Table 4 – Program Completers Program Completers and Level – Content Area Academic Year Number of Endorsement Program Completers Bac Post Bac Alternate Masters Ed. Specialist PhD 20 14 to 20 15 124 15 20 15 to 20 16 144 12 SECTION 2: ENDORSEMENT PROGRAM KEY ASSESSMENTS AND RELATED DATA Artifact 1 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 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 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 At the end of the Clinical Experience Item 1
by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. 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 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 1 & 2
2 Content - Knowledge 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 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 At the end of the Clinical Experience Item 1 throughout
program completers at the end of the year of teaching. It is administered by the College of Education and Human Sciences at UNL. 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 2, 3, & 6 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 at the end of the candidate’s first year of teaching Standards 7.1, 7.2, 7.3, 8.1, 8.2, 8.3
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 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 of one being proficient, basic or unsatisfactory on each item. At the end of the Clinical Experience Items 2, 3, & 5 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 6.1, 6.2
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 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 In March/April at the end of the candidate’s first year of teaching Standard 11.1
(Prior to Freshman year) (Sophomore year) (Semester before Student Teaching) Student Teaching) -- Completion of specific number of high school units. -- Appropriate ACT /SAT score --Credit hour minimum --Minimum grades in specific courses -- CORE Academic -- 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 requirements for methods courses -- Criminal History check -- 120 + credit hours -- successful completion of Student Teaching -- Maintain GPA minimum requirements -- Completion of a senior --Met all financial obligations -- for degree Table 3 Summary Table of Practicum and Clinical Experiences Course Cr Days/ Wk Hrs /Day 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 297 1 2 1 14 25 397A 3 2 7 14 196 196 196 196 497A 12 5 8 16 640 640 640 640 297 1 2 1 10 20 20 397 3 5 2 12 120 120
SECTION 2: KEY ASSESSMENTS AND FINDINGS — Artifact 2 1. Content Knowledge are the measures used specifically for addressing the content knowledge for 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 Elementary Education 3.43 3.57 125 2015-2016 Elementary Education 3.36632 3.56379 153 1B
Pass Rate Based on Nebraska Cut Score Endrsmnt Test # Cut Score UNL N UNL # Passing UNL # Failing UNL %age Pass UNL Mean N %age Pass State Mean N National %age National Mean ELED 5017 153 197 190 7 96.45 171.98 849 94.35 168.85 4996 92.77 169.15 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 Year # Item Endorsement Unsatisfactory Basic Proficient Grand Total 2014- 2015 1 Subject Matter Knowledge for Teaching in general. Demonstrates capacity to make content knowledge accessible to students. Early Childhood Education & Elementary Education (ECED) 0 0.00% 0 0.00% 5 100.00% 5
of the discipline(s) s/he teaches. Childhood Education 1830, Elementary 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Elementary 1 2.33% 0 0.05% 22 51.16% 20 46.51% 43 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 Elementary 0 0.00% 4 6.45% 24 38.71% 34 54.84% 62 2015-2016 Rare Occasional Frequent Consistent Total Early Childhood Education 1802, Elementary 0 0.00% 0 0.00% 2 100.00% 0 0.00% 2 Early Childhood Education 1830, Elementary 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Elementary 1 2.33% 3 0.05% 19 44.19% 20 46.51% 43 4.3 The teacher integrates Nebraska Content Standards and/or professional standards within instruction. 2014-2015 Rare Occasional Frequent Consistent Total Elementary 0 0.00% 7 11.29% 19 30.65% 36 58.06% 62 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 Early Childhood Education 1830, Elementary 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Elementary 1 2.33% 0 0.05% 14 32.56% 27 62.79% 43 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 7 Responses from Year Administrator Survey: Application of Content Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total 5.1 The teacher candidate understands how to connect concepts across disciplines 2014-15 Elementary 1 1.61% 6 9.68% 27 43.55% 28 45.16% 62 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 Early Childhood Education 1830, Elementary 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Elementary 1 2.33% 2 0.05% 25 58.14% 14 32.56% 43 Special Education, Elementary 0 0.00% 0 0.00% 10 50.00% 10 50.00% 20 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 Elementary 1 1.61% 7 11.29% 24 38.71% 30 48.39% 62 2015-2016 Rare Occasional Frequent Consistent Total Childhood Education 1802, Elementary 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2 Early Childhood Education 1830, Elementary 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Elementary 1 2.33% 3 0.05% 24 55.81% 15 34.88% 43 Special Education, Elementary 0 0.00% 0 0.00% 8 40.00% 12 60.00% 20
Elementary 0 0.00% 3 4.84% 26 41.94% 33 53.23% 62 2015-2016 Rare Occasional Frequent Consistent Childhood Education 1802, Elementary 0 0.00% 0 0.00% 2 100.00% 0 0.00% 2 Early Childhood Education 1830, Elementary 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Elementary 1 2.33% 0.05% 15 34.88% 23 53.49% 43 Special Education, Elementary 0 0.00% 0 0.00% 5 25.00% 15 75.00% 20 2014-2015 Rare Occasional Frequent Consistent Total 2 0.00% 4 Elementary 0 0.00% 3 4.84% 26 41.94% 28 52.83% 53 2015-2016 Rare Occasional Frequent Consistent Total 4 57.14% 7 Early Childhood Education 1802, Elementary 0 0.00% 0 0.00% 1 50.00% 33 53.23% 62 Early Childhood Education 1830, Elementary 0 0.00% 0 0.00% 0 0.00% 2 50.00% 4 Elementary 1 2.33% 4 0.05% 16 37.21% 32 53.33% 60 Special Education, Elementary 0 0.00% 0 0.00% 6 30.00% 12 70.59% 17 2014-2015 Rare Occasional Frequent Consistent 3 0.00% 4 Elementary 0 0.00% 4 6.45% 21 33.87% 28 52.83% 53 2015-2016 Rare Occasional Frequent Consistent Total 4 57.14% 7 Childhood Education 1802, Elementary 0 0.00% 0 0.00% 0 0.00% 37 59.68% 62 Early Childhood Education 1830, Elementary 0 0.00% 0 0.00% 0 0.00% 2 50.00% 4
1.1 The teacher understands how students grow and develop. Elementary 1 2.33% 0.05% 15 34.88% 32 54.24% 59 Special Education, Elementary 0 0.00% 0 0.00% 8 40.00% 8 47.06% 17 Table 12 Standards 2.1 and 2.2: Learning Differences Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total
2.1 The teacher understands individual differences and diverse cultures and communities 2014-2015 Elementary 0 0.00% 4 6.45% 27 43.55% 31 50.00% 62 2015-2016 Rare Occasional Frequent Consistent Total 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 Elementary 1 2.33% 5 0.05% 10 23.26% 27 62.79% 43 Special Education, Elementary 0 0.00% 0 0.00% 5 25.00% 15 75.00% 20 2.2 The teacher ensures inclusive learning environments that enable each student to meet high demands 2014-2015 Rare Occasional Frequent Consistent Total Elementary 0 0.00% 3 4.84% 23 37.10% 36 58.06% 62 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 Early Childhood Education 1830, Elementary 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Elementary 1 2.33% 6 0.05% 14 32.56% 22 51.16% 43 Special Education, Elementary 0 0.00% 0 0.00% 4 20.00% 16 80.00% 20 Table 13 Standards 3.1 and 3.2: Learning Environments Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total
2014 - 2015 3 I positively impact the learning and development of all students. ELED 0 0.00% 1 2.94% 0 0.00% 15 44.12% 18 52.94% 34 Special Education K-6 & ELED K-6 (SPED7) 0 0.00% 0 0.00% 0 0.00% 5 50.00% 5 50.00% 10 3 I positively impact the learning and development of all students. ELED 0 0.00% 0 0.00% 4 12.12% 17 51.52% 12 36.36% 33 ELED/SEC 0 0.00% 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 SPM7 0 0.00% 0 0.00% 0 0.00% 3 60.00% 2 40.00% 5 Table 15 Item 4: Adapts to Developmental Strategies of Learners Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree 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. Early Childhood Education/ELED (ECED) 0 0.00% 0 0.00% 5 100.00% 5 ELED 0 0.00% 7 7.14% 91 92.86% 98 Special Education, K-6/ ELED, K-6 (SPM7) 0 0.00% 3 7.69% 36 92.31% 39 Response From College of Education & Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for the 2015-2016 Academic Year on Learning Culture (Item 18B)—LIVETEXT version. Table 18B -- Item 10: Learning Culture 2015-2016 Subject Area Scoring Year # Item Endorsement Unacceptable Emergent Sufficient Advanced Grand Total
Special Education K-6 & ELED K-6 (SPED7) 0 1 7 2 10 I use multiple methods to ELED 3 11 33 ELED/SEC 0 0 1 SPM7 0 1 0 2 5 Narrative: 0 0 0 0 0 9
Elementary Ed & Early Childhood Ed 0 0.00% 0 0.00% 0 0.00% 8 100.00% 8 Elementary & Special Education 0 0.00% 1 1.96% 3 5.88% 47 92.16% 51 Responses From First Year Administrator Survey on Assessment (Items 6.1 and 6.2) 30 Standard 6.1 and 6.2: Assessment Indicator Endorsement Rare Occasional Frequent Consistent Information 6.1 The teacher understands multiple methods of assessment 2014-2015 Elementary 0 0.00% 5 8.06% 26 41.94% 31 50.00% 62 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 Elementary 1 2.33% 5 0.05% 20 46.51% 17 39.53% 43 Special Education, Elementary 0 0.00% 1 0.00% 7 35.00% 12 60.00% 20 6.2 The teacher uses multiple methods of assessment to engage students in their own growth, to monitor student progress, and to guide the teacher candidate’s and student’s decision making. 2014-2015 Rare Occasional Frequent Consistent Elementary 0 0.00% 4 6.45% 27 43.55% 31 50.00% 62 2015-2016 Rare Occasional Frequent Consistent Total Childhood Education 1802, Elementary 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2 Early Childhood Education 1830, Elementary 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Elementary 1 2.33% 7 0.05% 22 51.16% 13 30.23% 43 Special Education, Elementary 0 0.00% 1 0.00% 7 35.00% 12 60.00% 20 Responses From Year Candidate Survey: Items Related to Assessment: Create Effective Assessments to Measure Learning (Item 10). Table 31 Standard 10: Creates Effective Assessments to Measure Learning
Year Endorsement Strongly Neither Agree nor Disagree 2014 - 2015 I create effective assessments to measure learning. ELED 1 1 3 6 34 Special Education K-6 & ELED K-6 (SPED7) 0 2 0 5 3 10 I create effective assessments to measure learning ELED 0 2 4 6 32 ELED/SEC 0 0 0 0 1 SPM7 0 0 0 2 5 0 0 0 0 0 0 9
Item 12: Collaborative Relationships and Professional Conduct 2014-2015 Subject Area Scoring Year # Item Endorsement Unsatisfactory Basic Proficient 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. Early Childhood Education/ELED (ECED) 0 0.00% 0.00% 5 100.00% 5 ELED 0.00% 6 6.12% 92 93.88% 98 Special Education, K-6/ ELED, K-6 (SPM7) 0.00% 3 7.69% 36 92.31% 39 Response From College of Education & Human 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.
34 Standards 9.1, 9.2, 9.3, and 9.4: Professional Learning and Ethical Practice Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total 9.1 The teacher engages in ongoing professional learning. 2014-2015 Elementary 0 0.00% 14.52% 12 19.35% 41 66.13% 62 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% 0 0.00% 1 100.00% 1 Elementary 1 2.33% 3 0.05% 11 25.58% 28 65.12% 43 Special Education, Elementary 0 0.00% 1 0.00% 3 15.00% 16 80.00% 20 9.2 The teacher models ethical professional practice. 2014-2015 Rare Occasional Frequent Consistent Elementary 0 0.00% 4 6.45% 10 16.13% 48 77.42% 62 2015-2016 Rare Occasional Frequent Consistent Total 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% 0 0.00% 1 100.00% 1 Elementary 1 2.33% 0 0.05% 11 25.58% 31 72.09% 43 Special Education, Elementary 0 0.00% 0 0.00% 3 15.00% 17 85.00% 20 9.3 The teacher uses evidence to 2014-2015 Rare Occasional Frequent Consistent Total Elementary 1 1.61% 0 0.00% 28 45.16% 33 53.23% 62
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. 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 Early Childhood Education 1830, Elementary 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Elementary 1 2.33% 2 0.05% 17 39.53% 23 53.49% 43 Special Education, Elementary 0 0.00% 0 0.00% 5 25.00% 14 70.00% 20 9.4 The teacher models professional dispositions for teaching. 2014-2015 Rare Occasional Frequent Consistent Elementary 1 1.61% 2 3.23% 15 24.19% 44 70.97% 62 2015-2016 Rare Occasional Frequent Consistent Total 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% 0 0.00% 1 100.00% 1 Elementary 1 2.33% 2 0.05% 15 34.88% 25 58.14% 43 Special Education, Elementary 0 0.00% 0 0.00% 5 25.00% 15 75.00% 20
Standard 11.1: Impact of Student Learning and Development Indicator Endorsement Rare Occasional Frequent Consistent Grand Information 11.1 The teacher positively impacts the learning and development for all students 2014-2015 Elementary 0.00% 2 3.23% 18 29.03% 42 67.74% 62 2015-2016 Rare Occasional Frequent Consistent Total Early Childhood Education 1802, Elementary 0.00% 0.00% 0.00% 2 100.00% 2 Early Childhood Education 1830, Elementary 0.00% 0.00% 0 0.00% 1 100.00% 1 Elementary 1 2.33% 4 0.05% 15 34.88% 23 53.49% 43 Special Education, Elementary 0.00% 0.00% 2 10.00% 18 90.00% 20 Responses From First Year Candidate Survey: Items Related to Overall Proficiency: I Am an Excellent Teacher (Item 23). 39 Item 23: I Am an Excellent Teacher