Enhance quality and effectiveness in the academic programs
Objective
Candidate Preparedness
As the leader of the educator preparation unit, the College of Education will assure candidate preparedness for teaching, or a role as another school professional, through benchmark assessments at entry, entry to clinical experience and at exit. The assessment system for initial and advanced program candidates includes measures of proficiency which occur at specified transition points. These measures are aligned with institutional, state and professional standards.
Indicator
Benchmark: Oral Communication Proficiency At Entry To Program
Candidates for admission to the Educator Preparation programs are required to demonstrate target level performance on the benchmark assessment for Oral Communications. This assessment is completed in EED/ SED 374 by all undergraduate candidates for initial certification.
Criterion
Benchmark: Oral Communication Performance
90% of certification candidates will score ≥ 37 on TK 20 assessment entitled “EED/SED 374 Oral Presentation Grading Rubric” developed by departmental faculty.
Finding
Oral Communication Performance
In 2010-2011, 523 of 526 candidates achieved a score of 37 or greater on the Oral Communications rubric. This level represents 99.4 % of undergraduate teaching candidates who satisfied this requirement for admission to the program. While this element remains as one of several state mandated criteria required for admission to the Educator Preparation Program, the process for assessing entering students must change in the future. The course in which this proficiency is assessed will be offered to students later in the program, so another measure of candidate quality will be needed.
Indicator
Benchmark: Novice Level Dispositions At Entry To Literacy Block
At this transition point, all candidates must meet several criteria including course completion, GPA and grade requirements and must demonstrate novice level dispositions. Dispositions are assessed in EED 374 for those candidates in EC-6 and 4-8 programs, in order to proceed to Level 2 Field Experience Coursework. Candidates complete a self-assessment of their development and submit evidence to support their rating to their instructor. A score of 8 at the novice level indicates target level performance in the areas of values, commitment, ethics and organization/ flexibility.
Criterion
Benchmark: Novice Level Dispositions Performance
90% of candidates in EC-6 or 4-8 programs will attain ratings of "8" on TK 20 assessment "TEACHER DISPOSITIONS-NOVICE LEVEL-in EED 374 in order to proceed to LITERACY METHODS.
Finding
Novice Dispositions Proficiency
359 of 368 candidates for certification were scored at a level of 8 or above, representing 97.6 % at target level performance at the novice dispositions level
Indicator
Benchmark: Emerging Level Dispositions At Entry To Content Methods
Demonstration of emerging level dispositions is required for progression toward certification, one step of which is entry to CONTENT METHODS. Performance at this level requires that the candidate complete a self-assessment of personal dispositions development and provide evidence to the instructor to support the ratings in the areas of values, commitment, ethics, and organization /flexibility. Target level performance requires a score of 8 by the instructor.
90% of certification candidates in EC-6 or 4-8 programs will attain ratings of “8” on TK 20 assessment “TEACHER DISPOSITION EMERGING LEVEL"- in RDG 370 prior to entry to CONTENT METHODS.
Finding
Emerging Dispositions Proficiency
Candidates for certification were scored at the emerging level by professors in the literacy methods class. Of 282 candidates, 269 were scored at a rating of 8 or above, which represents 95.4% of candidates achieving target level performance at this transition point.
Indicator
Benchmark: -Dispositions At Entry To Student Teaching
Entry to STUDENT TEACHING requires demonstration of emerging level dispositions in the Content Methods block, along with course completion in the content area and successful completion of the Instructional Lesson Plan in CONTENT METHODS.
Criterion
Emerging Level Dispositions Performance
90% of certification candidates in EC-6 or 4-8 programs will attain ratings of "8" on T20 assessment "TEACHER DISPOSITION EMERGING LEVEL" in Content Methods prior to entry to Student Teaching.
Finding
Emerging Dispositions Proficiency 2-at Entry To Student Teaching
Of 265 candidates evaluated in Content Methods for performance at emerging level, 262 were rated at 8 or above. This represents 98.9% of candidates who achieved target level performance at this benchmark.
Action
Candidate Preparedness
Improved communication with undergraduate candidates regarding individual performance at benchmark points in the program was established through adding transition point documentation to the sign-in screen on TK20. Thus, immediate feedback regarding oral communication proficiency was available to each candidate and the importance of the assessment was also conveyed. Candidate performance at target level was very high. Review and revision of the oral communications assessment process, an essential for program admission and required by state law, will be conducted by the Educator Preparation Leadership Team in 2011-2012.
Goal
Operational Excellence
Operational excellence is examined by determining the extent to which operations, programs and services within the college are managed in ways that meet candidate needs. In addition, candidates are quesioned about their perceptions of the efficacy and importance of their learning experiences as related to key elements of the Conceptual Framework-i.e. the extent to which 1)Techonology, 2) Assessment, 3) Communication,4) Knowledge, and 5) Experiences with Diverse Populations were a part of their learning. Annual operations surveys are administered to all graduates in the last class in the program.
Objective
Productivity Of The College
Increase semester credit hour production in undergraduate, graduate and doctoral programs.
Indicator
SCH Production
Semester Credit Hour production for undergraduate, graduate, and doctoral programs provide a measure for tracking growth in the various departments at each level in the College of Education. This is a critical measure that provides information to our analysis of strengths, weaknesses, opportunities and threats. For example, some master's level programs have experienced a drop in enrollment over the past two years attributed to online programs offered by another University at reduced cost. Strategic planning to address this threat is informed by this data set.
Criterion
Undergraduate SCH Production
Growth in Undergraduate SCH Production should meet or exceed 2%
Finding
Undergraduate Semester Credit Hour Production
A total of 47,408 undergraduate semester credit hours were produced by the college in the fall and spring semesters of 2010-2011, which represented an increase of 13%. For the same terms in 2009-2010, SCH totaled 41, 694.
Criterion
Master's Level SCH Production
Master's level growth in SCH production should meet or exceed 20%
Finding
Master's Level Semester Credit Hour Production
For the fall and spring semesters of 2010-2011, a total of 13,705 semester credit hours were produced. The same terms in 2009-2010 reflected production of 11,639. This increased production represents an increase of 17%.
Criterion
Doctoral SCH Production
Growth in Doctoral level SCH Production should meet or exceed 2%
Finding
Doctoral SCH Production
In 2010-2011, semester credit hours for doctoral programs in the college totaled 1822. This represents an increase of 13% over the 2009-2010 production of 1610 doctoral SCH.
Action
Semester Credit Hour Production
The addition of the Northwest Houston Campus, accessible by public transportation for residents of Harris County and Houston, will support both undergraduate and graduate programs. Since COE competes in a highly competitive market, teaching at this site, adjacent to many of our school district partners, is an opportunity that the departments cannot afford to miss. Again this year, the master's degree programs did not meet the goal of 20% growth. A state budget shortfall and anticipated reduced federal funding for TEACH grants inhibits student scholarship and grant opportunities. Competition for graduate students continues to be intense. The College administrative team will re-examine expectations for growth to determine realistic expectations for growth given the current economic and education climate. Graduate Recruitment committee efforts should include information about financial aid and scholarship opportunities. Recruitment, development and cost-cutting measures will be explored by graduate program faculty and the college administrative team.
Objective
Candidate Satisfaction With College Operations, Services And Learning Experiences
Candidate ratings of the quality of services and experiences offered by the College of Education provide several measures of efficiency and effectiveness. The Conceptual Framework of the unit is the organizing framework for programs, services, teaching and evaluation. Thus, an important measure of the efficacy of programs is evaluation of the extent to which learning experiences of candidates were connected to key elements of the Conceptual Framework. In addition, candidates rate the assessment practices within the programs, the quality of interactions that they experience with diverse peers, faculty and P-12 students. They also rate the quality of management and organization of their learning experiences. A survey to assess the quality of operations, services and programs is disseminated to all graduates during the final class in their program and data is collected, analyzed and reviewed in order to promote improved efficiency and effectiveness of operations and services in the college.
Indicator
Quality Of Learning Experiences Related To The Conceptual Framework
Candidates are surveyed upon completion of their program as to the quality of learning experiences connected to the conceptual framework. Questions in this section relate to creating authentic technological environments, communicating effectively, use of assessment and feedback to improve P-12 learning, use of learner profiles for improving instruction, all key elements of the unit's Conceptual Framework.
Criterion
Quality Of Learning Experiences Related To The Conceptual Framework
This is the first year of surveying advanced candidates regarding their perception of the quality of learning experiences related to the Conceptual Framework. Percentage of candidates indicating high quality or very high quality should exceed 70%.
Finding
Quality Of Learning Experiences Connected To The Conceptual Framework
Initial program candidates reported learning experiences that reflected the five elements of the Conceptual Framework at high or very high quality at a rate of 89.3%.
Candidates in the advanced programs rated learning experiences related to the Conceptual Framework at high or very high quality at a rate of 87.6%.
Indicator
Candidate Rating Of Quality Of Assessment Of Performance
Candidates rating of the quality of assessment by professors and supervisors within the unit. Questions in this section related to accuracy and fairness of assessments, how assessment practices were modeled and used, and assessment of field experiences.
Criterion
Candidates' Rating Of Quality Of Assessment Of Their Performance
This is the first year of surveying advanced candidates related to their perception of assessment by their professors and supervisors within their program. Percentage of candidates reporting high or very high quality should exceed 70%.
Finding
Quality Of Assessment In The Program
Initial candidates reported high or very high quality assessment in their program at a rate of 93.2%
Advanced program candidates rated assessment within their program at high or very high quality at a rate of 87.6%.
Indicator
Candidate Rating Of Quality Of Interactions With Diverse Peers, Faculty And P-12 Students
Candidates report their perception as to the quality of their interactions with faculty, peers, and P-12 students of other races, languages and ethnic traditions. Questions in this section relate to interactions with diverse faculty, peers, school based faculty and P-12 students.
Criterion
Candidate Rating Of Quality Of Interactions With Diverse Faculty, Peers And P-12 Students
This is the first year of surveying advanced candidates regarding their perception of the quality of interactions with faculty, peers and P-12 students of other races, languages and ethnic traditions. Percentage of candidates indicating high quality or very high quality should exceed 70%.
Finding
Candidate Rating Of Quality Of Interactions With Diverse Faculty, Peers And P-12 Students
Upon completion, initial-level candidates judged interactions within their program with diverse faculty, peers and EC-12 students at high or very high quality at a rate of 87.7%.
Advanced candidates evaluated interactions within their program with diverse faculty, peers and EC-12 students at high or very high quality at a rate of 78.5%.
Indicator
Candidate Rating Of Management And Organization Of Learning Experiences
Candidates report their perception as to the management and organization of learning experiences. Questions in this section relate to types of field experiences, access to needed courses, access to library materials, quality of department holdings, access to technology, and overall quality of field experiences.
Criterion
Candidate Rating Of Management And Organization Of Learning Experiences
This is the first year of surveying advanced candidates regarding their perception of the quality of the management and organization of their learning experiences within the program. Percentage of candidates indicating high quality or very high quality should exceed 70%.
Finding
Candidate Rating Of Management And Organization Of Learning Experiences
Initial program candidates rated the management and organization of their learning experiences at high or very high quality at a rate of 94.9%.
Candidates in advanced educator preparation programs rated the management and organization of their learning experiences at high or very high quality at a rate of 89.3%.
Action
Unit Operations And Effectiveness
Candidates in both initial and advanced programs reported high levels of satisfaction with the extent to which their learning experiences related to the Conceptual Framework components. While technology, assessment, content knowledge, diverse field experiences and communication are emphasized across programs, a review of the Conceptual Framework will take place in the coming year. This review and subsequent activities should provide clarification of the elements of the framework should add to faculty confidence in these ratings by graduates. High levels of satisfaction with regard to diversity of field experiences is consistent with assessment and reflections as shown in the evaluation of candidate Dispositions and Diversity Proficiencies.