The percentage of EC-6 teacher candidates receiving a "3" on Methods Block Lesson Plan assignment during Content Methods Block will exceed 85%.

During the classes of Methods Block, first semester senior year, the students write multiple lesson plans. Each student selects the best lesson plan in each content area (math, English language arts, science, and social studies) to submit as their best representation of a Lesson Plan in that content area. The lesson plans are scored/evaluated on information documented in stating the lesson goals, objectives, rationale, standards, materials, classroom setting, student needs, focus, procedures, design of implementation, and closure of the lesson.
The Lesson Plan assessment allows our candidates to demonstrate their understanding of:
* Establishing a lesson framework;
* Designing a supportive learning environment;
* Incorporating Instructional strategies; and,
* Implementing Evaluation strategies.

85% of canidates during the 2008-2009 academic year will achieve a score of "3" on the Methods Block Lesson Plan. Because this is a new program being implemented in the Fall of 2008, no comparative data is available. The lesson plan format and rubric are in place and ready for use. The Methods Block Lesson Plans will be an appropriate format to measure a variety of learning outcomes. The content of the items in this assessment relate directly to the planning, implementation, and assessment of instruction that teachers encounter when teaching. Through TK20, scores are reported for individual candidates as well as for groups. Consequently, data results will be aggregated and disaggregated for evaluation purposes.

The rubric to assess the Methods Block Lesson plan was designed to evaluate the candidates on the four major components of the lesson plan (see Indicator). The rubric does not allow for a total overall score. So, we do not have an overall score for the students and will report the percentage of each of the major components.
* Component #1 69.47%
* Component #2 69.9%
* Component #3 62.6%
* Component #4 56.28
However, if we combine the percenatge of candidates who achieved target (score of 3) and those that achieved the acceptable score (2), all of the above components are above the 85%ile.

Since the standard of 85% was not met, the Curriculum and Instruction faculty will continue to emphasize the criteria for an effective lesson plan. Specifically, the faculty will enhance the candidates' training and practice in the fourth component-assessment. Further, the rubric for the lesson plan scoring will be revised so that an overall performance score can be more easily calculated.

The percentage of candidates demonstrating mastery on the TExES Pedagogy and Professional Responsiblities Certification Examination knowledge and skills in the EC-4 program, will exceed 80%.

All candidates seeking initial certification, advanced teacher certification, or certifications for other school personnel must take one or more of the Texas Examinations of Educator Standards (TExES). These examinations directly correspond to the state content competencies that have been identified for the certification desired. These content competencies are aligned with and based on the appropriate state standards for EC-6 education and the Texas Essential Knowledge and Skills (TEKS) statements, which describe the state mandated curriculum for students and are aligned with the Association of Childhood Education International (ACEI) Standards. Each TExES examination is criterion-referenced and is designed to measure a candidate's level of content knowledge and skills appropriate for educators in the State of Texas. The two tests used for this program are the Texas Examinations of Educator Standards (TExES) Generalist EC-6 and the Texas Examinations of Educator Standards (TExES) Pedagogy and Professional Responsibilities EC-6 Exam.

Each test was collaboratively developed by the State Board of Educator Certification (SBEC), National Evaluation Systems, Inc. (NES), an independent corporation specializing in educational measurements, with additional participation by committees of Texas educators. Individual test items developed to measure the state competencies were reviewed and rated by the various committees of Texas educators to ensure appropriateness of content and difficulty, clarity, and accuracy. These committees also ensured that the test items matched the appropriate competencies and were free from potential ethnicity, gender, and regional biases. The committees also helped prepare scoring rubrics for written response items and training materials for those who would score the tests.

Separate standard-setting panels were convened to review statistical data about candidate scores from initial pilot studies of the tests during their development. Recommendations were forwarded to the SBEC, which made the final decisions about establishing passing scores. TExES examinations are centrally administered by SBEC and NES at pre-determined sites and on pre-established dates across Texas similar to many of the national achievement tests. This regime provides for a professional, equitable, and secure testing environment for candidates. Alternative testing arrangements are also permitted for those requiring special consideration. Sites are selected after a careful review of security and accessibility potential, and the quality of overall testing conditions. Tests are scored centrally.

Pass rates on the EC-6 PPR will exceed 80%. While the accountability system for the state examines scores for each completer cohort and provides for students to repeat the examination. If they are not successful on the first attempt, the analysis of pass rates presented here represents the pass rates on the first attempt for all PPR exams taken in 2008-2009.

Upon receipt of the scores from the Pedagogy and Professional Responsiblities Certification Examination, the passing rates for the candidates for initial certification in this program were examined. A total of 152 candidates were identified with a mean score of 256 (250 is passing). 82% of candidates in this program passed the exam on the first attempt.

The criteria for this objective were met. The criteria was to have at least 80% of the candidates in this program pass the PPR Exam on the first attempt. For the 2009-2010 academic year, the faculty will continue to address the PPR Competencies in all courses to prepare the candidates for the examination.

The percentage of EC-6 candidates earning an "3" on the TWS evaluation will exceed 85%.

The Teacher Work Sample (TWS), adapted from The Renaissance Partnership for Improving Teacher Quality Project (http://fp.uni.edu/itq), is a performance assessment designed to demonstrate evidence of Sam Houston State University candidates' ability to facilitate learning for all students. This sample illustrates the candidate's ability to plan, implement, modify and assess instruction during their student teaching semester.

Prior to the student teaching semester, candidates choose one (12 to 14 week placement) or two (6 to 7 week placements). During the first 6 to 7 weeks of their placement, candidates are required to create and teach a unit as a Teacher Work Sample. After consulting with their mentor teacher about the unit focus, candidates teach a minimum of five lessons from the unit in their mentor's classroom. Additionally, the candidates are evaluated on their unit planning and teaching of unit lessons. They are also required to reflect on their decision-making and teaching practice including their impact on student learning.

The Teacher Work Sample (TWS) focuses on seven teaching processes that are crucial for effective/reflective teaching and must be considered when planning for the learning of all students. Each process is defined by a performance standard, specific task, a student prompt and a rubric that identify the desired performance of the candidate related to that process.

85% of candidates during the 2008-2009 academic year will achieve a score 3 on the Teacher Work Sample.

Information on Scoring Procedures:

As recommended by the Renaissance Group, each candidate's Teacher Work Sample is blindly scored by a minimum of two trained scorers. Each scorer evaluates and assigns a score of three(target), two (acceptable), or one (unacceptable) to each indicator, Additionally an overall score of three, two or one is given to each of the seven processes as well as and an overall three, two or one to the entire Teacher Work Sample. If the first two scorers agree on the overall Teacher Work Sample score, the scoring process is complete. However, if the two scorers do not agree the Teacher Work Sample is scored for a third, possibly fourth time, until agreement is reached. For this reason, the data presented in the following charts represents the number of scorings not the number of Teacher Work Samples scored.

Once agreement is reached on the Teacher Work Sample score, the overall scores are sent to the student teachers. The following charts show the overall Teacher Work Sample scores for the student teachers.

Upon completion of "scoring week", the scores on the Teacher Work Sample for candidates in this program were examined. 72.6% of candidates in this program received a total score of "3", or "Target", on their submission. However, 98.5% of candidates in this program submitted an acceptable Teacher Work Sample.

Each of the seven component areas will be more deeply engrained in each of the certification courses. Students are required to write a modified Teacher Work Sample during their methods block or post baccalaureate certification course. This version will be given extensive and prompt feedback. So, when the candidates complete their TWS during their student teaching semester, they will be even more prepared.