where necessary, all under the guidance of a cooperating teacher. Please see Table 3 in the Appendices for a summary of the Field Experience hour requirements associated with each practicum course and the related endorsements. 1d. Program Completers Table 4 – Program Completers Program Completers and Level – Content Area Academic Year Number of Endorsement Program Completers Bac Post Bac Alternate Route Masters Ed. Specialist PhD 20 14 to 20 15 7 1 20 15 to 20 16 9 1
SECTION 2: ENDORSEMENT PROGRAM KEY ASSESSMENTS AND RELATED DATA Artifact 1 Table 5 Summary 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 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 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 In March/April at the end of the candidate’s first year of teaching Standards 4.1, 4.2, 4.3
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 UN-L. 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 of one being proficient, basic or unsatisfactory on each item. At the end of the Clinical Experience 2 & 3 Administrator Survey Summative This is a 21-item instrument that is completed by school administrators at the end of a candidate’s 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
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 UN-L. In 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 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 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
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 Sciences at UN-L. 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 that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or At the end of the Clinical Experience Items 12 & 14
(Prior to Freshman year) Education program (Sophomore year) (Semester before Student Teaching) (After Student Teaching) -- Completion of specific number of high school units. -- Appropriate ACT /SAT score --Credit hour minimum --Minimum grades in specific courses -- PPST -- 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 and Clinical Experiences Course Cr Days/ Wk Hrs /Day Weeks Total Hrs ELED Sec. Ed. ELED/ SPED ECE Unif ELED/ ECE
SSCI 3.40 3.49 27 Social Science Education 7-12 2015-16 AEDU 3.43140 10 Agriculture Education CYEC 3.77413 24 Inclusive Early Childhood Education CYFC 3.64486 7 Family & Consumer Science, 6-12 ECED 9 Elementary Education & Early Childhood Education ELAT 3.80000 3.68300 1 English/language Arts ELED 3.36632 3.54869 103 Elementary Education ENGL 3.66375 3.65475 12 English ERSS 3.09600 1 Earth and space Science MATH 3.25427 3.48267 15 Math MUED 3.57743 21 Education NTSC 3.13850 3.40900 4 Science (formerly natural science)(old endorsement) SCIE 3.38650 2 Science (new science endorsement) SENG 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 12 Social Science Table 2A Praxis II – September 2014 – August 2015 Pass Rate Based on Nebraska Cut Score
Early Childhood Education 0 0.00% 0 0.00% 13 38.24% 21 13.00% 34 Elementary Education 0 0.00% 3 1.63% 71 38.59% 110 59.78% 184 Secondary Education 0 0.00% 4 4.60% 48 55.17% 35 40.23% 87 Special Education 0 0.00% 2 2.35% 29 34.12% 54 63.53% 85 Responses From First Year Administrator Survey: Preparation of Candidate to Teach Content Area. Table 4 Standards 4.1, 4.2, and 4.3—Content Knowledge
Childhood 0.00% 0.00% 2 0.00% 2 0.00% 4 Elementary 1 1.89% 5 9.43% 14 26.42% 33 62.26% 53 Middle Grades 0.00% 0.00% 1 100.00% 0.00% 1 Content (Subject Area) Endorsements 0.00% 7 10.14% 25 36.23% 37 53.62% 69 Special Education 0.00% 1 5.00% 7 35.00% 12 60.00% 20 1 0.68% 13 8.84% 49 33.33% 84 57.14% 147 2.2 The teacher ensures inclusive learning environments that enable each student to meet high demands 2014-2015 Rare Occasional Frequent Consistent Total Early Childhood Education 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Childhood 0.00% 1 14.29% 1 14.29% 5 71.43% 7 Elementary 0.00% 3 4.84% 23 37.10% 36 58.06% 62 Middle Grades 0.00% 1 25.00% 0.00% 3 75.00% 4 Content (Subject Area) Endorsements 0.00% 3 5.08% 24 40.68% 32 54.24% 59 Special Education 1 5.88% 2 11.76% 4 23.53% 10 58.82% 17 Total 1 0.67% 10 6.71% 52 34.90% 86 57.72% 149 2015-2016 Rare Occasional Frequent Consistent Total Early Childhood Education 1802, Elementary 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2
Secondary Education 0 0% 0 0% 9 18.4% 29 11 22.4% 49 Special Education 0 0% 0 0% 2 9.5% 10 9 42.9% 21 4 I adapt to different developmental stages of learners Early Childhood Education 0 0 0 0.00% 3 5 8 Elementary Education 0 0 8 16.00% 22 50 Secondary Education 0 0 27.87% 13 61
Childhood Education 0 0.00% 1 2.94% 11 32.35% 22 64.71% 34 Elementary Education 0 0.00% 1 0.55% 51 28.18% 129 71.27% 181 Secondary Education 0 0.00% 0 0.00% 39 45.35% 47 54.65% 86 Special Education 0 0.00% 1 1.20% 19 22.89% 63 75.90% 83
connection and to build skills to apply knowledge in meaningful ways. 2015-2016 Rare Occasional Frequent Consistent Early Childhood Education 1802, Elementary 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2 Early Childhood Education 1830, Elementary 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Early Childhood 0.00% 0.00% 2 0.00% 2 0.00% 4 Elementary 1 1.92% 3 5.77% 21 40.38% 27 51.92% 52 Middle Grades 0.00% 0.00% 1 100.00% 0.00% 1 Content (Subject Area) Endorsements 0.00% 8 11.76% 25 36.76% 35 51.47% 68 Special Education 0.00% 1 5.00% 9 45.00% 10 50.00% 20 Total 1 0.69% 12 8.28% 58 40.00% 74 51.03% 145 The teacher utilizes available technology for 2014-2015 Rare Occasional Frequent Consistent Total Early Childhood Education 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Early Childhood 0.00% 0.00% 5 71.43% 2 28.57% 7
effective methods to manage the classroom environment Childhood Education 0 0 1 4 50.00% 8 Elementary Education 1 1 8 19 38.00% 50 Secondary Education 1 8 15 10 16.13% 62 Special Education 0 1 3 10 45.45% 22 64 0 0 0
Early Childhood Education 0 0.00% 1 2.94% 8 23.53% 25 73.53% 34 Elementary Education 0 0.00% 2 1.08% 53 28.65% 130 70.27% 185 Secondary Education 0 0.00% 2 2.27% 47 53.41% 39 44.32% 88 Special Education 0 0.00% 0 0.00% 24 27.91% 62 72.09% 86 Response From College of Education & Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on Instructional Enactment (Item 3—Table 28A). Table 28A
intentional to meet individual student needs Early Childhood Education 0 0.00% 0 0.00% 9 26.47% 25 73.53% 34 Elementary Education 0 0.00% 2 1.08% 58 31.35% 125 67.57% 185 Secondary Education 0 0.00% 6 6.90% 38 43.68% 43 49.43% 87 Special Education 0 0.00% 1 1.16% 24 27.91% 61 70.93% 86
individual and groups of students Early Childhood Education 0 0.00% 0 0.00% 4 11.76% 30 88.24% 34 Elementary Education 0 0.00% 1 0.54% 27 14.59% 157 84.86% 185 Secondary Education 0 0.00% 4 4.55% 25 28.41% 59 67.05% 88 Special Education 0 0.00% 1 1.16% 8 9.30% 77 89.53% 86
Secondary Education 0 0% 13 10.8% 107 89.2% 120 Special Education 0 0% 5 10.0% 45 90.0% 50 Response From College of Education & Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for 2015-2016 Academic Year on Collaborative Relations and Professional Conduct (Item 13–Table 32B). LIVETEXT version. Table 32B Item 13: Collaborative Relations and Professional Conduct 2015-2016 Subject Area Scoring Year # Item Endorsement Emergent Sufficient Advanced Grand Total 2015- 2016 13 Collaborative Relations and Professional Conduct: Uses effective communication Elementary Ed & Early Childhood Ed 0 0.00% 0 0.00% 2 25.00% 6 75.00% 8
students and others in the learning community and actively seeks opportunities to grow professionally. Childhood Education 0 0% 3 6.1% 46 93.9% 49 Elementary Education 0 0% 9 7.2% 116 92.8% 125 Secondary Education 0 0% 9 7.5% 111 92.5% 120 Special Education 0 0% 5 10.0% 45 90.0% 50
particularly the effects of his/her choices and actions on others (students, families, professionals, and the community), and adapts practice to meet the needs of each student. Special Education 0.00% 1 5.26% 8 42.11% 10 52.63% 19 Total 1 0.68% 9 6.16% 55 37.67% 81 55.48% 146 9.4 The teacher models professional dispositions for teaching. 2014-2015 Rare Occasional Frequent Consistent Total Early Childhood Education 0.00% 0.00% 0 0.00% 1 100.00% 1 Early Childhood 0.00% 0.00% 2 28.57% 5 71.43% 7 Elementary 1 1.61% 2 3.23% 15 24.19% 44 70.97% 62 Middle Grades 0.00% 0.00% 2 50.00% 2 50.00% 4 Content (Subject Area) Endorsements 0.00% 4 6.78% 15 25.42% 40 67.80% 59
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 Early Childhood Education 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Early Childhood 0.00% 0.00% 4 57.14% 3 42.86% 7 Elementary 0.00% 3 4.92% 25 40.98% 33 54.10% 61 Middle Grades 0.00% 1 33.33% 1 33.33% 1 33.33% 3 Content (Subject Area) Endorsements 1 1.72% 2 3.45% 23 39.66% 32 55.17% 58 Special Education 0.00% 3 17.65% 5 29.41% 9 52.94% 17 1 0.68% 9 6.16% 58 39.73% 78 53.42% 146 2015-2016 Rare Occasional Frequent Consistent Total Early Childhood Education 1802, Elementary 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2 Childhood Education 1830, Elementary 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Early Childhood 0.00% 0.00% 3 0.00% 1 0.00% 4 Elementary 1 1.89% 6 11.32% 17 32.08% 29 54.72% 53 Middle Grades 0.00% 0.00% 1 100.00% 0.00% 1 Content (Subject Area) Endorsements 0.00% 4 5.80% 22 31.88% 43 62.32% 69