Table 5 Summary Table of Endorsement Program Key Assessments 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 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. Just before or during clinical practicum (student teaching) Specific to content area
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 Sciences at UN-L. In March/April at the end of the candidate’s first year of teaching Items 1 & 2 2 Content - Knowledge Cumulative GPA Summative Numerical computation of grades 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 fro Just before or during clinical practicum (student teaching) Specific to content area
teaching. It is administered by the College of Education and Human Sciences at UN-L. 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 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 the Nebraska Department of Education. 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
4.0 scale) for your cumulative grade point average and a C average on your most recent term of college enrollment Table 2 Major Transition Points Acceptance into University 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 -- PPST -- Admission to TEP -- Credit Hour /overall 2.75 GPA minimum -- 2.5 GPA in content area courses, no grade below a C -- 120 + credit -- successful completion of Student Teaching -- Maintain GPA minimum requirements
Year Endorsement Subject Area/Content GPA Cumulative GPA Total Students 2014-2015 Secondary Education 3.49 3.56 95 Elementary Education 3.43 3.57 125 Special Education 3.82 3.68 59 Early Childhood 3.81 3.70 25 Content area 2015-2016 Secondary Education 3.54250 3.55747 108 Elementary Education 3.36632 3.56379 153 Special Education 3.80480 72 Early Childhood Education 3.74777 3.58203 40 Content area Table 1B Grade Point Average in the Content Area and Cumulative GPA
ELED 3.36632 103 Elementary Education ENGL 3.66375 3.65475 12 English ERSS 3.13100 3.09600 1 Earth and space Science MATH 3.48267 15 Math MUED 21 Music Education NTSC 3.13850 3.40900 4 Science (formerly natural science)(old endorsement) SCIE 3.38650 3.52800 2 Science (new science endorsement) SENG 4.00000 3.99000 1 Secondary English???? SPAN 3.77157 3.61343 7 Spanish SPM7 37 Elementary and Special Education, K-6 SPM8 3.87173 3.75764 11 Special Education, 7-12 SSCI 3.56767 3.59950 12 Social Science Table 2A Praxis II – September 2014 – August 2015 Pass Rate Based on Nebraska Cut Score Praxis II – September 2014 – August 2015 Pass Rate on Nebraska Cut Score Test # Cut Score N UN-L # Passing UN-L # Failing UN-L %age Pass UN-L Mean N State %age Pass State Mean N National %age Mean Curr Sup. None
2015-2016 Rare Occasional Frequent Consistent Total Famly/Consmr Science 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Childhood 0.00% 0.00% 2 0.00% 2 0.00% 4 Elementary 1 1.89% 3 5.66% 25 47.17% 24 45.28% 53 Middle Grades 0.00% 0.00% 1 100.00% 0.00% 1 Content (Subject Area) Endorsements 0.00% 3 4.35% 25 36.23% 41 59.42% 69 Special Education 0.00% 1 5.00% 10 50.00% 9 45.00% 20 Total 4.3 The teacher integrates Nebraska Content Standards and/or professional standards within instruction. 2014-2015 Rare Occasional Frequent Consistent Total Family/Consumer Science 0 0.00% 0 0.00% 1 12.50% 6 75.00% 8 Early Childhood 0.00% 7 11.29% 2 28.57% 4 57.14% 7 Elementary 0.00% 0.00% 19 30.65% 36 58.06% 62 Middle Grades 0.00% 1 6.25% 1 25.00% 3 75.00% 4 Content (Subject Area) Endorsements 0.00% 1 14.29% 24 40.68% 32 54.24% 59 Special Education 1 6.25% 12 8.11% 6 37.50% 8 50.00% 16 Total 1 0.68% 1 14.29% 52 35.14% 83 56.08% 148 2015-2016 Rare Occasional Frequent Consistent 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 Family & Consumer Science (FCS) 0 0.00% 1 16.67% 5 83.33% 6 Early Childhood Education 1 2.1% 6 12.5% 41 85.4% 48 Elementary Education 0 0% 5 4.0% 120 96.0% 54 Secondary Education 0 0% 21 17.5% 99 82.5% 120
Special Education 0.00% 2 10.00% 5 25.00% 13 65.00% 20 Total 1 0.68% 14 9.59% 46 31.51% 85 58.22% 146 3.2 The teacher creates environments that encourage positive social interaction, active engagement in learning, and 2014-2015 Rare Occasional Frequent Consistent Total Family/Consumer Science 0 0.00% 0 0.00% 2 25.00% 6 75.00% 8 Early Childhood 0.00% 1 14.29% 2 28.57% 4 57.14% 7 Elementary 1 1.61% 2 3.23% 20 32.26% 39 62.90% 62 Middle Grades 0.00% 0.00% 2 50.00% 2 50.00% 4 Content (Subject Area) Endorsements 0.00% 3 5.17% 16 27.59% 39 67.24% 58 Special Education 0.00% 1 5.88% 5 29.41% 11 64.71% 17 Total 1 0.68% 7 4.73% 45 30.41% 95 64.19% 148 2015-2016 Rare Occasional Frequent Consistent Total Famly/Consmr Science 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Childhood 0.00% 0.00% 1 0.00% 3 0.00% 4 Elementary 1 1.89% 6 11.32% 14 26.42% 32 60.38% 53 Middle Grades 0.00% 0.00% 1 100.00% 0.00% 1 Content (Subject Area) Endorsements 0.00% 8 11.76% 19 27.94% 41 60.29% 68 Special Education 0.00% 2 10.00% 4 20.00% 14 70.00% 20
Elementary Education 0 0.00% 0 0.00% 5 10.00% 21 42.00% 24 48.00% 50 Secondary Education 0 0.00% 0 0.00% 10 16.13% 33 53.23% 19 30.65% 62 Special Education 0 0.00% 0 0.00% 1 4.55% 11 50.00% 10 45.45% 22 15 Item 4: Adapts to Developmental Strategies of Learners Year # Item Endorsement Strongly Disagree Disagree Neither nor Disagree Agree Strongly Agree Total 2014 - 2015 4 I adapt to different developmental stages of learners. Family & Consumer Science (FCS) 0 0 0 0.00% 5 1 6
Responses From Year Administrator Survey: Items Related to Planning for Instruction (Standards 7.1, 7.2, and 7.3) and Instructional Strategies (Standards 8.1, 8.2, and 8.3) Table 19 Standards 7.1, 7.2, and 7.3: Planning for Instruction Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total 7.1 The teacher plans instruction that supports every student in meeting rigorous learning goals. 2014-2015 Family/Consumer Science 0 0.00% 0 0.00% 3 37.50% 5 62.50% 8 Early Childhood 0.00% 1 14.29% 2 28.57% 4 57.14% 7 Elementary 0.00% 5 8.06% 24 38.71% 33 53.23% 62 Middle Grades 0.00% 0.00% 1 25.00% 3 75.00% 4 Content (Subject Area) Endorsements 0.00% 4 6.78% 22 37.29% 33 55.93% 59 Special Education 1 5.88% 4 23.53% 6 35.29% 6 35.29% 17 1 0.67% 14 9.40% 55 36.91% 79 53.02% 149
- apply effective methods to manage the classroom environment. Family & Consumer Science (FCS) 0 1 1 3 1 16.67% 6 Childhood Education 0 0 1 5 41.7% 12 Elementary Education 0 1 4 23 46.9% 49 Secondary Education 1 3 11 14 28.6% 49 15 0
2014 - 2015 I use multiple methods to teach. Family & Consumer Science (FCS) 0 0 0 0.00% 3 3 6 Early Childhood Education 0 0 3 25.0% 7 12 Elementary Education 0 0 6 12.2% 22 49 Secondary Education 0 0 2 4.1% 2 49 0 0
2014-2015 Subject Area Scoring Year # Item Endorsement Unsatisfactory Basic Proficient Grand Total 2014- 2015 12 Collaborative Relations and Professional Conduct. Demonstrates a capacity to work with other practitioners to improve teaching for the benefit of students’ learning. Family & Consumer Science (FCS) 0 0.00% 1 16.67% 5 83.33% 6 Early Childhood Education 0 0% 2 4.1% 47 95.9% 49
Continually evaluates how choices and actions affects students and others in the learning community, makes necessary adjustments and actively seeks opportunities to grow professionally Early Childhood Education 0 0.00% 0.00% 16 47.06% 18 52.94% 34 Elementary Education 1 0.54% 1 0.54% 66 35.68% 117 63.24% 185
2014 - 2015 I work effectively with parents Family & Consumer Science (FCS) 0.00% 3 3 6 Early Childhood Education 0 1 8.3% 3 12 Elementary Education 2 4.1% 23 49 Secondary Education 1 3 9 18.4% 21 49
7. Overall Proficiency Response to Administrative Survey: Items on Impact of Student Learning and Development (Standard 11.1) Table 38 Standard 11.1: Impact of Student Learning and Development Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total 11.1 The teacher positively impacts the learning and development for all students 2014-2015 Family/Consumer Science 0 0.00% 0 0.00% 4 50.00% 4 50.00% 8 Early Childhood 0.00% 1 14.29% 1 14.29% 5 71.43% 7 Elementary 0.00% 2 3.23% 18 29.03% 42 67.74% 62 Middle Grades 0.00% 0.00% 2 50.00% 2 50.00% 4 Content (Subject Area) Endorsements 0.00% 2 3.33% 16 26.67% 42 70.00% 60 Special Education 0.00% 3 17.65% 4 23.53% 10 58.82% 17