REGULAR FOLIOS 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 Ongoing—throughout 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 requirement for teacher certification at all levels starting September 1, 2015. Just before or during clinical practicum (student teaching) Specific to content area 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 Item 1 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 the Nebraska Department of Education. In March/April at the end of the candidate’s first year of teaching Standards 4.1, 4.2, 4.3 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 In March/April at the end of the candidate’s first year of teaching Items 1 & 2
administered by the College of Education and Human Sciences at UNL. 2 Content - Knowledge Cumulative GPA Summative Numerical computation of grades based on quality points earned divided by credit hours completed Ongoing—throughout 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 requirement for teacher certification at all levels starting September 1, 2015. Just before or during clinical practicum (student teaching) Specific to content area 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 Item 1 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 the Nebraska Department of Education. In March/April at the end of the candidate’s first year of teaching Standards 4.1, 4.2, 4.3, 5.1, 5.2 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 Item 14 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 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 the Nebraska Department of Education. In March/April at the end of the candidate’s first year of teaching Standards 6.1, 6.2 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 Item 10 6 Professional Responsibility 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 12 & 14 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 the Nebraska Department of Education. In March/April at the end of the candidate’s first year of teaching Standards 9.1, 9.2, 9.3, 9.4, 10.1, 10.2 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 12 & 15 7 Overall Proficiency 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 the Nebraska Department of Education. In March/April at the end of the candidate’s first year of teaching Standard 11.1 Candidate Teacher Survey Summative This is a 23-item instrument that is completed by program completers at the In March/April at the end of the candidate’s first year of Item 23
high school units. -- Appropriate ACT /SAT score courses -- CORE Academic Tests -- Faculty recommendations -- Completion of Prof. & Personal Fitness Form -- Criminal History check 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 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 EDPS 1 2 1 14 25
2014- 2015 1 Subject Matter Knowledge for Teaching in general. Demonstrates capacity to make content knowledge accessible to students. Special education (SPM8) 0 0.00% 2 50.00% 2 50.00% 4 Table 3B – CEHS Student Teaching Instrument Teacher Candidate Summative Evaluation 2015-2016 Item 3: Subject Matter Knowledge for Teaching in General Year # Item Endorsement Unacceptable Emergent Sufficient Advanced Grand Total 2015- 2016 3 Subject Matter Knowledge for Teaching. Make content knowledge accessible for students Special Education 7-12 0 0.00% 1 9.09% 7 63.64% 3 27.27% 11 Table 4 – First Year Administrator Survey Standards 4.1, 4.2 and 4.3 – Content Knowledge Indicator
Disagree 2014 - 2015 1 I am well prepared to teach in my content area. Special Education 7-12 0 0.00% 1 20.00% 0 0.00% 2 40.00% 2 40.00% 5 2015 - 2016 1 I am well prepared to teach in my content area. Special Education 7-12 0 0.00% 0 0.00% 0 0.00% 2 100.00% 0 0.00% 2 Table 6 – First Year Candidate Survey Item 2: Confidence in Subject Matter Knowledge Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Response Total 2014 - 2015 2 I am confident in my level of subject matter knowledge. Special Education 7-12 0 0.00% 0 0.00% 0 0.00% 3 60.00% 2 40.00% 5 2 I am confident in my subject matter knowledge. Special Education 7-12 0 0.00% 0 0.00% 0 0.00% 2 100.00% 0 0.00% 2 Narrative: Discrepancies in the response totals: Table 1D shows the number of completers for Special Education 7-12 in 2014-2015 and 2015-2016. Praxis data (Table 2) represent the total number of test takers for 2014-2015 and 2015-2016. This includes all special education endorsements (K-6, 7-12) at the undergraduate and graduate levels that chose to complete 2016 2015-
Year # Item Endorsement Unacceptable Emergent Sufficient Advanced Response Total 2015- 2016 4 Planning for learning: Creates usable lessons and unit plans based on knowledge of the discipline, students, and curricular goals Special Education 7-12 0 0.00% 0 0.00% 6 54.55% 5 45.45% 11 Table 10A – CEHS Student Teaching Instrument Teacher Candidate Summative Evaluation 2014-2015 Item 3: Instructional Enactment Year # Item Endorsement Unsatisfactory Basic Proficient Response Total 2014- 2015 3 Demonstrates Capacity to implement, modify, and adapt plans that are responsive to students and curricular goals Special Education, 7-12 1 25.00% 1 25.00% 2 50.00% 4 Table 10B - CEHS Student Teaching Instrument Teacher Candidate Summative Evaluation 2015-2016 Item 5: Responsive Teaching
Year # Item Endorsement Unacceptable Emergent Sufficient Advanced Response Total 2015- 2016 5 Responsive Teaching: Skillfully implements lessons that are flexible and intentional to meet individual student needs Special Education 7-12 0 0.00% 0 0.00% 2 18.18% 9 81.82% 11 Table 11 – First Year Administrator Survey Standards 1.1, 1.2 and 1.3: Student Development
Indicator Information 1.1 The teacher understands how students grow and develop. 2014-2015 Rare Occasional Frequent Consistent Total Special Education 0 0.00% 2 11.76% 3 17.65% 12 70.59% 17 2015-2016 Rare Occasional Frequent Consistent Total Special Education, 7-12 0 0.00% 0 0.00% 3 75.00% 1 25.00% 4 1.2 The teacher recognizes that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. 2014-2015 Rare Occasional Frequent Consistent Total Special Education 0 0.00% 3 17.65% 2 11.76% 12 70.59% 17 2015-2016 Rare Occasional Frequent Consistent Total Special Education, 7-12 0 0.00% 0 0.00% 3 75.00% 1 25.00% 4 1.3 The teacher implements developmentally appropriate and challenging learning experiences. 2014-2015 Rare Occasional Frequent Consistent Total Special Education 1 5.88% 2 11.76% 6 35.29% 8 47.06% 17 2015-2016 Rare Occasional Frequent Consistent Total Special Education, 7-12 0 0.00% 0 0.00% 3 75.00% 1 25.00% 4 Table 12 Standards 2.1 and 2.2: Learning Differences
Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Response Total 2014 - 2015 3 I positively impact the learning and development of all students. Special Education 7-12 0 0.00% 0 0.00% 0 0.00% 2 40.00% 3 60.00% 5 3 I positively impact the learning and development of all students. Special Education 7-12 0 0.00% 0 0.00% 0 0.00% 2 100.00% 0 0.00% 2 Table 15 – First Year Candidate Survey Item 4: Adapts to Developmental Strategies of Learners
Table 18A – CEHS Student Teaching Instrument Teacher Candidate Summative Evaluation 2014-2015 Item 6: Learning Environment Year # Item Endorsement Unsatisfactory Basic Proficient Response Total 2014- 2015 6 Learning Environment. Demonstrates capacity to create classroom communities that invite students’ engagement and learning, encourages positive social interaction and self-motivation. Special Education, 7-12 0 0.00% 2 50.00% 2 50.00% 4 Table 18B – CEHS Student Teaching Instrument Teacher Candidate Summative Evaluation 2015-2016 Item 10: Learning Culture Year # Item Endorsement Unacceptable Emergent Sufficient Advanced Responses Total 2015- 10 Learning Culture: Creates classroom communities that invite student engagement and learning and encourage positive social interactions. Special Education 7-12 0 0.00% 0 0.00% 5 45.45% 6 54.55% 11
Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Response Total 2014 - 2015 7 I create effective instructional plans. Special Education 7-12 0 0.00% 1 20.00% 0 0.00% 4 80.00% 0 0.00% 5 7 I create effective new lesson plans Special Education 7-12 0 0.00% 0 0.00% 0 0.00% 2 100.00% 0 0.00% 2 Table 22 – First Year Candidate Survey Item 8: Work Effectively as a Part of an Instructional Team Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Response Total 2014 - 2015 8 I work effectively as part of an instructional planning team. Special Education 7-12 0 0.00% 0 0.00% 0 0.00% 4 80.00% 1 20.00% 5 8 I work effectively as part of an instructional team Special Education 7-12 0 0.00% 0 0.00% 1 50.00% 1 50.00% 0 0.00% 2 Table 23 – First Year Candidate Survey Item 9: Manages Classroom Management
Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Response Total 2014 - 2015 9 I apply effective methods to manage the classroom environment. Special Education 7-12 (SPED8) 0 0.00% 0 0.00% 0 0.00% 1 20.00% 4 80.00% 5 9 I apply effective methods to manage the classroom environment Special Education 7-12 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2 Table 24 – First Year Candidate Survey 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 Response Total 16 My instruction requires student problem solving and/or critical thinking skills. Special Education 7-12 0 0.00% 0 0.00% 3 60.00% 2 40.00% 0 0.00% 5 16 My instruction requires student problem solving and/or critical thinking skills Special Education 7-12 0 0.00% 0 0.00% 0 0.00% 2 0 0.00% 2 Table 25 – First Year Candidate Survey
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 Response Total 2014 - 2015 17 I adapt my instruction to the needs of learners with special needs. Special Education 7-12 0 0.00% 0 0.00% 0 0.00% 0 0.00% 5 100.00% 5 17 I adapt my instruction to the needs of learners with special needs. Special Education 7-12 0 0.00% 0 0.00% 0 0.00% 2 0 0.00% 2 Table 26 – First Year Candidate Survey Item 20: Use Multiple Methods to Teach Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Response Total 2014 - 2015 20 I use multiple methods to teach. Special Education 7-12 0 0.00% 0 0.00% 1 20.00% 4 80.00% 0 0.00% 5 20 I use multiple methods to teach Special Education 7-12 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2 Narrative:
Table 27A – CEHS Student Teaching Instrument Teacher Candidate Summative Evaluation 2014-2015 Item 5: Planning for Learning Year # Item Endorsement Unsatisfactory Basic Proficient Response Total 2014- 2015 2 Demonstrates capacity to create useable lesson and unit plans that are based upon knowledge of the discipline, students, and curricular goals Special Education, 7-12 0 0.00% 2 50.00% 2 50.00% 4 Table 27B - CEHS Student Teaching Instrument Teacher Candidate Summative Evaluation 2015-2016 Item 4: Planning for Learning Year # Item Endorsement Unacceptable Emergent Sufficient Advanced Response Total 2016 4 Planning for learning: Creates usable lessons and unit plans based on knowledge of the discipline, students, and curricular goals Special Education 7-12 0 0.00% 0 0.00% 6 54.55% 5 45.45% 11
Item 13: Collaborative Relations and Professional Conduct Year # Item Endorsement Unacceptable Emergent Sufficient Advanced Response Total 2015- 13 Collaborative Relations and Professional Conduct: Uses effective communication and consultation techniques with other professionals and families for the benefit of student learning Special Education 7-12 0 0.00% 0 0.00% 7 63.64% 4 36.36% 11 Table 33A – CEHS Student Teaching Instrument Teacher Candidate Summative Evaluation 2014-2015 Item 14: Reflection and Professional Growth Year # Item Endorsement Unsatisfactory Basic Proficient Response Total 2014- 2015 14 Reflection and Professional Growth. Demonstrates capacity to continually evaluate how choices and actions affect students and others in the learning community and actively seeks opportunities to grow professionally. Special Education, 7-12 0 0.00% 2 50.00% 2 50.00% 4 Table 33B - CEHS Student Teaching Instrument Teacher Candidate Summative Evaluation 2015-20126
Standards 10.1 and 10.2: Leadership and Collaboration Indicator Response Information Endorsement Rare Occasional Frequent Consistent Total 10.1 The teacher seeks opportunities to take responsibility for student learning 2014-2015 Rare Occasional Frequent Consistent Total Special Education 0 0.00% 3 17.65% 5 29.41% 9 52.94% 17 2015-2016 Rare Occasional Frequent Consistent Total Special Education, 0 0.00% 1 25.00% 2 50.00% 1 25.00% 4 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 Special Education 0 0.00% 3 17.65% 5 29.41% 9 52.94% 17 2015-2016 Rare Occasional Frequent Consistent Total Special Education, 0 0.00% 2 50.00% 1 25.00% 1 25.00% 4 Table 36 – First Year Candidate Survey
7. Overall Proficiency Table 38 – First Year Administrator Survey Standard 11.1: Impact of Student Learning and Development Indicator 11.1 The teacher positively impacts the learning and development for all students 2014-2015 Rare Occasional Frequent Consistent Response Total Special Education 0 0.00% 3 17.65% 4 23.53% 10 58.82% 17 2015-2016 Rare Occasional Frequent Consistent Total Special Education, 7-12 0 0.00% 0 0.00% 3 75.00% 1 25.00% 4 Table 39 – First Year Candidate Survey Item 23: I am an Excellent Teacher Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Response Total 2014 - 2015 23 I am an excellent teacher. Special Education 7-12 0 0.00% 1 20.00% 1 20.00% 3 60.00% 0 0.00% 5 23 I am an excellent teacher. Special Education 7-12 0 0.00% 0 0.00% 1 50.00% 1 50.00% 0 0.00% 2