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 UNL. In 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 year of teaching. It is now administered by the Nebraska Department of Education. In 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 In March/April at the end of the candidate’s first year of teaching Items 12 & 15
Acceptance into University (Prior 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 -- Appropriate ACT /SAT --Credit hour minimum --Minimum grades in specific courses -- CORE Academic Tests -- Faculty recommendations -- Completion of Prof. & Personal Fitness Form -- Criminal History -- 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 3 Summary of Practicum and Clinical Experiences
Year Code Subject Area/Content GPA Cumulative GPA Total Students Notes BECE 3.21 2.79 1 Business & Cooperative Education BMIT 3.35 3.32 6 Business, Marketing & Information Technology Educ. 2015-16 BMIT 3.2635 3.2625 6 Business, Marketing & Information Technology Educ. Table 2A Praxis II—September 2014—August 2015 Pass Rate Based on Nebraska Cut Score Praxis II – September 2014 – August 2015 Pass Rate Based on Nebraska Cut Score Endrsmnt Test # Cut Score UNL N UNL # Passing UNL # Failing UNL %age Pass UNL Mean N State %age Pass State Mean N National %age Mean BMIT 5101 154 8 8 0 100 174.25 36 100 174.64 1848 89.72 170.45 Table 2B Praxis II—September 2015—August 2016 2015 2014-
Table 4 Standards 4.1, 4.2, and 4.3—Content Knowledge Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total 4.1 --The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches. 2014-2015 Business, Marketing, Info Tech 0 0.00% 0 0.00% 0 0.00% 4 100.00% 4 2015-2016 Rare Occasional Frequent Consistent Coop Ed Div Occ, Business, Marketing, Info Tech 0 0.00% 0 0.00% 0 0.00% 3 100.00% 3 Coop Ed Div Occ, Business, Marketing, Info Tech, Business, Marketing, Info Tech 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 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 Business, Marketing, Info Tech 0 0.00% 0 0.00% 2 50.00% 2 50.00% 4 2015-2016 Rare Occasional Frequent Consistent Total Coop Ed Div Occ, Business, Marketing, Info Tech 0 0.00% 0 0.00% 0 0.00% 3 100.00% 3 Coop Ed Div Occ, Business, Marketing, Info Tech, Business, Marketing, Info Tech 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 4.3 The 2014-2015 Rare Occasional Frequent Consistent Total
I teach subject matter in ways that are meaningful to learners. 0 0 0 0 2 Narrative: Data from the first-year administrator survey (responses were “frequent” or “consistent” with one “occasional”) and first-year teacher candidate survey (responses were “agreed” or “strongly agreed”) indicate that BMIT teacher candidates can apply the content by connecting concepts across disciplines; engaging students in critical thinking, creativity, and problem-solving; and teach their subject matter in ways that are meaningful for learners. In summary, reporting data for the academic years 2014-2015 and indicate that BMIT students have average or above average performance and competencies in pedagogical content. 3. Learner/Learning Environments Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for the 2014-2015 Academic Year (Item 2—Table 9A). Table 9A Item 2: Subject Planning for Learning 2014-2015 4 2015 I - 2016 2016
technology, and pedagogy. Info Tech, Business, Marketing, Info Tech 7.3 The teacher draws upon knowledge of students and the community context. 2014-2015 Rare Occasional Frequent Consistent Total Business, Marketing, Info Tech 0 0.00% 1 25.00% 0 0.00% 3 75.00% 4 2015-2016 Rare Occasional Frequent Consistent Total Coop Ed Div Occ, Business, Marketing, Info Tech 0 0.00% 0 0.00% 1 33.33% 2 66.67% 3 Coop Ed Div Occ, Business, Marketing, Info Tech, Business, Marketing, Info Tech 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Table 20 Standard 8.1, 8.2, and 8.3: Instructional Strategies Indicator Endorsement Rare Occasional Frequent Consistent Grand Information 8.1 The teacher understands a variety of instructional strategies. 2014-2015 Business, Marketing, Info Tech 0 0.00% 1 25.00% 0 0.00% 3 75.00% 4 2015-2016 Rare Occasional Frequent Consistent Coop Ed Div Occ, Business, Marketing, Info Tech 0 0.00% 0 0.00% 0 0.00% 3 100.00% 3 Coop Ed Div Occ, Business, Marketing, Info Tech, Business, Marketing, Info Tech 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 8.2 The teacher uses a variety of instructional strategies to 2014-2015 Rare Occasional Frequent Consistent Total Business, Marketing, Info Tech 0 0.00% 1 25.00% 1 25.00% 2 50.00% 4
encourage students to develop deep understanding of content areas and their connection and to build skills to apply knowledge in meaningful ways. 2015-2016 Rare Occasional Frequent Consistent Total Coop Ed Div Occ, Business, Marketing, Info Tech 0 0.00% 0 0.00% 0 0.00% 3 100.00% 3 Coop Ed Div Occ, Business, Marketing, Info Tech, Business, Marketing, Info Tech 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 8.3 The teacher utilizes available technology for instruction and assessment. 2014-2015 Rare Occasional Frequent Consistent Business, Marketing, Info Tech 0 0.00% 0 0.00% 0 0.00% 4 100.00% 4 2015-2016 Rare Occasional Frequent Consistent Total Coop Ed Div Occ, Business, Marketing, Info Tech 0 0.00% 0 0.00% 0 0.00% 3 100.00% 3 Coop Ed Div Occ, Business, Marketing, Info Tech, Business, Marketing, Info Tech 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1
Table 22 Item 8: Work Effectively as a Part of an Instructional Team Year Strongly Disagree Neither Agree nor Disagree Total 2014 2015 work effectively as part of an instructional planning team. 0 0 0 0.00% 1 1 2 work effectively as part of an instructional team 0 0 0 0.00% 1 2 Table 23 Item 9: Manages Classroom Management 5 5