Enhance the quality and effectiveness of the academic programs
Objective
Standards Of Profiency
Graduate Reading Specialist candidates will meet or exceed the established standards of proficiency in the knowledge and skills required for Texas Reading Specialist Certification.
Indicator
Candidates' Reading Specialist TExES Scores
Global scores on all domains of the Texas Reading Specialist certification examination.
Criterion
TExES Reading Specialist Scores
Candidates will successfully complete all required coursework prior to taking the Reading Specialist TExES examination. 90% of test-takers will pass the TExES exam for Reading Specialists at the initial administration. Candidates will meet or exceed state mean scores on the Reading Specialist TExES exam.
Finding
TExES Reading Specialist Exam
1. Graduates successfully completing all coursework and the portfolio defense were approved to register for the Reading Specialist exam. Two RDG MEd graduates took the state exam and both passed on the initial administration. 100% pass rate.
Action
Standardized Test Data
Program faculty reviewed performance data for graduates on the TExES Reading Specialist Exam and were surprised to realize that 50% or less of our graduate actually take the state examination. Faculty will investigate the reasons in-state students do not take the exam. They will also develop more stringent measures for gathering data for all candidates since more than half are not participating in the state test.
Objective
Curriculum Alignment
Graduate Reading Faculty will align the reading master's curriculum with state Reading Specialist standards and the International Reading Association's new standards for Reading Specialists.
Indicator
Correlate Standards
All master's level reading course syllabi will include a matrix that correlates state and IRA (international Reading Association) standards with instructional objectives. A matrix combining all master's level reading courses will be prepared.
Criterion
Correlate State and IRA Standards
All master's level reading syllabi will include a matrix that correlates state and IRA standards with learning objectives. The matrix of all courses will indicate that all state and IRA standards are covered in the master's reading courses.
Finding
Correlate State & IRA Standards
All Reading Master's courses include a matrix of state and IRA standards matched by student outcome objectives. A composite analysis of these syllabi indicate that our program lacked 1) a necessary emphasis in opportunities for our candidates to develop literacy coaching skills, 2) our courses emphasized research and writing more than the state and national master's level standards require.
Action
Curriculum Alignment
As a direct result of the curriculum re-alignment with the International Reading Association Advanced Standards and the state reading specialist standards the faculty have modified the program curriculum by requesting to delete RDG 639, a second research course, and add a new internship course in its place, RDG 690. In addition, the faculty found that some course activities were repetitive and replaced them with activities that can be used to demonstrate candidate competence in lesson planning and student assessment.
Objective
Professional Development
Graduate reading students engage in continuing professional development.
Indicator
Professional Development Projects
Implement, collect, and analyze Professional Change Projects in RDG 530. Implement, collect and analyze candidate inquiry projects related to professional development in RDG 598 and 590.
Criterion
Assessment of Professional Development
Using the rubric for Professional Change 90% of RDG 530 candidates will meet or exceed expectations on the assignment. Using the Rubric for Professioanl Development Inquiry 90% of RDG 561 and 590 candidates will meet or exceed expectations on the assignment.
Finding
Analysis of Professional Development
Ana analysis of the rubrics related to professional development indicates that 75% of the candidates exceeded expectations and 25% met expectations.
Action
Professional and Leadership Development
During the implementation phase of this project it was noted that "buy-in" from school administrators varied greatly from school to school and some teachers had to modify their projects in order to meet the course requirements. The faculty determined that a more hands-on approach was needed between the university professor, the candidate, and his/her school administrator. The faculty determined that these assignments would be better suited to the new RDG 690, the Internship course in order that the professor, the student, and local school officials could work together to determine an appropriate internship project that would meet our program standards as well as meet needs of the local districts. This will lessen the large amount of professional development work required in the RDG 675 course, allowing a better focus on the Literacy School Profile and the Learner Assessment Profile.
Objective
Leadership Skills
Graduate candidates will demonstrate their developing leadership skills through mentoring paraprofessionals, designing staff development programs, and conducting school-wide literacy needs assessments
Indicator
Leadership Development
Implement, collect, and analyze literacy coaching projects in all appropriate courses.
Criterion
Projects for Leadership Development
An analysis of Reading Specialist test domain level data, an examination of the new IRA sytandards, and an analysis of candidate products in 2005-06 prompted the reading faculty to establish this as an objective for the 2006-07 year. Implement, collect and analyze literacy coaching in RDG 675.
Finding
Analysis of Leadership Development
An analysis of the rubrics related to leadership development indicates that 75% of the candidates exceeded expectations and 25% met expectations.
Action
Leadership Development
Criteria indicate that we will continue to use the same rubrics and projects.
Goal
Constituency Satisfaction
Ensure satisfaction among the various constituencies served by the college and department
Objective
Professional Development
Graduate reading students engage in continuing professional development.
Indicator
Professional Development Projects
Implement, collect, and analyze Professional Change Projects in RDG 530. Implement, collect and analyze candidate inquiry projects related to professional development in RDG 598 and 590.
Criterion
Assessment of Professional Development
Using the rubric for Professional Change 90% of RDG 530 candidates will meet or exceed expectations on the assignment. Using the Rubric for Professioanl Development Inquiry 90% of RDG 561 and 590 candidates will meet or exceed expectations on the assignment.
Finding
Analysis of Professional Development
Ana analysis of the rubrics related to professional development indicates that 75% of the candidates exceeded expectations and 25% met expectations.
Action
Professional and Leadership Development
During the implementation phase of this project it was noted that "buy-in" from school administrators varied greatly from school to school and some teachers had to modify their projects in order to meet the course requirements. The faculty determined that a more hands-on approach was needed between the university professor, the candidate, and his/her school administrator. The faculty determined that these assignments would be better suited to the new RDG 690, the Internship course in order that the professor, the student, and local school officials could work together to determine an appropriate internship project that would meet our program standards as well as meet needs of the local districts. This will lessen the large amount of professional development work required in the RDG 675 course, allowing a better focus on the Literacy School Profile and the Learner Assessment Profile.
Objective
Leadership Skills
Graduate candidates will demonstrate their developing leadership skills through mentoring paraprofessionals, designing staff development programs, and conducting school-wide literacy needs assessments
Indicator
Leadership Development
Implement, collect, and analyze literacy coaching projects in all appropriate courses.
Criterion
Projects for Leadership Development
An analysis of Reading Specialist test domain level data, an examination of the new IRA sytandards, and an analysis of candidate products in 2005-06 prompted the reading faculty to establish this as an objective for the 2006-07 year. Implement, collect and analyze literacy coaching in RDG 675.
Finding
Analysis of Leadership Development
An analysis of the rubrics related to leadership development indicates that 75% of the candidates exceeded expectations and 25% met expectations.
Action
Leadership Development
Criteria indicate that we will continue to use the same rubrics and projects.
Goal
Visibility And Impact
Increase visibility and impact by promoting quality programs and developing partnerships
Objective
Leadership Skills
Graduate candidates will demonstrate their developing leadership skills through mentoring paraprofessionals, designing staff development programs, and conducting school-wide literacy needs assessments
Indicator
Leadership Development
Implement, collect, and analyze literacy coaching projects in all appropriate courses.
Criterion
Projects for Leadership Development
An analysis of Reading Specialist test domain level data, an examination of the new IRA sytandards, and an analysis of candidate products in 2005-06 prompted the reading faculty to establish this as an objective for the 2006-07 year. Implement, collect and analyze literacy coaching in RDG 675.
Finding
Analysis of Leadership Development
An analysis of the rubrics related to leadership development indicates that 75% of the candidates exceeded expectations and 25% met expectations.
Action
Leadership Development
Criteria indicate that we will continue to use the same rubrics and projects.