Figure CEC Special Education Data Additionally, the School of Education utilizes candidate dispositions to determine how well candidates are meeting specific criteria aligned to the conceptual framework. The disposition rubric was modified in 2009 to better reflect the expectations of the unit and to closer to the conceptual framework. Below are the data collected using the new disposition rubric by program. The date indicate that the majority of the candidates (students) are performing at the acceptable level or above for all dispositions measured. Table P-4 Early Childhood Disposition Data P-4 Early Childhood Dispositions Fall 2009 % 5=Target % 4=Emerging % 3=Acceptable % Improvement % 1=Unacceptable Knowledge K1The candidate engages in self-evaluation of his/her professional growth. 42% 58% 0% 0% 0% K2 Take an active interest in students’ well being. 44% 2% 54% 0% 0% Pedagogy PED1 The candidate uses a variety of strategies to support learning for all students. 38% 8% 54% 0% 0% PED2 The candidate encourages students to reach their full potential. 42% 4% 54% 0% 0% Diversity D1 The candidate respects the values and beliefs of other cultures. 42% 58% 0% 0% 0% D2 The candidate models positive interactions with people from other cultures. 44% 56% 0% 0% 0% D3 The candidate treats others fairly and with respect. 45% 54% 0% 0% 0% Technology T1 The candidate uses technology to enhance student learning. 42% 4% 54% 0% 0% T2 The candidate uses technology for personal and professional productivity. 44% 56% 0% 0% 0% T3 The candidate uses technology to engage students in authentic, complex 40% 6% 54% 0% 0% Professionalism PRF1 The candidate seeks opportunities for collaboration. 40% 60% 0% 0% 0% PRF2 The candidate fulfills his/her responsibility when working with others. 42% 23% 35% 0% 0% PRF3 The candidate monitors the effects of his/her decisions. 46% 35% 19% 0% 0% PRF4 The candidate acts in a manner consistent with his/her professional code of ethics. 44% 56% 0% 0% 0% PRF5 The candidate accepts responsibility for his/her actions. 44% 54% 2% 0% 0%
MAT Speech 1 Advanced Licensure 09-10 Master of Education Educational Leadership 9 Endorsement/Post Baccalaureate 09-10 Special Education P-4 4 Special Education 4-12 2 Instructional Facilitator 0 5 – 6 Middle Level 3 Algebra I 0 Coaching 1 Master of Education in Teacher Leader (no additional licensure) 2 Table Diversity of Teacher Candidates (Students) Admitted to Teacher Education Fall 2007 Spring 2008 Fall 2008 Spring 2009 Fall 2009 Spring 2010 White Female 22 Male 3 Female 3 Male 2 Female 19 Male 5 Female 15 Male 2 Female 20 Male 3 Female 9 Male 3 Black, African American Female 2 Male 0 Female 2 Male 0 Female 3 Male 0 Female 3 Male 1 Female 1 Male 0 Female 3 Male 0 Hispanic 0 0 0 0 0 0 Table Diversity of Program Completers/Graduates Traditional Programs 07-08 08-09 09-10 White 31 Female 11 Male 5 Female 24 Male 5 Black, African American 4 Female 5 Male 0 Female 4 Male 0 Hispanic 0 Female 0 Male 0 Female 0 Male 0 Master of Arts in Teaching Initial License Alternative Route 07-08 08-09 09-10 White Female 25 Male 7 Female 25 Male 15 Female 12 Male 7
P-4 Childhood Expected Knowledge, Skills, and Dispositions UAM Conceptual Framework NCATE Standards Standards INTASC Standards Arkansas Childhood Competencies PATHWISE Domains Knowledge Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 2: Assessment System and Unit Evaluation Standard 3: Observing, Documenting, and Assessing to Support Children and Families Standard 1: Knowledge of Subject Matter Standard 2: Knowledge of Human Dev. & Learning Standard 3: Adapting Instruction for Individual Standard 7: Instructional Planning Skills Standard 8: Assessment of Student Learning Standard 3: The teacher plans instruction based upon human growth and development, learning theory, and the needs of students A1: Becoming familiar with relevant aspects of student’s background knowledge and experiences Pedagogy Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 3: Field Experience and Clinical Practice Standard 1: Promoting Child Development and Learning Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families Standard 4: Teaching and Learning Standard 1: Knowledge of Subject Matter Standard 2: Knowledge of Human Dev. & Learning Standard 6: Communication Skills Standard 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline, can create learning experiences that make these aspects of subject matter meaningful for students and can link the A2: Articulating learning goals for the lessons that are appropriate to the students
Pedagogy Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 4: Diversity Standard 1: Promoting Child Development and Learning Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families Standard 4: Teaching and Learning Standard 1: Knowledge of Subject Matter Standard 7: Instructional Planning Skills Standard 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline, can create learning experiences that make these aspects of subject matter meaningful for students and can link the discipline to other subjects Standard 2: The teacher plans curriculum appropriate to the students, to the content, and to the course objectives Standard 3: The teacher plans instruction based upon human growth and development, learning theory, and the needs of students A3: Demonstrating an understanding of the connections between the content that was learned previously, the current content, and the content that remains to be learned in the future
Diversity Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 4: Diversity Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families Standard 4: Teaching and Learning Standard 1: Knowledge of Subject Matter Standard 2: Knowledge of Dev. & Learning Standard 3: Adapting Instruction for Individual Standard 4: Multiple Instructional Strategies Standard 7: Instructional Planning Skills Standard 2: The teacher plans curriculum appropriate to the students, to the content, and to the course objectives Standard 3: The teacher plans instruction based upon human growth and development, learning theory, and the needs of students A4: Creating or selecting teaching methods, learning activities, and instructional materials or resources that are appropriate to the students and that are aligned with the goals of the lesson Pedagogy Diversity Technology Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 2: Assessment System and Unit Evaluation Standard 3: Field Experience and Clinical Practice Standard 4: Diversity Standard 3: Observing, Documenting, and Assessing to Support Children and Families Standard 4: Teaching and Learning Standard 7: Instructional Planning Skills Standard 8: Assessment of Student Learning Standard 2: The teacher plans curriculum appropriate to the students, to the content, and to the course objectives Standard 3: The teacher plans instruction based upon human growth and development, learning theory, and the needs of students A5: Creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the of the lesson
Knowledge Diversity Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 4: Diversity Standard 2: Building Family and Community Relationships Standard 5: Classroom Motivation and Management Skills Standard 4: The teacher exhibits human relations Skills which support the development of human potential. B1: Creating a climate that promotes fairness Knowledge Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 2: Building Family and Community Relationships Standard 5: Classroom Motivation and Management Skills Standard 6: Communication Skills Standard 4: The teacher exhibits human relations Skills which support the development of human potential B2: Establishing and maintaining rapport with student Knowledge Pedagogy Diversity Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 3: Field Experience and Clinical Practice Standard 4: Diversity Standard 2: Building Family and Community Relationships Standard 5: Classroom Motivation and Management Skills Standard 6: Communication Skills Standard 4: The teacher exhibits human relations Skills which support the development of human potential B3: Communicating challenging learning expectations to each student Knowledge Pedagogy Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 3: Field Experience and Clinical Practice Standard 2: Building Family and Community Relationships Standard 5: Classroom Motivation and Management Skills Standard 4: The teacher exhibits human relations Skills which support the development of human potential B4: Establishing and maintaining consistent standards of classroom behavior
Pedagogy Diversity Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 3: Field Experience and Clinical Practice Standard 4: Diversity Standard 2: Building Family and Community Relationships Standard 5: Classroom Motivation and Management Skills Standard 4: The teacher exhibits human relations Skills which support the development of human potential B5: Making the physical environment as safe and conducive to learning as possible
Pedagogy Diversity Technology Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 3: Experience and Clinical Practice Standard 4: Diversity Standard 1: Promoting Child Development and Learning Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families Standard 2: Knowledge of Human Dev. & Learning Standard 4: Multiple Instructional Strategies Standard 6: Communication Skills Standard 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline, can create learning experiences that make these aspects of subject matter meaningful for students and can link the discipline to other subjects Standard 3: The teacher plans instruction based upon human growth and development, learning theory, and the needs of students C2: Making content comprehensible to students
Pedagogy Technology Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 3: Field Experience and Clinical Practice Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families Standard 4: Teaching and Learning Standard 4: Multiple Instructional Strategies Standard 2: The teacher plans curriculum appropriate to the students, to the content, and to the course objectives Standard 3: The teacher instruction based upon human growth and development, learning theory, and the needs of students C3: Encouraging students to extend thinking
Pedagogy Technology Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 2: Assessment System and Unit Evaluation Standard 3: Field Experience and Clinical Practice Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families Standard 4: Teaching and Learning Standard 1: Knowledge of Subject Matter Standard 3: Adapting Instruction for Individual Standard 4: Multiple Instructional Strategies Standard 5: Classroom Motivation and Management Skills Standard 8: Assessment of Student Learning Standard 2: The teacher plans curriculum appropriate to the students, to the content, and to the course objectives Standard 3: The teacher instruction based upon human growth and development, learning theory, and the needs of students C4: Monitoring students’ understanding of content through a variety of providing feedback to students to assist learning, and adjusting learning activities as the situation demands
Professionalism Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 5: Becoming a Professional Standard 9: Professional Commitment and Responsibility Standard 10: Partnerships Standard 5: The teacher works collaboratively with school colleagues, parents/guardians, and the community to support students’ learning and well being D6: Grow and develop professionally Professionalism Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 5: Becoming a Professional Standard 9: Professional Commitment and Responsibility Standard 10: Partnerships Standard 5: The teacher works collaboratively with school colleagues, parents/guardians, and the community to support students’ learning and well being D7: Demonstrate a professional demeanor