technology systems.
X X#1 X#2 X #3 X#4
X#5 X#6 #7 #8
4. BUSINESS FINANCE AND ECONOMICS
4.1 Understands basic principles and applications of accounting
X X#1 X#2 #3 #4
#5 X#6 #7 #8
4.2 Applies procedures for processing accounting data. X X
X#1 X#2 X #3 X#4
X#5 X#6 #7 #8
4.3 Understands advanced accounting concepts and procedures.
X X#1 X#2 #3 #4
#5 X#6 #7 #8
4.4 Understands basic principles and applications of macroeconomics
X X#1 X#2 #3 #4
#5 X#6 #7 #8
4.5 Analyzes business situations in terms of microeconomic theory.
X X#1 X#2 X #3 X#4
X#5 X#6 #7 #8
4.6 Applies basic principles of consumer economics and finance.
X X X#1 X#2 X #3 X#4
X#5 X#6 #7 #8
SECTION IV—EVIDENCE FOR MEETING STANDARDS
ASSESSMENT #1
Description of assessment and how it is used in the program
Oklahoma Subject Area Test (OSAT)—This is the Oklahoma pre-professional examination for
all teacher candidates. The exam is one of three standardized and normed exams necessary to be
passed in Oklahoma for teacher certification.
This assessment is used to help determine if teacher candidates have sufficient content
knowledge to operate in the classroom. Teacher candidates must pass this exam before they may
participate in their internship (student teaching).
Description of how assessment aligns with standards it is cited for in Section III
Since it is a standardized exam, the OSAT is a reliable and valid measure of content knowledge.
The business education OSAT exam # 040 is directly aligned with the Oklahoma business
education competencies. Attachment 1A
Analysis of data findings
Oklahoma minimum requirement to pass each part of this exam is a composite score of 240.
Attachment 1B evidences that OPSU Business Education candidates have a passing rate of
100%.
Interpretation of how data provides evidence for meeting standards
The content areas in the OSAT cover all necessary disciplines for Business education. The
OPSU candidate passage rate of 100% provides evidence that OPSU candidates know,
understand, and/or can utilize the concepts in the Oklahoma State Department of Education
standards. The OPSU faculty feel that the student results on the OSAT show that our candidates
demonstrate a comprehensive knowledge of the concepts, principles, theories, and research of
content knowledge necessary to be an elementary teacher.
ASSESSMENT #2
Description of assessment and how it is used in the program
Oklahoma Panhandle State University offers content courses through five distinctive schools:
Agriculture, Business and Technology, Education, Liberal Arts, and Science, Mathematics and
Nursing. We assess a candidate’s content course GPA at three particular retention points:
Portfolio Level I, Level II, and Level III. An overall 2.5 GPA must be maintained at each of
these levels. This GPA must also average 2.5 in order to do the teaching internship and to
graduate. If the GPA falls below the 2.5 minimum, teacher candidates are restricted from
continuing in the program until such GPA is brought back up to the minimum. For ease of
tracking, these GPAs are maintained on check sheets maintained by the candidate’s advisor and
are required to be current and placed in the portfolio at the appropriate review.
If the GPA is below 2.5 at portfolio level I, the pre-candidate is denied admission into the
program and must take additional content courses until the GPA is 2.5 or greater. At that point,
the pre-candidate will be admitted into the program as long as all other admission requirements
have been met. If a teacher education candidate in the program has a GPA that drops below a
2.5, that candidate may not complete the program until the GPA is 2.5 or greater.
The check sheet is a means for a candidate’s academic advisor and the portfolio committee to
track candidate performance and progress toward meeting the state of Oklahoma and ACEI
standards.
Analysis of data findings
Since the 2003/04 academic year, OPSU has graduated three business education candidates. All
candidates graduated with a 2.5 or better overall GPA. Attachment 2A and Attachment 2B
Interpretation of how data provides evidence for meeting standards
The OPSU teacher education faculty understands that business teachers need to be
knowledgeable in all major content areas. Most business teachers will teach multiple content
areas. By requiring all candidates to maintain a minimum of at least a 2.5 GPA, the faculty
believe that graduates will be prepared with enough content background to teach these areas in
the secondary business classroom. The coursework in the above check sheet evidences that
candidates are taking numerous classes wherein content aligns with State standards. The data
indicates that all graduates have taken numerous coursework in content areas and have
maintained a sufficient level of academic achievement (2.5 or greater) in those areas. The
faculty believe that this is sufficient knowledge for candidates to begin their careers in business
education.
ASSESSMENT #3
Description of assessment and how it is used in the program
Rubric for Oklahoma General Competencies for Teacher Licensure and Certification
(OGCTLC)—these competencies were developed through the Oklahoma Commission for
Teacher Preparation to insure that all teacher education candidates meet the 15 required
competencies set forth by the state. With this rubric, the teacher education faculty evaluates
sample work submitted by the teacher candidate who represents the candidate’s professional
understanding and growth related to the competencies, standards, and outcomes established by
the Commission and correlated ACEI standards. The artifacts are housed in the candidate’s
portfolio and are used to assess performance in planning instruction in all areas of elementary
education.
Description of how assessment aligns with standards it is cited for in Section III
Within the framework of section three of the candidate’s portfolio, for which this assessment tool
is used, candidates must demonstrate through assignments, research papers, special projects and
field experiences their performance of academic and pedagogical knowledge, dispositions, and
skills as described by the Oklahoma Commission for Teacher Preparation in the OGCTLC. The
OPSU teacher education program has been aligned to meet the standards of both these
organizations. The classroom and field experience work as evidenced in section three of the
portfolio evidences that candidates are connecting theories of teaching and learning with the
practitioner process of actual teaching.
A teacher candidate documents each artifact in this section of the portfolio with a
reflection/rationale about how the artifact meets the competency/standard. This evidences
candidate growth and competence regarding the standards. Candidates can look at and reflect
upon the portfolio artifacts to understand that the standards have become a part of their teacher
training and will be reflected in their practices. This assessment helps candidates make
connections between coursework, field experiences, and standards.
See Attachment 3A to view the rubric used in scoring candidate performance in meeting
standards for the Oklahoma General Competencies for Teacher Certification and Licensure.
Analysis of data findings
The data in Attachment 3B evidences that OPSU teacher candidates successfully meet standards
set forth by OGCTLC and the correlated ACEI standards at a 100% rate.
Interpretation of how data provides evidence for meeting standards
For a candidate to successfully complete the teacher education program at OPSU, the candidate
must successfully pass the Oklahoma standards set forth in the 15 competencies for licensure and
certification with a minimum score of 2 on a 3 point scale. On the scale 3 reflects meeting all
aspects of the content and methods of inquiry as appropriate to the discipline at a high level of
proficiency. A score of 2 reflects meeting content and methods of inquiry as appropriate to the
discipline at a moderate ( novice) level of proficiency, and 1 designates that the content and
methods of inquiry as appropriate to the discipline have not been sufficiently reflected upon or
met.
The OPSU teacher education faculty believe teacher education candidates should not graduate
without achieving passing scores on all competencies/standards. A candidate has two
opportunities to prove he/she has met the competencies/standards. At portfolio review #2 a
candidate may submit partial (a minimum of ten pieces of evidence) or complete evidence of
meeting the competencies/standards. If the candidate submits evidence that does not meet the
competencies/standards, the candidate is counseled by the members of the portfolio committee
and given a plan of improvement to meet the competencies/standards. A score of 1 in any
competency is unacceptable. The candidate must then correct or submit different evidence and
have it approved by the committee before being able to enter the internship semester. Review #3
comes at the end of the internship. At this benchmark, the candidate must show evidence in any
remaining competency/standards area not fully addressed in review #2 and must have a passing
score of 2 or better. If an area does not receive a score of 2 or better, the candidate is given a
plan of improvement to correct the deficiency that must be met before the candidate can finish
the program.
OPSU faculty believe that candidates who are able to pass all competencies set forth in the
OGCTLC standards will at least meet a novice level necessary for teaching elementary students
in the public schools.
ASSESSMENT #4
Description of assessment and how it is used in the program
Candidates are required to have six evaluations during their teaching internships. Two university
faculty members will observe and formally evaluate each candidate twice, and the classroom
mentor teacher will observe and formally evaluate the candidate twice. Each party fills out the
evaluation instrument, makes comments on the instrument, discusses the evaluation with the
teacher candidate; and returns the evaluation instrument to the Dean of Education, who uses the
instruments in part for determining a grade for the internship.
Description of how assessment aligns with standards it is cited for in Section III
The intern evaluation form is designed to evaluate overall pedagogical skills. Attachment 4A As
such, it does not address individual business content. The instrument centers on three domains:
teacher management, instructional indicators, and teacher and student products.
Analysis of data findings
OPSU teacher education candidates have a 100% pass rate on their intern evaluations as shown
in Attachment 4B.
Interpretation of how data provides evidence for meeting standards
All OPSU business education candidates were able to meet and/or exceed expectations. The
Student Teacher Intern Evaluation From provides evidence that business education interns are
able to put their knowledge into practice and impact student learning. The results from this
instrument provide evidence that OPSU student interns are meeting the standards for the
Oklahoma Criteria for Effective Teaching. The data collected is very encouraging. The OPSU
faculty feel that the results on the Student Teacher Intern Evaluation show that our candidates
demonstrate an overall acceptable level of pedagogical skills.
ASSESSMENT #5 Description of assessment and how it is used in the program
Oklahoma Panhandle State University (OPSU) interns are required to present, during the Final
Portfolio Review, evidence of his/her effect on student learning during the internship. This is
accomplished by the intern presenting a lesson plan for a unit of teaching, evidence of pre-
assessment of student knowledge, evidence of modification or adaptation of the lesson for
diverse students, evidence of post-assessment, evidence of reflection, and representative
examples of student work that documents the evidence.
Description of how assessment aligns with standards it is cited for in Section III
This requirement is assessed by the portfolio committee using a rubric Attachment 5A, and is
given a score of Target-3, Acceptable-2, or Unacceptable-1.
Analysis of data findings
While this Rubric was created and first used in the fall 2007 semester, and while we have limited
data at this time, the review of the data shows that OPSU Business Education candidates are
successfully completing this portfolio requirement and are definitely having an effect on student
learning. Attachment 5B
ASSESSMENT #6
Description of assessment and how it is used in the program
The Internship Evaluation Rubric Business Education Addendum was developed to assess
content knowledge as it is demonstrated in the classroom by the candidate. Attachment 6A This
assessment directly relates to the teaching internship and is completed by the cooperating mentor
teacher and/ the university supervising instructors. Much of the criteria in the rubric can only be
assessed when candidates are in actual teaching situations and when candidates are daily and
directly under the supervision of a mentor. This rubric will be filled out toward the end of the
candidate’s internship.
Description of how assessment aligns with standards it is cited for in Section III
This assessment evaluates the candidate’s content knowledge relating to specific teaching
responsibilities. This instrument correlates to the standards of the State Department of
Education.
Analysis of data findings
Since this is a relatively new instrument, the unit has limited data. The instrument was
developed fall of 2005 but since that time the business education program has had only one
intern. For this reason, data is extremely limited. The limited data that follows indicates that
candidates are meeting the standards for which this assessment is intended at a level of 100%.
Attachment 6B Interpretation of how data provides evidence for meeting standards
Since the Intern Evaluation Rubric Business Addendum was directly designed to meet state
standards, candidates who score a minimum of 2.0 on the instrument are considered to have
performed at a minimum of a novice teacher level, which is quite acceptable. Data shows that
OPSU teacher candidates are performing above the minimum level for this assessment and the
standards it represents.
SECTION V
Use of Assessment Results to Improve Candidate
And Program Performance
OPSU teacher education faculty is continually evaluating candidate performance and the teacher
education program. Informal evaluations take place daily in the college classroom, in practicum
experiences, and during the teaching internship. From these evaluations, faculty members often
make changes in their course work and discuss changes with the dean and other colleagues.
Formal evaluations take place in course work, through state certification testing, through
portfolio reviews, and through the Teacher education council and department meetings.
At the end of each semester, courses are evaluated by teacher education candidates. Data from
the evaluation is given to the faculty member. The faculty member is required to analyze and
reflect upon the course data. This data has the potential to help the faculty member to improve
instruction and course content. In addition, at the end of the semester the faculty member is
required to make a personal analysis of strengths and weakness of the course. From this
analysis, which is turned in at the end of the semester, the instructor is expected to make
improvements in the course in order to meet state standards.
The Dean of Education and all members of the Teacher Education Council track OSAT and
OGET scores. The data has helped OPSU adapt to meet candidate needs for meeting standards.
The Teacher Education Council has examined the need to revise our intern evaluation. After
examining the Oklahoma Criteria for Effective Teaching, it was deemed necessary to construct
an assessment tool more in line to state standards. This makes it more beneficial to OPSU
teacher education candidates because the new assessment is directly aligned with how Oklahoma
schools districts evaluation procedures and instruments.
The unit only has data for the last 3 semesters for this revised assessment instrument. The form
was revised for the fall semester of 2005. Results show there is an increase from the Fall of 2005
semester to the Fall of 2006 for student performance in Domain I: Teacher Management,
Domain II: Teacher Instructional Indicators, and Domain III: Teacher and Student Products.
The result of the increase is from orientation with student interns and cooperating teachers
explaining the expectations and the rubric for each domain. In addition, the evaluation tool is
based on the Oklahoma Criteria for Effective Teaching. These criteria are discussed and
implemented early in the candidates’ program and practiced in methods and practicum classes
through demonstrations of candidate-generated lessons. In the methods courses candidates
receive peer review of those lessons, and in the practicum courses candidates teach lessons in the
public school and receive feedback from their supervising public school teacher. By the time a
candidate reaches his/her internship, the candidate is quite familiar with what is expected and is
able to perform acceptable in the various domains. There is also the possibility for discrepancy
in the scoring by university and public school supervisors; however, with two university
supervisors, one public school mentor, and a combined six evaluations, the scores are reasonably
reliable and indicate that all students perform at a novice or above level of acceptance. If a
candidate performs at an unacceptable level, the candidate is counseled by the supervisor or
cooperating teacher concerning areas needing improvement and will be observed again in the
deficient area(s). A score of 1 in any area is unacceptable, and the candidate must improve to a
minimum score of 2.0 to continue.
Data such as the above is presented to the Teacher Education Council through the office of the
dean, teacher education council committees, field placement director, and individual Teacher
Education Council members. The data is analyzed at various committee levels and used to
improve candidate performance and strengthen the program.
BUSINESS EDUCATION
Last Name Today's Date
First Name
I.D. / SS#
When Letter
GENERAL EDUCATION 50 MAJOR 41 Taken Hrs Grade Substitutions
When Letter
A. Communications 9 Taken Hrs Grade Substitutions ACCT 2103 Managerial Accounting
*ENGL 1113 -- Freshman Comp. ACCT 2203 Financial Accounting
*ENGL 1213 -- Freshman Comp. AIS 3013 Introduction to AIS
*SPCH 1113 -- Speech Comm. BADM 2123 Microeconomics
B. Mathematics 3 BADM 3103 Consumer Economics
*MATH 1513 -- College Algebra BADM 3123 Business Law I
C. History & Government 6 BADM 3173 Business Communications
*HISTORY CIS 2123 Programming I
HIST 1313 Early US History OR CIS 2223 MicroApplications for Bus. Dec.
HIST 1323 Late US History CIS 2233 Logic & Design
*POSC 1013 -- American Government SESC 2373 Comp. Based KB/Desktop Publ.
D. Science 8 MGMT 4813 Office Management OR
*BIOL 1304 Principles of Biology MGMT 3813 Principles of Management
Physical Science (w/lab) Electives: 5 hrs. Courses from ACCT, BA, CIS, MGMT, MKTG, FNCE suggs.
FNCE 3773 Business Finance I
MGMT 3813 Principles of Management
E. Social/Behavioral Sci. 6 MKTG 3913 Principles of Marketing
*ECON 2113 Macroeconomics
* Soc./Psyc.
F. Cross Cultural 3
*EDUC 2233 Diversity in Education
G. Humanities 6
HUM.
HUM.
HUM.
H. Health & PE 2
*HPER 2102 First Aid
I. Freshman Orientation 1 Major GPA #DIV/0!
EDUC 1111 Stud. Suc. Sem. HRS: 0
J. Electives 6
*EDUC 2323 Reading in Content Area PROFESSIONAL EDUC. 33 When Letter
*CIS 2013 Info. Sys. For Business Taken Hrs. Grade Substitutions
Current Gen. Ed. GPA #DIV/0! EDUC 2112 Foundations of Education
HRS: 0 EDUC 2122 Schools and Society
* REQUIRED GEN ED COURSES FOR THIS DEGREE EDUC 2212 Principles of Teaching
EDUC 3213 Human Devel.: Child & Adol. Psy.
Foreign Language Proficiency Met *EDUC 3223 Education of the Except. Child
*EDUC 4313 Educational Psychology
Notes *EDUC 4333 Educational Technology
*EDUC 4322 Secondary Teaching Methods
**EDUC 4312 Classroom Management
**EDUC 4362 Educational Tests & Measur.
**EDUC 4720 Student Teach. - Secondary (9)
Prof. Ed. GPA #DIV/0!
HRS: 0
* Restricted Class--Must be Admitted to Teacher Education
** Restricted Class--Must be Admitted to Professional Semester
Total Upper Level Hours: 0
2/12/2002
Attachment B: Program Completers
Program: Business
Academic Year # of Candidates Enrolled in the Program
# of Program Completers
2005/2006 1 0 2004/2005 3 1 2003/2004 4 2
Certification Examinations for Oklahoma Educators Annual Institution Report
Program Year: 2003-2004
Process date: 02-10-05 14:12:42 Institution: 09 - Oklahoma Panhandle State University
Number of Program Completers: 32
Test Field/Category
Institution StatewideNumber Tested
Number Passed
Pass Rate
Pass Rate
Basic Skills Oklahoma General Education Test 32 32 100% 99% Aggregate 32 32 100% 99%Professional Knowledge/Pedagogy 075 OPTE: PK-8 17 17 100% 98% 076 OPTE: 6-12 (includes two business education candidates) 11 11 100% 99% Aggregate 28 28 100% 99%Academic Content Areas 001 Instrumental/General Music 1 93% 003 Vocal/General Music 1 100% 007 English 3 99% 010 Biological Sciences 1 96% 012 Physical Education/Health/Safety 1 99% 017 U.S. History/OK History/Govern/Economics 2 98% 018 World History/Geography 1 96% 050 Elementary Education Subtest 1 17 99% 051 Elementary Education Subtest 2 17 100% Aggregate 44 99%Other Content Areas 040 Business Education 2 2 100% 100% 042 Agricultural Education 2 -- -- 100% Aggregate 4 -- -- 100% Summary Totals and Pass Rate 32 32 100% 97%
Certification Examinations for Oklahoma Educators Annual Institution Report
Program Year: 2004-2005
Process date: 02-14-06 11:02:19 Institution: 09 - Oklahoma Panhandle State University
Number of Program Completers: 40
Test Field/Category
Institution StatewideNumber Tested
Number Passed
Pass Rate
Pass Rate
Basic Skills Oklahoma General Education Test 38 38 100% 100% Aggregate 38 38 100% 100%Professional Knowledge/Pedagogy 076 OPTE: 6-12 (includes one business education candidate) 16 16 100% 98% 075 OPTE: PK-8 21 19 90% 97% Aggregate 37 35 95% 98%Academic Content Areas 011 Advanced Mathematics 1 -- -- 100% 008 Earth Science 1 -- -- 100% 050 Elem Ed/1 21 99% 051 Elem Ed/2 21 100% 007 English 2 100% 025 Middle Level/Intermediate Mathematics 3 100% 012 Physical Education/Health/Safety 5 99% 017 U.S. History/OK History/Govern/Economics 1 -- -- 99% Aggregate 55 55 100% 99%Other Content Areas 042 Agricultural Education 7 -- -- 100% 040 Business Education 1 1 100% 100% Aggregate 8 -- -- 100% Summary Totals and Pass Rate 39 37 95% 97%
Certification Examinations for Oklahoma Educators Annual Institution Report - Preliminary
Program Year: 2005-2006
Process date: 11-28-06 15:16:34 Institution: 09 - Oklahoma Panhandle State University
Number of Program Completers: 22
Test Field/Category
Institution StatewideNumber Tested
Number Passed
Pass Rate
Pass Rate
Basic Skills Oklahoma General Education Test 21 21 100% Aggregate 21 21 100% Professional Knowledge/Pedagogy 076 OPTE: 6-12 (includes 0 business education candidates) 9 9 100% 075 OPTE: PK-8 11 10 91% Aggregate 20 19 95% Academic Content Areas 050 Elem Ed/1 051 Elem Ed/2 007 English 3 077 English as a Second Language 1 024 Middle Level English 2 012 Physical Education/Health/Safety 2 017 U.S. History/OK History/Govern/Economics 2 018 World History/Geography 1 Aggregate 33 33 100% Other Content Areas 042 Agricultural Education 2 -- -- Aggregate 2 -- -- Summary Totals and Pass Rate 21 20 95%
Attachment C Faculty Information
Faculty Member
Name
Highest Degree, Field, & University
Assignment: Indicate the role of the
faculty member
Faculty Rank
Tenur
e Track (Yes/ No)
Scholarship,
Leadership in Professional
Associations, and Service: List up to 3 major contributions in the past 3 years
Teaching or other professional experience in P-12 schools
Sharon Brantner
M.B.A., Business Admin., SWOSU
Faculty Assistant Professor
Yes AIS Curriculum Assessment, AIS Educators, Oklahoma Accounting Educators, Oklahoma Society of CPAs, Chair-Faculty Handbook Committee
none
Joe Breeden
M.S., Computer Information Systems, University of Phoenix
Faculty Assistant Professor
Yes Seward County Technology Board, Trustee-Town of Goodwell, Association of Information Technology Professionals, Presenter at Guymon Rotary Career Day, Presenter at Art Jubilee, Summer Academy Grant from OSRHE, Instructional Accountability Committee, Athletic Committee
Taught CCMA certificate program to G/T students at Ulysses, KS, IT Director
Matthew Carter
M.Ed., Educational Technology, Texas Tech University
Faculty Assistant Professor
Yes PTCI Digital video partnership coordinator, Computer graphics degree assessment,
none
volunteer firefighter-town of Goodwell
Mindy Davis
M.P.A., Accounting, Texas Tech University
Faculty, Department Head of Accounting
Associate Professor
Yes Accounting department program review, AIS educators Association Conference, Oklahoma Accounting Educators Conference, Consumer Electronics Show Conference, Rank and Tenure Committee
none
Sara Hitch M.B.A., Management, University of Oklahoma
Faculty Instructor No Georgetown University Doctoral Program, Dale Carnegie graduate, Academy of Management, Vice-Chair - Guymon Area Arts & Humanities Council, Yearbook organizer-United Methodist Women, Bo-chair – Guymon beautification
none
Steve Martin
M.B.A., Business Admin., SWOSU
Faculty Assistant Professor
Yes Network analysis and security toolbox conference, PTCI Board of Directors, NCTA regional and national conference, Consumer electronics show conference, Faculty advisor—BSU, Advisor—AITP
???
Diane Murphey
M.S., Natural Science, Oklahoma State University
Dean of School of Business & Dept. Head of CIS
Associate Professor
Yes Association of Information Technology Professionals, OPSU Programming Team advisor, AITP advisor, Consumer electronics show conference, Regional and National AITP conference, Presenter – Career Crew, Alderman-Texhoma, Chair-Pastor relations committee-First United Methodist Church
4 years experience in 7th & 8th grade math, secondary math, and environmental science, Certified in Math, Natural Science, Computer Science
Davin Winger
B.S., Agriculture, Texas Tech University
Faculty Instructor No Presenter at Retrucalle marriage weekend, presenter at Adult/Youth retreats, Board of Directors of Camp Alphi (Kids with Cancer), M.A. in progress from Catholic Distance University, MBA in progress from West Texas A&M University
Member of Gruver Board of Education
David Miller
M.B.A., Marketing, Oklahoma City University
Faculty & Department Head of Business Admin.
Assistant Professor
Yes National Business Education Association, American Marketing Association, Gulf Coast Economics Conference, Chair of OPSU NCATE Assessment Committee, member of OPSU
Supervision of Interns (student teachers), Supervision of Residency Year Teachers (first year teachers in Oklahoma)
NCATE conceptual framework committee, University Centennial Committee, OPSU Teacher Education Council, NCA Assessment Committee, ABD in Higher Education Curriculum at Texas Tech University
R. Wayne Stewart
Ed.D, Educational Admin., Oklahoma State University
Administration--Dean of Education, Director of Teacher Education
Professor Yes Presented at OATE-2006, Presented at OACTE-2006, Presented at AACTE-2007, Presented at OCTP-2007, Chair of Texas County Arts and Humanities Council, Director of Math-Ese (NCLB) Seminar for 2006 & 2007 for Oklahoma panhandle math teachers, Member of Phi Delta Kappa, ASCD, AACTE, OACTE, OATE, Academic Council, Curriculum Council, Dean's Council, Teacher Education Council--OPSU
Supervision of Interns, Supervision of Residency Year Teachers (first year teachers in Oklahoma), Director of Math-Ese (NCLB) Seminar for 2006 & 2007 for Oklahoma panhandle math teachers, Oklahoma certification: Superintendent, Secondary Principal, English, Speech, Computer Literacy, Psychology, Library
Jerry Mihelic
MS, Educational Leadership, Northern Arizona University
Faculty Instructor Yes Student Oklahoma Education Association Advisor, Presenter Oklahoma Association of Teacher Educators-
Volunteer for Special Olympics, Supervision of Student Teachers, Supervision of Residency Year Program teachers
-2006, Director of school partnership--Academy Elementary--after school tuitoring, EOI test monitor--Goodwell Schools, OPSU President's Advisory Committee, OPSU Recruiting Crew
(first year teachers in Oklahoma), Arizona certification: K-8 Teacher, K-12 Principal, OPSU committees--Teacher Education Council
Russell Thatcher
PhD, Christian Education, Southern Baptist University
Faculty, Education Department Head
Associate Professor
Yes Presenter Oklahoma Association of Teacher Educators--2006, Textbook review--Allyn & Bacon, Treasurer of local Phi Delta Kappa, OPSU committees--Teacher Education Council
President of Frills & Freckles Child Care, Inc. Administrator of Kiddie Prep School--Marion, Indiana Elementary teacher--Lakeview Schools Indiana certificaton--K-8 elementary K-12 computer science Supervise Student Teachers Supervise Residency Year Teachers
Elaina Stewart
M.Ed, Library Science, Northwestern Oklahoma State University
Adjunct Faculty
Assistant Professor and Librarian
No Attended OACTE Conference--2004-2005-2006, Attended Oklahoma Library Association--2004-2005-2006, Presented at OLA--2003, 2004, 2005, 2006, OPSU Committees--Teacher Education Council, Telecommunication
Kiowa, KS--elementary and secondary librarian, Muskogee, OK--elementary librarian, Oklahoma certification--elementary education, K-12 Library, secretary of local Phi Delta Kappa, Supervise
s, Library Supervisory committee
Student Teachers, Supervise Residency Year Teachers, Oklahoma Scholar for Oklahoma Arts and Humanities Council
Jerry Butler
Ed.D. Curriculum, Supervision and Instruction, East Texas State University
Adjunct Faculty (retired-2006)
adjunct professor
No Attended the Oklahoma Association for Teacher Education conference 2004, Attended Conference on School Reform and Inclusive Education 2005, Presented - OATE Fall Conference 2005, OPSU committees--Library, Teacher Education Council
taught Elementary 3 through 6; 5 through 8 mathematics; coached 5 and 6 grade basketball Oklahoma certification: Elementary principal; junior high principal; superintendent, Supervise Student Teachers, Supervise Residency Year Teachers
Loyet Shafer
Ph.D., Counseling Psychology, Oklahoma State University
Faculty Associate Professor
Yes Investigator – OK State Board of Examiners of Psychologists, ’01- ’05. Oral Examiner Training, OSBEP, ‘04, Member: Ok Psychological Assn; American Psychological Assn., OPSU Committee Service: Rank & Tenure Committee, ’05 – Present, Teacher Ed Council ’00 – Present, Community Presentation: Elder
Classroom Teacher: Special Education, Jr./Sr. High; English, Speech & Drama, Jr./ Sr. High; Speech Pathology, Speech Remediation, ages 5 – 14; School Counselor, K-12 certification, - Elementary Counselor; Psyc Consultant – High Challenge Alternative
Fair ’05, Navigating Aging: Depression vs Dementia.
School Grant, Guymon Public Schools, Co-teach with high school teacher 12 to 15 hours each year at Senior High, Supervise Student Teachers, Supervise Residency Year Teachers
Darren Randall
MS, HPER, Southwestern Oklahoma State University, MS Adult Education Management and Admin., Northwestern Oklahoma State University
Faculty Instructor Yes Prison ministry/education. served on accreditation teams for private schools
seven years experience as classroom teacher and principal in public and private schools, supervising student teachers, supervising Residency Year Teachers (first-year teachers in Oklahoma)
Carolyn McCargish
M.A.Ed. Education
Dean, University College
Assistant Professor
Yes Member of NADE Member of OACTE Doctoral Student Northcentral University, Prescott, AZ
Direct Bridge Program for under-prepared college students Facilitate the transfer of Agricultural Education Students from entry level General Studies to declared Ag Ed majors Supervision of student teachers, OPSU 2000-present Designed current
Diversity in Education course – EDUC2233- for OPSU – currently instructor Agricultural Education Candidates’ Portfolio Review Chairperson 2001-present Team Instructor for AGED 3103, 4103 Facilitated portfolio preparation workshops for Agricultural Education candidates 2001- present 15 years experience in public school classrooms, special education director, federal programs director, school counselor
Attachment 1A
Certification Examinations for Oklahoma Educators (CEOE)
Framework Development Correlation Table
The Framework Development Correlation Table provides information about possible alignment of some of
the knowledge and skills contained within the CEOE framework for a test field with other conceptualizations
of the knowledge and skills of a field. It was produced using Oklahoma and educator association standards
documents that were publicly available at the time of framework development. In the preparation of the
Correlation Table, the alignment of a CEOE test competency with standards documents was indicated if the
content of a standard was covered, in whole or in part, by the CEOE test competency. For some CEOE test
competencies, multiple standards from Oklahoma, or other documents were aligned with the content of a
CEOE test competency. An indication of alignment in the Correlation Table does not necessarily imply
complete congruence of the content of a CEOE test competency with the standard.
Matrix Showing Match between Full Subject Matter Competencies for Business Education and
CEOE Test Objectives
Oklahoma Subject Matter
Competencies
for
Business Education
CEOE Test Objectives
For OSAT # 040 Business Education
1. Business Foundations:
a. Understands important events,
developments, and trends in the history
of business.
0001 Understand the functions of business
management in contemporary and
historical contexts.
b. Understands business organizational
structures, organizational design, and
their implications.
0001 Understand the functions of business
management in contemporary and
historical contexts.
0002 Understand organizational, group,
and individual behaviors and their
relationship to business management.
0003 Understand human resource
management and development.
c. Understands the basic principles of
business law and the types and
characteristics of legal instruments.
0005 Understand principles of business
law and the legal environment of
business.
d. Analyzes legal issues related to
business.
0003 Understand human resource
management and development.
0005 Understand principles of business
law and the legal environment of
business.
Oklahoma Subject Matter
Competencies
for
Business Education
CEOE Test Objectives
For OSAT # 040 Business Education
0020 Understand basic principles and
applications of microeconomics.
e. Understands business communication. 0014 Understand business
communications.
2. Business Management:
a. Understands principles of business
management and their applications in
the decision-making process.
0001 Understand the functions of
business management in contemporary
and historical contexts.
0002 Understand organizational,
group, and individual behaviors and
their relationship to business
management.
0012 Understand principles and
procedures related to
entrepreneurship.
0022 Apply techniques of quantitative
analysis in business situations.
b. Applies procedures for managing
human resources.
0002 Understand organizational, group,
and individual behaviors and their
relationship to business management.
0003 Understand human resource
management and development.
0005 Understand principles of business
law and the legal environment of
business.
c. Analyzes issues related to economic
and social responsibilities in business.
0004 Understand issues related to ethical
and social responsibility in business.
d. Analyzes factors affecting business
marketing decisions.
0010 Analyze factors affecting business
marketing decisions.
0011 Understand principles and
procedures related to customer
Oklahoma Subject Matter
Competencies
for
Business Education
CEOE Test Objectives
For OSAT # 040 Business Education
service.
0022 Apply techniques of quantitative
analysis in business situations.
3. Technology Systems:
a. Understands basic principles and
terminology related to computer
technology.
0015 Understand basic principles and
terminology related to computer
technology.
b. Understands principles of computer
system design.
0015 Understand basic principles and
terminology related to computer
technology.
0016 Understand principles and
procedures related to information
processing and information
processing systems.
0017 Understand principles and
procedures related to
telecommunications and applications
of telecommunications in business.
0018 Understand principles and
procedures related to ethics, security,
and data integrity in technology
systems.
c. Applies principles of computer
technology to solve problems involving
information gathering and analysis.
0016 Understand principles and
procedures related to information
processing and information
processing systems.
0018 Understand principles and
procedures related to ethics, security,
and data integrity in technology
systems.
d. Applies principles of computer
technology to solve problems related to
project and business management.
0016 Understand principles and
procedures related to information
processing and information
Oklahoma Subject Matter
Competencies
for
Business Education
CEOE Test Objectives
For OSAT # 040 Business Education
processing systems.
0017 Understand principles and
procedures related to
telecommunications and applications
of telecommunications in business.
0018 Understand principles and
procedures related to ethics, security,
and data integrity in technology
systems.
e. Understands information processing
systems.
0016 Understand principles and
procedures related to information
processing and information
processing systems.
f. Analyzes data storage, retrieval, and
transmission systems.
0015 Understand basic principles and
terminology related to computer
technology.
0016 Understand principles and
procedures related to information
processing and information
processing systems.
0017 Understand principles and
procedures related to
telecommunications and applications
of telecommunications in business.
0018 Understand principles and
procedures related to ethics, security,
and data integrity in technology
systems.
g. Understands principles of
telecommunications and applications of
telecommunications in business.
0017 Understand principles and
procedures related to
telecommunications and applications
of telecommunications in business.
h. Analyzes ethical and security issues
involving technology systems.
0018 Understand principles and
procedures related to ethics, security,
Oklahoma Subject Matter
Competencies
for
Business Education
CEOE Test Objectives
For OSAT # 040 Business Education
and data integrity in technology
systems.
4. Business Finance and Economics:
a. Understands basic principles and
applications of accounting.
0006 Understand basic principles and
applications of accounting.
b. Applies procedures for processing
accounting data.
0007 Apply procedures for processing
accounting data.
0008 Understand advanced accounting
concepts and procedures.
0009 Understand principles, processes,
and procedures related to financial
statements.
c. Understands advanced accounting
concepts and procedures.
0008 Understand advanced accounting
concepts and procedures.
0009 Understand principles, processes,
and procedures related to financial
statements.
d. Understands basic principles and
applications of macroeconomics.
0019 Understand basic principles and
applications of macroeconomics.
e. Analyzes business situations in terms of
microeconomic theory.
0020 Understand basic principles and
applications of microeconomics.
f. Applies basic principles of consumer
economics and finance.
0021 Apply basic principles of consumer
economics and finance.
Attachment 1B Business Education OSAT #040 Scores Number Tested Satisfactory Unsatisfactory Percent Passed Year OPSU State OPSU State OPSU State OPSU State 2003-04 1 271 1 255 0 16 100% 94.1 2004-05 1 345 1 326 0 19 100% 94.5 2005-06 1 303 1 268 0 35 100% 84%
Attachment 6A DATA School Year
# of candidates accepted into TEP
% of students with GPA 2.5 or above
% of students with GPA below 2.5
# of candidates accepted to internship
% of students with GPA 2.5 or above
% of students with GPA below 2.5
2003-2004
1 100% 0% 1 100% 0%
2004-2005
1 100% 0% 1 100% 0%
2005-2006
0 N/A 0% 0 N/A N/A
Attachment 6B DATA PROGRAM COMPLETER GPA 2003/2004 business education completers Candidates Graduating GPA A 3.21 Average 3.21 2004/2005 business education completers Students Graduating GPA A 3.08 B 3.50 Average 3.29 2005/2006 business education completers Students Graduating GPA 0 N/A Average N/A
SECTION IV #3 ATTACHMENT #2 RUBRIC
MID-TERM AND FINAL PORTFOLIOS ARTIFACT RUBRIC OKLAHOMA PANHANDLE STATE UNIVERSITY
TEACHER EDUCATION PROGRAM
NAME___________________________ DATE___________CHAIR REVIEW 2______________ ID#_____________________________ DATE___________CHAIR REVIEW 3______________ SEX ______M _________F OVERALL ARTIFACT SCORE(2)___________ OVERALL ARTIFACT SCORE(3)___________
The following rubric will be used to assess the artifacts included for the Mid-term and Final portfolio reviews. (Additional assessment information may be included with specific
competencies)
The Overall Score for each competency should be entered ONLY when both artifacts are present.
The Overall Score cannot be higher than the lowest score of Artifact 1, Artifact 2, and/or the
Competency Interpretation. The justifications of the artifacts are scored with the artifacts.
TARGET - 3 ACCEPTABLE - 2 UNACCEPTABLE - 1
ARTIFACTS DEMONSTRATE SUPERIOR PROFICIENCY OF
ALL MAJOR ATTRIBUTES OF THE OKLAHOMA GENERAL
COMPETENCIES.
ARTIFACTS DEMONSTRATE
PROFICIENCY IN MOST ATTRIBUTES OF THE OKLAHOMA
GENERAL COMPETENCIES.
ARTIFACTS FAIL TO
DEMONSTRATE PROFICIENCY OF THE OKLHOMA.GENERAL
COMPETENCIES.
COMPETENCY 1
The teacher understands (is able to demonstrate an understanding of) the central concepts and
methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning
experiences that make aspects of subject matter meaningful for students.
Overall
Score of
Score
TARGET – 3
Reflects All Aspects
ACCEPTABLE – 2
Minimally Reflects
UNACCEPTABLE –
1
Compete
ncy
Compete
ncy 1
Interpreta
tion
of the Content and
Methods of Inquiry as
Appropriate to the
Discipline
Content and Methods
of Inquiry as
Appropriate to the
Discipline
Does Not Reflect
Content and Methods
of Inquiry as
Appropriate to the
Discipline
Artifact
#1
Review #2 Comments
Artifact
#2
Review #3 Comments
COMPETENCY 2
The teacher understands how students learn and develop (is able to demonstrate an understanding
of student learning and development), and can provide learning opportunities that support their
intellectual, social and physical development at all grade levels including early childhood, elementary,
middle level and secondary.
Overall
Score of
Compete
ncy2
Score
TARGET – 3
• Reflects All Cognitive
Constraints of the
Levels of
Development.
• Examples are
Appropriate to the
Developmental
Levels.
• Examples Reflect All
Three Areas
(Intellectual, Social,
and Physical) as
Appropriate to the
Discipline.
ACCEPTABLE – 2
• Reflects Some
Cognitive Constraints
of the Levels of
Development.
• Examples are Not
Appropriate to All
Developmental Levels.
• Examples Do Not
Reflect All Three
Areas (Intellectual,
Social, and Physical)
as Appropriate to the
Discipline.
UNACCEPTABLE –
1
• Does Not Reflect
Cognitive
Constraints of the
Levels of
Development.
• Examples are Not
Appropriate to
Developmental
Levels.
• Examples Do Not
Reflect Any of the
Three Areas
(Intellectual,
Social, and
Physical) as
Appropriate to the
Discipline.
Compete
ncy
Interpreta
tion
Artifact
#1
Review #2 Comments
Artifact
#2
Review #3 Comments
COMPETENCY 3
The teacher understands that students vary in their approaches (demonstrates the ability to use
varied approaches) to learning and creates instructional opportunities that are adaptable to individual
differences of learners.
Overall
Score of
Compete
Score
TARGET – 3
• Reflects the ability
to use a minimum
of three diverse
ACCEPTABLE – 2
• Contains fewer than
three diverse
approaches and/or
UNACCEPTABLE – 1
• Does not include
evidence of
knowledge of diverse
Competen
cy
Interpretat
ion
ncy 3 approaches to
learning
• Indicates ways to
accommodate
individual
differences
• Does not indicate
more than one way to
accommodate
individual differences
of learners
approaches to
learning
• Does not include
ways to accommodate
individual differences
of learners
Artifact
#1
Review #2 Comments
Artifact
#2
Review #3 Comments
COMPETENCY 4
The teacher understands (demonstrates an understanding of the) curriculum integration processes
and uses a variety of instructional strategies to encourage students’ development of critical thinking,
problem solving and performance skills, and effective use of technology.
Overall
Score of
Compete
ncy 4
Score
TARGET – 3
• Includes at least
three instructional
strategies, one of
which includes use
of technology
ACCEPTABLE – 2
• Includes 2
instructional
strategies, or
• Does not include use
of technology as a
strategy
UNACCEPTABLE –
1
• Does not include
varied instructional
strategies.
• Does not include
use of technical
strategy
Competen
cy
Interpretati
on
Artifact #1 Review #2 Comments
Artifact #2 Review #3 Comments
COMPETENCY 5
The teacher uses best (appropriate) practices related to motivation and behavior to create learning
environments that encourage positive social interaction and active engagement in learning, thus,
providing opportunities for success.
Overall
Score of
Compete
ncy 5
Score
TARGET – 3
• Artifacts include
multiple strategies to
promote learning and
social interaction
ACCEPTABLE – 2
• Artifacts include
minimal strategies to
promote learning and
social interaction
UNACCEPTABLE –
1
• Artifacts do not
demonstrate
strategies to
promote learning or
social interaction
Competenc
y
Interpretatio
n
Artifact #1 Review #2 Comments
Artifact #2 Review #3 Comments
COMPETENCY 6
The teacher develops knowledge of and uses communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
Overall
Score of
Compete
ncy 6
Score
TARGET – 3
• Artifacts use three
different examples of
use of varied
communication
techniques, as
appropriate to the
discipline.
ACCEPTABLE – 2
• Artifacts contain two
different
communication
techniques or
• Techniques are not
appropriate to the
discipline.
UNACCEPTABLE – 1
• Artifacts do not
reflect different
communication
techniques
• Artifacts are not
appropriate to the
discipline.
Competenc
y
Interpretati
on
Artifact #1 Review #2 Comments
Artifact #2 Review #3 Comments
COMPETENCY 7
The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning
process, subject matter, students’ abilities and differences, and the community; and adapts
instruction based upon assessment and reflection.
Overall
Score of
Compete
ncy 7
Score
TARGET – 3
• Artifacts demonstrate
an understanding of
curriculum goals.
• Artifacts clearly show
assessment,
reflection, and
adaptation as
needed.
• Artifacts show that
lesson plans are
based on reflective
practice.
ACCEPTABLE – 2
• Fewer than three
artifacts are
included, or
• Artifacts do not
reflect use of
assessment,
reflection, and
adaptation as
needed or an
understanding of
curriculum goals.
UNACCEPTABLE – 1
• Artifacts do not
reflect an
understanding of
curriculum goals, or
• Does not include a
use of assessment,
reflection, and
adaptation, and/or
• Fewer than two
artifacts are
included.
Competenc
y
Interpretatio
n
Artifact #1 Review #2 Comments
Artifact #2 Review #3 Comments
COMPETENCY 8
The teacher understands and uses (demonstrates an understanding and use) of a variety of
assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous
intellectual, social and physical development of the learner.
Overall
Score
TARGET – 3
• Artifacts demonstrate
ACCEPTABLE – 2
• Fewer than three
UNACCEPTABLE –
1
Competenc
y
Score of
Competen
cy 8
Interpretatio
n
a variety of at least
three assessments
strategies and
techniques that are
appropriate to the
discipline.
assessment
strategies and
techniques are
included, or
• They are not
appropriate to the
discipline.
• Fewer than two
assessment
strategies are
included, or
• Strategies do not
fit the discipline.
Artifact #1 Review #2 Comments
Artifact #2 Review #3 Comments
COMPETENCY 9
The teacher evaluates the effects of his/her choices and actions on others (students, parents, and
other professionals in the learning community). Modifies those actions when needed, and actively
seeks opportunities for continued (continues) professional growth.
Overall
Score of
Competen
cy 9
Score
TARGET – 3
• Artifacts
demonstrate
exceptional use of
evaluation,
modification when
needed, and
• There is clear
evidence of
professional
growth.
ACCEPTABLE – 2
• Artifacts minimally
demonstrate use of
evaluation,
modification, or
• There is minimal
evidence of
professional growth.
UNACCEPTABLE – 1
• Artifacts do not
demonstrate use of
evaluation,
modification, or
• There is no
evidence of
professional growth.
Competenc
y
Interpretati
on
Artifact #1 Review #2 Comments
Artifact #2 Review #3 Comments
COMPETENCY 10
The teacher fosters positive interaction with school colleagues, parents/families, and organizations in
the community to actively engage them in the support of students’ learning and well-being.
Overall
Score of
Competen
cy 10
Score
TARGET – 3
• Artifacts include
multiple
evidences of
positive
interaction as
appropriate to the
discipline and
community
ACCEPTABLE – 2
• Artifacts demonstrate
minimal positive
interaction appropriate
to the discipline or
community.
UNACCEPTABLE –
1
• Artifacts do not
demonstrate
positive interaction
appropriate to the
discipline or
community.
Competenc
y
Interpretatio
n
Artifact #1 Review #2 Comments
Artifact #2 Review #3 Comments
COMPETENCY 11
The teacher shall have an understanding of (demonstrates an understanding of) the importance of
assisting students with career concepts to the academic curricula.
Overall
Score
TARGET – 3
• Artifacts
ACCEPTABLE – 2
• Artifacts demonstrate a
UNACCEPTABLE – 1
Artifacts do not
Competenc
y
Score of
Competen
cy 11
Interpretati
on
demonstrate
multiple
presentations for
students about a
variety of career
opportunities as
they relate to the
academic
curricula as
offered in their
school.
single presentation for
students about a
variety of career
opportunities as they
relate to the academic
curricula in their
school.
demonstrate a
presentation for
students about a
variety of career
opportunities as they
relate to the
academic curricula in
their school.
Artifact #1 Review #2 Comments
Artifact #2 Review #3 Comments
COMPETENCY 12
The teacher understands (demonstrates an understanding of) the process of continuous lifelong
learning, the concept of making learning enjoyable, and the need for a willingness to change when
the change leads to greater student learning and development.
Overall
Score of
Competenc
y 12
Score
TARGET – 3
• Artifacts
demonstrate an
understanding of
each of the three
major concepts in
the competency.
ACCEPTABLE – 2
• Artifacts demonstrate
an understanding of
fewer than three of the
major concepts in the
competency.
UNACCEPTABLE – 1
• Artifacts demonstrate
an understanding of
fewer than two of
the major concepts
of the competency.
Competen
cy
Interpretat
ion
Artifact
#1
Review #2 Comments
Artifact
#2
Review #3 Comments
COMPETENCY 13
The teacher understands (demonstrates an understanding of) the legal aspects of teaching including
the rights of students and parents/families, as well as the legal rights and responsibilities of the
teacher.
Overall
Score of
Competen
cy 13
Score
TARGET – 3
• Artifacts
demonstrate an
understanding of
all three legal
rights listed in
the competency.
ACCEPTABLE – 2
• Artifacts demonstrate
an understanding of
fewer than the three
legal rights listed in the
competency.
UNACCEPTABLE – 1
• Artifacts demonstrate
an understanding of
fewer than two of the
legal rights listed in
the competency.
Compete
ncy
Interpreta
tion
Artifact
#1
Review #2 Comments
Artifact
#2
Review #3 Comments
COMPETENCY 14
The teacher understands (demonstrates an understanding of) and is able to develop instructional
strategies/plans based on the Oklahoma core curriculum.
Overall
Score of
Competen
cy 14
Score
TARGET – 3
• Artifacts include
multiple varied
instructional
strategies/plans
as appropriate to
the discipline.
ACCEPTABLE – 2
• Artifacts include
minimal instructional
strategies/plans, or
• Instructional
strategies/plans are
minimally varied, or
• Instructional
strategies/plans
minimally fit the
discipline.
UNACCEPTABLE – 1
• Artifacts include
fewer than two
Instructional
strategies/plans
• Instructional
strategies/plans are
not varied, or
• Instructional
strategies/plans do
not fit the discipline.
Compete
ncy
Interpreta
tion
Artifact
#1
Review #2 Comments
Artifact Review #3 Comments
#2
COMPETENCY 15
The teacher understands (demonstrates an understanding of) the state teacher evaluation process,
“Oklahoma Criteria for Effective Teaching Performance,” and how to incorporate these criteria in
designing instructional strategies.
Overall
Score of
Competen
cy 15
Score
TARGET – 3
• Artifacts show
clear evidence of
incorporation of
the criteria into
instructional
strategies.
ACCEPTABLE – 2
• Artifacts show minimal
evidence of
incorporation of the
criteria into
instructional strategies.
UNACCEPTABLE – 1
• Artifacts do not
show evidence of
incorporation of the
criteria into the
instructional
strategies.
Compete
ncy
Interpreta
tion
Artifact
#1
Review #2 Comments
Artifact
#2
Review #3 Comments
ADDITIONAL COMMENTS FOR PORTFOLIO REVIEW #2
Attachment 3B COMPTENCY SCORE SHEET DATA
Portfolio Review Statistics Compiled from
Competency Score Sheets 3 Target 2 Acceptable 1 Unacceptable
School Year
# of Candidates
Average Score
Plan of Improvement
Plan of Improvement Completed
% Pass
% Fail
Fall 2004
1 2.0 0 0 100 0
Spring 2005
1 3.0 0 0 100 0
Fall 2005
0 0 0 0 N/A N/A
Spring 2006
0 0 0 0 N/A N/A
Fall 2006
1 2.0 0 0 100 0
Page 1 of 3 OKLAHOMA PANHANDLE STATE UNIVERSITY
Teacher Intern Evaluation Intern Name:__________________
Please use the following scale. Any scoring below a three, in any section, requires an explanation in the comments section. 3=Target (demonstrates skills, knowledge, dispositions beyond novice level; comparable to seasoned teacher) 2=Acceptable (demonstrates skills, knowledge, dispositions expected from novice level; comparable to inexperienced teacher) 1=Unacceptable (demonstrates skills, knowledge, dispositions below novice level; comparable to one with little or no pedagogy) If Indicator is not observed during this observation, circle nothing Please refer to OPSU Teacher Intern Evaluation Rubric Definitions for specific information about each Domain/Indicator.
Gateway to the Future: Preparing Effective Teachers who are Competent, Caring, and Committed
Domain I: Teacher Management
1. Preparation/ plans for delivery of lesson relative to objectives.
3 2 1
2. Routine/ uses minimum class time for non-instructional routines thus maximizing time on task.
3 2 1
3. Discipline/ clearly defines expected behavior. Encourages positive behavior and controls negative behavior.
3 2 1
4. Learning Environment/ establishes rapport with students and provides pleasant, safe climate.
3 2 1 Subtotal _____ ____ _____ Total__________ Comments: Domain II: Teacher Instructional Indicators
1. Establishes Objectives/ communicates instructional objectives to students.
3 2 1
2. Stresses Sequence/ shows how present topic is related to other topics or real life situations.
3 2 1
3. Relates Objectives/ relates topics to existing student experiences.
3 2 1
4. Involves all Learners/ uses a variety of methods to involve all learners.
3 2 1
5. Explains Content/ objectives are met through a variety of methods.
3 2 1
6. Explains Directions/ gives clearly stated directions related to learning objectives.
3 2 1
7. Models/ demonstrates the desired skill.
3 2 1
8. Monitors/ checks for progression of learning toward objectives.
3 2 1
Page 2 of 3 OKLAHOMA PANHANDLE STATE UNIVERSITY
Teacher Intern Evaluation Intern Name:__________________
Please use the following scale. Any scoring below a three, in any section, requires an explanation in the comments section. 3=Target (demonstrates skills, knowledge, dispositions beyond novice level; comparable to seasoned teacher) 2=Acceptable (demonstrates skills, knowledge, dispositions expected from novice level; comparable to inexperienced teacher) 1=Unacceptable (demonstrates skills, knowledge, dispositions below novice level; comparable to one with little or no pedagogy) If Indicator is not observed during this observation, circle nothing Please refer to OPSU Teacher Intern Evaluation Rubric Definitions for specific information about each Domain/Indicator.
Gateway to the Future: Preparing Effective Teachers who are Competent, Caring, and Committed
9. Adjusts instruction/ changes instruction based on monitoring and student understanding.
3 2 1
10. Guides practice/ practice by students under supervision of teacher.
3 2 1
11. Provides independent practice/ students practice new skill without direct supervision.
3 2 1
12. Establishes closure/ summarizes or reviews context of what was taught.
3 2 1
Subtotal ____ ____ _____ Total __________ Comments: Domain III: Teacher and Student Products
1. Lesson Plans—writes daily lesson plans designed to achieve the identified objectives.
3 2 1
2. Student Files—maintains a written record of student progress.
3 2 1
3. Grading Patterns—utilizes grading patterns that are fairly administered and based on identified criteria.
3 2 1
4. Student Achievement—evidence of students demonstrating mastery of the stated objectives through projects, daily assignments, performances and test scores.
3 2 1
Subtotals ______ _____ _____ Total________ Comments:
Page 3 of 3 OKLAHOMA PANHANDLE STATE UNIVERSITY
Teacher Intern Evaluation Intern Name:__________________
Please use the following scale. Any scoring below a three, in any section, requires an explanation in the comments section. 3=Target (demonstrates skills, knowledge, dispositions beyond novice level; comparable to seasoned teacher) 2=Acceptable (demonstrates skills, knowledge, dispositions expected from novice level; comparable to inexperienced teacher) 1=Unacceptable (demonstrates skills, knowledge, dispositions below novice level; comparable to one with little or no pedagogy) If Indicator is not observed during this observation, circle nothing Please refer to OPSU Teacher Intern Evaluation Rubric Definitions for specific information about each Domain/Indicator.
Gateway to the Future: Preparing Effective Teachers who are Competent, Caring, and Committed
INTERN SCORING SUMMARY
Number of Indicators observed ___ x 3 = _____ (total possible points) DOMAIN I Points _____ DOMAIN II Points _____ DOMAIN III Points _____ TOTAL Points _____ Divide total points by total possible points ______ (example—observed 9 indicators = 27 possible points, and received 21 total points—21/27= 77%) 90-100% = 3 60-89% = 2 Below 60% = 1 OVERALL SCORE (1-3) ______ COMMENTS: _________________________ _________________________ ___________ Intern Signature Evaluator Signature Date Intern Signature acknowledges receipt of evaluation. It does not signify agreement.
White copy returned to Education Office Pink Copy given to Intern
Yellow Copy kept by Evaluator
Effective fall 2005
Attachment 4B TEACHER INTERN EVAULATION DATA Semester Number of
Candidates Score % Pass
SP07 1 2 100% FA06 0 N/A N/A SP06 0 N/A N/A FA05 0 N/A N/A SP05 1 3 100% FA04 1 3 100%
.
Gateway to the Future: Preparing Effective Teachers who are Competent, Caring, and Committed
Attachment 5A STUDENT PRODUCT RUBRIC
FINAL PORTFOLIO
CANDIDATE NAME_________________________ DATE___________ SCORE______
INDICATORS TARGET=3 ACCEPTABLE=2 UNACCEPTABLE=1 SCORE
DESIGN OF LESSON Lesson is developmentally appropriate to student cognitive, social, emotional, physical (4) needs. Follows prescribed format with clarity.
Lesson is developmentally appropriate to at least two or three student needs.
Follows prescribed format.
Lesson demonstrates very little understanding of child development or does not follow prescribed format.
MOTIVATION Lesson indicates high level of knowledge and application of motivational practice that captures student interest or understanding of purpose for the lesson.
Lesson indicates average level of knowledge and application of motivational practice that captures student interest or under-standing of purpose for the lesson.
Lesson indicates little or no knowledge of motivational practices.
INSTRUCTIONAL APPROACHES
Instructional approaches are inclusive for differing learning styles, intelligences, cultural differences, etc.
Includes some instructional approaches to create learning opportunities for diverse students.
Lesson indicates little or no variation of instructional approaches to meet student needs.
ADAPTATIONS TO DIVERSITY
Lesson indicates specific adaptations of learning activities and materials for diverse students.
Lesson indicates general adaptations of learning activities and materials for diverse students.
Lesson indicates little or no adaptations of learning activities and materials for diverse students.
ASSESSMENTS Lesson includes pre-assessment and post- assessment activities that are aligned with the objectives.
Lesson includes at least post-assessment activities aligned with objectives.
Lesson indicates little or no appropriate assessment activity.
REFLECTION Reflection describes teacher/student interaction; acceptable mastery of objectives; numbers of students who reached above average, average, below average levels; remediation action taken of those who were below level; and self reflection of teacher behaviors. Reflection written in clear manner.
Reflection description addresses prescribed indicators somewhat but is unclear and warrants questions from the reader.
Reflection unclear and has little or no description of prescribed expectations.
STUDENT PRODUCTS
Student products clearly and creatively reflect the objectives of the lesson and includes above average, average, below average work samples.
Student products reflect the objectives of the lesson and includes above average, average, below average work samples.
Student products do not reflect objectives of the lesson and work samples do not include above average, average, below average.
Business Education Student Product Data
Business Education Candidates 2004-2006
IndicatorsCandidate DESIGN OF INSTRUCTIONAL ADAPTATION TO STUDENT average
LESSON MOTIVATION APPROACH DIVERSITY ASSESSMENTS REFLECTION PRODUCTS
1 3 3 3 3 3 3 3 3.00
averages 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00
Attachment 6A INTERNSHIP EVALUATION RUBRIC
OKLAHOMA PANHANDLE STATE UNIVERSITY INTERNSHIP EVALUATION RUBRIC
BUSINESS EDUCATION SUBJECT AREA COMPETENCIES
Intern:_________________ Semester____ School__________________ Supervising Instructor____________________ Mentor Teacher _____________________
Target (T) – The candidate demonstrates a clear and confident knowledge of the material being presented. The information being presented is complete, accurate, and clearly presented. The candidate goes beyond the content presented in the book to make the subject mater more relevant and exciting to the students. The candidate has internalized the content to the point where little or no referral to notes or the book is necessary. Acceptable (A) – The candidate appears to have a satisfactory grasp of the material being presented. Content being presented is complete, accurate, and clearly presented. The candidate has internalized the content to the point where excessive referral to notes or the book is necessary.. Unacceptable (U) – The candidate does not appear to have a clear grasp of the subject matter being covered. Content being presented appears to be incomplete, inaccurate, or confused. The candidate is, or appears to be, “reading from the book”. N/O - This competency is not relevant to class observed N/A - This competency is not relevant to the candidate’s teaching assignment (T) (A) (U) (N/O) (N/A) Business Foundations Understands important events, developments, and trends in the history of business.
Understands business organizational structures, organizational design and their implications.
Understands the basic principles of business law and the types and characteristics of legal instruments.
Analyzes legal issues related to business. Understands business communications
(T) (A) (U) (N/O) (N/A) Business Management
Understands principles of business management and their applications in the decision-making process.
Applies procedures for managing human resources
Analyzes issues related to economic and social responsibilities in business
Analyzes factors affecting business marketing decisions
(T) (A) (U) (N/O) (N/A) Technology Systems Understands basic principles and terminology relating to computer technology.
Understands principles of computer system design.
Applies principles of computer technology to solve problems involving information gathering and analysis.
Applies principles of computer technology to solve problems related to project and business management.
Understands information processing systems. Analyzes data storage, retrieval and transmission systems.
Understands principles of telecommunications and applications of telecommunications in business.
Analyzes ethical and security issues involving technology systems.
(T) (A) (U) (N/O) (N/A) Business Finance and Economics Understands basic principles and applications of accounting.
Applies procedures for processing accounting data.
Understands advanced accounting concepts and procedures.
Understands basic principles and applications of macroeconomics.
Analyzes business situations in terms of microeconomic theory.
Applies basic principles of consumer economics and finance.
Attachment 6B
DATA
3 Target 2 Acceptable 1 Unacceptable
Year # of
Candidates % Pass Average Score
2005/2006 1 100 2