Program(s) Covered by this Folio Press tab in last column to add rows Institution Accreditation Status: X National X State Is this a Nationally Accredited Program? X Yes No If Yes, list Accrediting Organization: CAEP Attach National Letter to Cover Sheet
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. 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 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 In March/April at the end of the candidate’s first year of teaching Standards 4.1, 4.2, 4.3
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. 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
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 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 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
school administrators at the end of a candidate’s 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 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 In March/April at the end of the candidate’s first year of teaching Standard 11.1
SECTION 2: KEY ASSESSMENTS AND FINDINGS — Artifact 2 1. Content Knowledge are the measures used specifically for addressing the content knowledge or teacher candidates at the University of Nebraska–Lincoln. Table 1A Grade Point Average in the Content Area and Cumulative GPA 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 108 Elementary Education 3.36632 3.56379 153
SPM7 3.29 3.68 37 Elementary & Special Education K-6 SPM8 3.65 3.47 4 Special Education 7-12 SSCI 3.40 3.49 27 Social Science Education 7-12 2015-16 AEDU 10 Agriculture Education CYEC 24 Inclusive Early Childhood Education CYFC 3.64486 3.60000 7 Family & Consumer Science, 6-12 ECED 3.58122 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 3.13100 3.09600 1 Earth and space Science MATH 3.25427 3.48267 15 Math MUED 3.57743 3.54290 21 Music Education NTSC 3.40900 4 Science (formerly natural science)(old endorsement) SCIE 3.38650 2 Science (new science endorsement) SENG 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 2A
Early Childhood 0 0.0% 4 8.2% 45 91.8% 49 Elementary Education 0 0% 0 0% 121 100% 121 Secondary Education 0 0% 9 7.5% 111 92.5% 120 Special Education 0 0% 5 10.2% 44 89.8% 49 Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2015-2016 Academic Year on Subject Matter Knowledge for Teaching (Item 3—Table version. Table 3B Item 3: Subject Matter Knowledge for Teaching in General 2015-16 Subject Area Scoring LIVETEXT
concepts, of inquiry, and structures of the discipline(s) s/he teaches. Total 1 0.68% 3 2.04% 65 44.22% 78 53.06% 147 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 Early Childhood Inclusive 0 0.00% 1 16.67% 2 33.33% 3 50.00% 6 Early Childhood 0.00% 1 14.29% 2 28.57% 4 57.14% 7 Elementary 0.00% 4 6.45% 24 38.71% 34 54.84% 62 Middle Grades 0.00% 0.00% 1 25.00% 3 75.00% 4 Content (Subject Area) Endorsements 0.00% 3 5.08% 24 40.68% 32 54.24% 59 Special Education 0.00% 3 17.65% 4 23.53% 10 58.82% 17 Total 0.00% 11 7.38% 55 36.91% 83 55.70% 149 2015-2016 Rare Occasional Frequent Consistent Total Childhood Inclusive 0 0.00% 0 0.00% 4 50.00% 4 50.00% 8 Early 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
Early Childhood Education 0 0% 0 0% 1 8.3% 9 75.0% 2 16.7% 12 Elementary Education 0 0% 3 6.1% 3 6.1% 30 61.2% 13 26.5% 49 Secondary Education 0 0% 1 2.0% 1 2.0% 33 67.3% 14 28.6% 49 Special Education 0 0% 2 9.5% 2 9.5% 11 52.4% 6 28.6% 21 2015 - 2016 1 I am well prepared to teach in my content area. CYEC 0 0.00% 0 0 0.00% 0 3 3 Early Childhood Education 0 0.00% 0 1 12.50% 2 5 8
2015- 2016 4 Planning for learning: Creates usable lessons and unit plans based on knowledge of the discipline, students, and curricular goals Early Childhood Inclusive 0 0.00% 0 0.00% 6 25.00% 18 75.00% 24 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
2015- 2016 5 Responsive Teaching: Skillfully implements lessons that are flexible and intentional to meet individual student needs Early Childhood Inclusive 0 0.00% 0 0.00% 7 29.17% 17 70.83% 24 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
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 1 0.68% 16 10.96% 39 26.71% 90 61.64% 146 3.3 The teacher manages student behavior to promote a positive learning environment. 2014-2015 Rare Occasional Frequent Consistent Total Childhood Inclusive 0 0.00% 1 16.67% 2 33.33% 3 50.00% 6 Early Childhood 0 0.00% 1 14.29% 2 28.57% 4 57.14% 7 Elementary 0 0.00% 3 4.84% 22 35.48% 37 59.68% 62 Middle Grades 0 0.00% 0 0.00% 2 50.00% 2 50.00% 4 Content (Subject Area) Endorsements 0 0.00% 7 12.07% 23 39.66% 28 48.28% 58 Special Education 0 0.00% 2 11.76% 5 29.41% 10 58.82% 17 Total 0 0.00% 13 8.78% 54 36.49% 81 54.73% 148 2015-2016 Rare Occasional Frequent Consistent Total Early Childhood Inclusive 0 0.00% 0 0.00% 1 12.50% 7 87.50% 8 Early Childhood 0.00% 0.00% 0.00% 4 0.00% 4 Elementary 2 3.77% 8 15.09% 20 37.74% 23 43.40% 53 Middle Grades 0.00% 0.00% 1 100.00% 0.00% 1 Content (Subject Area) Endorsements 0.00% 13 19.12% 25 36.76% 30 44.12% 68
- apply effective methods to manage the classroom environment. Inclusive Early Childhood Education (CYEC) 0 0 0 4 3 42.86% 7 Early Childhood Education 0 1 5 41.7% 12 Elementary Education 0 4 23 46.9% 49 Secondary Education 1 11 14 28.6% 49 15 0 0
Special Education 0 1 13 61.9% 21 apply effective methods to manage the classroom environment CYEC 0 0 2 66.67% 3 Early Childhood Education 0 1 4 50.00% 8 Elementary Education 1 8 19 38.00% 50 0 0 0 0
2014 - 2015 I use multiple methods to teach. Inclusive Early Childhood Education (CYEC) 0 0 2 0 5 7 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 0
Secondary Education 0 1 4 21 62 Special Education 0 1 1 11 22 Narrative: Data from three different sources (i.e., summative evaluation of teacher candidates, administrator evaluation of first-year teachers, and self-evaluation of first-year teachers) are presented in this section in terms of the teacher candidates’ ability to effectively plan, implement, and adapt curriculum and lessons, effectively use various instructional strategies, work collaboratively in a team, and effectively use technology in instruction and assessment. Early Childhood Inclusive (Inclusive Early Childhood Education; IECE; CYEC): According to the summative evaluation, teacher candidates have frequently and consistently shown their ability to effectively plan, implement, and adapt their lesson and unit plans, and there was an increase in the percent of teacher candidates across the 2 years (94% in 0 0
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 Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on Classroom Interaction Qith Students (Item 5—Table 29A). Table 29A Item 5: Classroom Interaction With Students
9.1 The teacher engages in ongoing professional learning. 2014-2015 Early Childhood Inclusive 0.00% 0.00% 3 50.00% 3 50.00% 6 Childhood 0.00% 0.00% 3 42.86% 4 57.14% 7 Elementary 0.00% 9 14.52% 12 19.35% 41 66.13% 62 Middle Grades 0.00% 1 25.00% 0.00% 3 75.00% 4 Content (Subject Area) Endorsements 0.00% 2 3.33% 18 30.00% 40 66.67% 60 Special Education 1 5.88% 2 11.76% 3 17.65% 11 64.71% 17 Total 1 0.67% 14 9.33% 36 24.00% 99 66.00% 150 2015-2016 Rare Occasional Frequent Consistent Total Early Childhood Inclusive 0.00% 0.00% 3 37.50% 5 62.50% 8 Early Childhood 0.00% 0.00% 2 0.00% 2 0.00% 4 Elementary 1 1.89% 4 7.55% 12 22.64% 36 67.92% 53 Middle Grades 0.00% 0.00% 1 100.00% 0.00% 1 Content (Subject Area) Endorsements 0.00% 2 2.90% 25 36.23% 42 60.87% 69 Special Education 0.00% 4 20.00% 4 20.00% 12 60.00% 20 Total 1 0.68% 10 6.80% 44 29.93% 92 62.59% 147 9.2 The teacher 2014-2015 Rare Occasional Frequent Consistent
9.3 The teacher uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, other professionals, and the community), and adapts practice to meet the needs of each student. 2014-2015 Rare Occasional Frequent Consistent Total Childhood Inclusive 0.00% 0.00% 3 50.00% 3 50.00% 6 Early Childhood 0.00% 0.00% 3 42.86% 4 57.14% 7 Elementary 1 1.61% 0.00% 28 45.16% 33 53.23% 62 Middle Grades 0.00% 1 25.00% 1 25.00% 2 50.00% 4 Content (Subject Area) Endorsements 0.00% 1 1.67% 26 43.33% 33 55.00% 60 Special Education 0.00% 3 17.65% 4 23.53% 10 58.82% 17 1 0.67% 5 3.33% 62 41.33% 82 54.67% 150 2015-2016 Rare Occasional Frequent Consistent Total Early Childhood Inclusive 0.00% 1 0.00% 1 12.50% 6 75.00% 8 Early Childhood 0.00% 0.00% 1 0.00% 3 0.00% 4 Elementary 1 1.89% 3 5.66% 19 35.85% 30 56.60% 53 Middle Grades 0.00% 1 100.00% 0.00% 0.00% 1 Content (Subject Area) Endorsements 0.00% 4 5.80% 27 39.13% 38 55.07% 69 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 2014-2015 Rare Occasional Frequent Consistent Total
Middle Grades 0.00% 0.00% 1 100.00% 0.00% 1 Content (Subject Area) Endorsements 0.00% 1 1.45% 25 36.23% 43 62.32% 69 Special Education 0.00% 2 10.00% 5 25.00% 13 65.00% 20 Total 1 0.68% 9 6.12% 49 33.33% 88 59.86% 147 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 2014-2015 Rare Occasional Frequent Consistent Total Early Childhood Inclusive 0.00% 0.00% 4 66.67% 2 33.33% 6 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 Inclusive 0.00% 0.00% 4 50.00% 4 50.00% 8 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
2014 - 2015 I work effectively with parents Inclusive Early Childhood Education (CYEC) 0 0.00% 5 2 7 Early Childhood Education 0 1 8.3% 3 12 Elementary Education 2 4.1% 23 49 Secondary Education 1 3 9 21 49