Name of Assessment used for the following areas: Type or Form of Assessment Brief Description of Assessment, including indicated information obtained from Assessment When Assessment is Administered Specific Items 1 Content-Praxis II or GPA Cumulative GPA Summative Numerical computation of grades based on quality points earned divided by credit hours completed one’s college career. Cumulative GPA is what is reported. Specific to content area Praxis II Comparison to a Standard For elementary students, this test has been used to document one being highly qualified (minimum score of 159) for No Child Left Behind. For secondary students, we piloted results for the 2014-2015 academic year. Results will be used as a Just before or during clinical practicum (student teaching) Specific to content area
program completers at the end of the first year of teaching. It is administered by the College of Education and Human Sciences at UNL. year of teaching 3 Learner/Learning Environments CEHS Student Teaching Instrument Summative This instrument consists of 14 items that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. At the end of the Clinical Experience Items 2 & 3 Administrator Survey Summative This is a 21-item instrument that is completed by school administrators at the end of a candidate’s first year of teaching. It is now administered by In March/April at the end of the candidate’s first year of teaching Standards 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3
the Nebraska Department of Education. Candidate Teacher Survey Summative This is a 23-item instrument that is completed by program completers at the end of the first year of teaching. It is administered by the College of Education and Human Sciences at UNL. In March/April at the end of the candidate’s first year of teaching Items 3 & 4 4 Instructional Practices - Knowledge CEHS Student Teaching Instrument Summative This instrument consists of 14 items that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. At the end of the Clinical Experience Items 2, 3, & 6 Administrator Survey Summative This is a 21-item instrument that is completed by school administrators at the end of a In March/April at the end of the candidate’s first year of teaching Standards 7.1, 7.2, 7.3, 8.1, 8.2, 8.3
candidate’s first year of teaching. It is now administered by the Nebraska Department of Education. Candidate Teacher Survey Summative This is a 23-item instrument that is completed by program completers at the end of the first year of teaching. It is administered by the College of Education and Human Sciences at UNL. In March/April at the end of the candidate’s first year of teaching Items 7, 8, 9, 16, 17 & 20 5 Instructional Practices - Effectiveness CEHS Student Teaching Instrument Summative This instrument consists of 14 items that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. At the end of the Clinical Experience Items 2, 3, & 5
Major Transition Points Acceptance into University (Prior to Freshman year) Acceptance into Teacher Education program (Sophomore year) Acceptance into Student Teaching (Semester before Student Teaching) Program Completion/ Graduation (After Student Teaching) -- Completion of specific number of high school units. -- Appropriate ACT /SAT score --Credit hour minimum --Minimum grades in specific courses -- CORE Academic Tests -- Faculty recommendations -- Completion of Prof. & Personal Fitness Form -- Criminal History check -- Admission to TEP -- Credit Hour /overall 2.75 GPA minimum -- 2.5 GPA in content area courses, no grade below a C --2.5 GPA in Prof. ed – specific grade requirements for methods courses -- Criminal History check -- 120 + credit hours -- successful completion of Student Teaching -- Maintain GPA minimum requirements -- Completion of a senior check --Met all financial obligations -- Apply for degree Table 3 Summary Table of Practicum Experiences Course Cr Days/ Wk Hrs /Day Weeks Total Hrs ELED Sec. Ed. ELED/ SPED ECE Unif ELED/ ECE TEAC 297A 1 2 3 14 84 84 84 84 84 297B 2 2 7 14 140 140 140 140
Pass Pass Mean Science 5435 148 12 12 0 100 176.25 53 94.34 173.00 3091 81.11 163.75 Biology 5235 148 3 3 0 100 160.67 21 80.95 159.62 3910 83.43 162.16 Chemistry 5245 140 1 1 0 100 176.00 7 100 161.57 1582 84.39 159.79 Earth & Space Sc 5571 147 2 2 0 100 162.00 3 67 157 816 84.44 164.48 Physics 5265 131 1 1 0 100 169 6 83.33 147.50 951 80.34 150.34 Table 2B Praxis II – September 2015 – August 2016 Pass Rate Based on Nebraska Cut Score Endrsmnt Test # Cut Score UNL N UNL # Passing UNL # Failing UNL %age Pass UNL Mean N State %age Pass State Mean N National %age National Mean Science 5435 148 15 15 0 100.00 175.87 53 98.11 175.34 2848 81.85 164.12 Biology 5235 148 13 12 1 92.31 165.23 31 93.55 164.65 3556 85.18 163.10 Chemistry 5245 140 3 2 1 66.67 159.67 6 83.33 165.33 1545 84.53 158.76 Earth & Space Sc 5571 147 3 2 1 66.67 156 4 75.00 156.00 721 84.60 164.47 Physics 5265 131 2 2 0 100.00 167 9 100.00 165.11 844 81.52 150.77 Response from College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Subject Matter Knowledge for the 2014-2015 Academic Year for Teaching in General (Item 1). Table 3A Item 1: Subject Matter Knowledge for Teaching in General 2014-2015 Subject Area Scoring
tools of inquiry, and structures of the discipline(s) s/he teaches. Science, Science Science 0 0.00% 0 0.00% 4 50.00% 4 50.00% 8 4.2 The teacher creates learning experiences that make these aspects of the discipline accessible and meaningful for students to assure mastery of content. 2014-2015 Rare Occasional Frequent Consistent Total Science 0 0.00% 1 14.29% 3 42.86% 3 42.86% 7 2015-2016 Rare Occasional Frequent Consistent Total Earth and Space Science, Science 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Science 0 0.00% 0 0.00% 3 37.50% 5 62.50% 8 4.3 The teacher integrates Nebraska Content Standards and/or professional standards within instruction. 2014-2015 Rare Occasional Frequent Consistent Total Science 0 0.00% 0 0.00% 3 42.86% 4 57.14% 7 2015-2016 Rare Occasional Frequent Consistent Total Earth And Space Science, Science 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Science 0 0.00% 0 0.00% 4 50.00% 4 50.00% 8 Responses from First Year Candidate Survey: Items Related to Preparation to Teach Content Knowledge (Item 1) and Prepared to Teach Content Area (Item 2). Table 5 Item 1: Prepared to Teach Content Area
Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total 5.1 The teacher candidate understands how to connect concepts across disciplines 2014-15 Science 0 0.00% 1 14.29% 4 57.14% 2 28.57% 7 2015-2016 Rare Occasional Frequent Consistent Total Earth and Space Science, Science 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Science 1 12.50% 0 1.56% 3 37.50% 4 50.00% 8 5.2 The teacher candidate uses differing perspectives to engage students in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues 2014-2015 Rare Occasional Frequent Consistent Total Science 0 0.00% 1 14.29% 4 57.14% 2 28.57% 7 2015-2016 Rare Occasional Frequent Consistent Total Earth and Space Science, Science 0 0.00% 1 0.00% 0 0.00% 0 0.00% 1 Science 0 0.00% 1 0.00% 3 37.50% 4 50.00% 8 Responses from First Year Candidate Survey: Items Related to Teaching Subject Matter Materials in Ways Meaningful to Learners (Item 14). Table 8
2014 - 2015 3 I positively impact the learning and development of all students. Science (ESCIE) 0 0.00% 0 0.00% 1 14.29% 4 57.14% 2 28.57% 7 3 I positively impact the learning and development of all students. ESCIE 0 0.00% 0 0.00% 4 21.05% 9 47.37% 6 31.58% 19 Table 15 Item 4: Adapts to Developmental Strategies of Learners Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Grand Total 2014 - 2015 4 I adapt to different developmental stages of learners. Science (ESCIE) 0 0.00% 0 3 42.86% 4 0 0.00% 7
Response from College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for 2015-2016 Academic Year on Planning for Learning (Item 16B)—LIVETEXT version. Table 16B Item 4: Planning for Learning 2015-2016 Subject Area Scoring Year # Item Endorsement Unacceptable Emergent Sufficient Advanced Grand Total 2015- 4 Planning for learning: Creates usable lessons and unit plans based on knowledge of the discipline, students, and curricular goals Science 0 0.00% 0 0.00% 6 60.00% 4 40.00% 10
upon knowledge of students and the community context. 2015-2016 Rare Occasional Frequent Consistent Total Earth and Space Science, Science 0 0.00% 1 0.00% 0 0.00% 0 0.00% 1 Science 0 0.00% 3 0.00% 1 12.50% 4 50.00% 8
Table 22 Item 8: Work Effectively as a Part of an Instructional Team Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Grand Total 2014 - 2015 8 I work effectively as part of an instructional planning team. Science (ESCIE) 0 0.00% 0 0.00% 1 14.29% 2 28.57% 4 57.14% 7 8 I work effectively as part of an instructional team ESCIE 0 0.00% 0 0.00% 3 15.79% 7 36.84% 9 47.37% 19
Table 23 Item 9: Manages Classroom Management Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Grand Total 2014 - 2015 9 I apply effective methods to manage the classroom environment. Science (ESCIE) 0 0.00% 0 0.00% 2 28.57% 4 57.14% 1 14.29% 7 9 I apply effective methods to manage the classroom environment ESCIE 0 0.00% 3 15.79% 6 31.58% 5 26.32% 5 26.32% 19 Table 24 Item 16: Instruction Requires Student Problem Solving and/or Critical Thinking Skills Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Grand Total 2014 - 2015 16 My instruction requires student problem solving and/or critical thinking skills. Science (ESCIE) 0 0.00% 1 14.29% 1 14.29% 4 57.14% 1 14.29% 7 16 My instruction requires student problem solving and/or critical thinking skills ESCIE 0 0.00% 1 5.26% 4 21.05% 6 31.58% 8 42.11% 19
Table 25 Item 17: Adapt Instruction to Meet Needs of Learners with Special Needs Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Grand Total 2014 - 2015 17 I adapt my instruction to the needs of learners with special needs. Science (ESCIE) 0 0.00% 1 14.29% 0 0.00% 4 57.14% 2 28.57% 7 17 I adapt my instruction to the needs of learners with special needs. ESCIE 0 0.00% 0 0.00% 3 15.79% 13 68.42% 3 15.79% 19
Responses from First Year Administrator Survey on Assessment (Items 6.1 and 6.2). Table 30 Standard 6.1 and 6.2: Assessment Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total 6.1 The teacher understands multiple methods of assessment 2014-2015 Science 1 14.29% 0 0.00% 4 57.14% 2 28.57% 7 2015-2016 Rare Occasional Frequent Consistent Total Earth and Space Science, Science 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Science 0 0.00% 2 0.00% 2 25.00% 4 50.00% 8 6.2 The teacher uses multiple methods of assessment to engage students in their own growth, to monitor student progress, and to guide the 2014-2015 Rare Occasional Frequent Consistent Total Science 1 14.29% 0 0.00% 5 71.43% 1 14.29% 7 2015-2016 Rare Occasional Frequent Consistent Total Earth and Space Science, Science 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Science 0 0.00% 2 0.00% 2 25.00% 4 50.00% 8
Table 35 Standards 10.1 and 10.2: Leadership and Collaboration Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total 10.1 The teacher seeks opportunities to take responsibility for learning Science 0 0.00% 1 14.29% 3 42.86% 3 42.86% 7 2015-2016 Rare Occasional Frequent Consistent Total Earth and Space Science, Science 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Science 0 0.00% 0 0.00% 3 37.50% 5 62.50% 8 10.2 The teacher seeks opportunities, including appropriate technology, to collaborate with students, families, colleagues, and other school professionals, and community members to ensure student growth 2014-2015 Rare Occasional Frequent Consistent Total Science 0 0.00% 0 0.00% 3 42.86% 4 57.14% 7 2015-2016 Rare Occasional Frequent Consistent Total Earth and Space Science, Science 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Science 0 0.00% 0 0.00% 4 50.00% 4 50.00% 8
Science TEP completers (2014-2016) nearly always meet program standards in “demonstrating capacity to work with other practitioners to improve teaching” (Item 12, Table 32.A, and Item 13, Table 32.B) and in their “capacity to continually evaluate how choices and actions affect students and others in [their] learning community” (Items 14, Table 33.A) by their university student teaching supervisors and host teachers (Table 6.1, above). Table 6.2: Administrator evaluation of professional learning and ethical practice Endorsement 1st Year Administrator Survey Measures (% frequent or consistent) Item 9.1 (Table 34) Item 9.2 (Table 34) Item 9. 3 (Table 34) Item 9.4 (Table 34) Item 10.1 (Table 35) Item 10.2 (Table 35) Science (14-15) 100 100 100 100 85.7 100 Science (15-16) 100 100 87.5* 100 100 100 *percentages for each category did not add to 100% in the data reported to UNL Administrators report first year teachers either frequently or consistently: engage in ongoing professional development (Item 9.1, Table 34); model ethical professional practice (Item 9.2, Table 34) and professional dispositions (Item 9.4, Table 34); evaluate their own teaching practices and the effects on student learning (Item 9.3, Table 34); seek opportunities to take responsibility for student learning (Item 10.1, Table 35); and seek opportunities to work with students, families, and colleagues to ensure student growth (Item 10.2, Table 35). Table 6.3: First year teacher confidence in parental communication and professional growth Endorsement 1st Year First Year Survey Measures (% agree or strongly agree) Item 12 (Table 36) Item 15 (Table 37) Science (14-15) 57% 100% Science (15-16) 83% 89.5%
Responses from First Year Candidate Survey: Items Related to Overall Proficiency: I Am an Excellent Teacher (Item 23). Table 39 Item 23: I Am an Excellent Teacher Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Grand Total 2014 - 2015 23 I am an excellent teacher. Science (ESCIE) 0 0.00% 0 0.00% 1 14.29% 3 42.86% 3 42.86% 7 23 I am an excellent teacher ESCIE 0 0.00% 1 5.26% 4 21.05% 11 57.89% 3 15.79% 19 Narrative: Section 2.7: Overall Proficiency. When asked “The teacher positively impacts the learning and development for all students” (Item 11.1; Table 38) 85.7% (2014-2015) and 87.5% of administrators (2015-2016, categories not adding to 100%) responded “frequently” or “consistently.” First year teachers agree or strongly agree they are “an excellent teacher” (Item 23, Table 39) in 85.7% (2014-2015) and 73.7% (2015-2016) of responses.