Demonstrate quality and effectiveness of the academic programs
Objective
Candidate Quality And Effectiveness In The Field
As the leader of the educator preparation unit, the College of Education will assure candidate preparedness for teaching through benchmark assessments at entry, entry to clinical experience, and at exit. In addition, the college monitors candidate performance and employer satisfaction after graduation. The assessment system for initial candidates includes measures of proficiency which occur at specified transition points. These measures are aligned with institutional, state and professional standards. Unit-level learning objectives for candidates completing the educator preparation programs are recorded here by the College of Education because responsibility for learning outcomes resides in multiple departments within the college.
KPI
Benchmark: Candidate Performance On Teacher Work Sample
Upon completion of the initial certification programs, candidates are required to submit a Teacher Work Sample which provides evidence of their ability to consider the contextual factors of the classroom, develop goals for instruction, develop an assessment plan appropriate to those goals, design and deliver effective instruction, evaluate student learning and reflect upon the teaching and learning related to the unit of instruction. Overall and component scores are reviewed and anyalyzed annually by program faculty to examine both the assessment processes and trends in performance that might prompt program changes. The Teacher Work Sample assessment is scored using a blind scoring protocol and assigned a score of 3, 2 or 1. As a key performance indicator, the percent of candidates scoring 3 (target), in 2013-2014, should meet or exceed 60%.
Result
Performance On Teacher Work Sample
The Teacher Work Sample is a capstone assessment, conducted within the first student teaching placement. In 2013-2014, with an N of 552 candidates for the year, 60% achieved a target level score of 3, with 57% of candidates graduating in the Fall Term achieving a 3, and 63% of spring candidates achieving a 3. Thus the spring graduating cohort met the goal of 60% or more performing at Target level. The data also indicate that 3.8% of candidates in 13-14 scored in the unstaisfactory range. In 12-13, those scoring a 1 represented 3.3% of the cohort. A score of one has serious implications for candidates because the capstone TWS must be passed in order to receive credit in the student teaching semester. From a broader perspective, since the TWS is the assessment of the candidates' ability to analyze and impact EC-12 student learning, the number of failures may have implications related to program improvement or analysis of the preparation process.
KPI
Benchmark: Candidate Performance In 2012-2013 On Texas Examination Of Educator Standards
Pass rates on the TExES certification tests comprise one component for state accreditation of the Educator Preparation Programs. Interdisciplinary Studies majors preparing for teaching in elementary or middle school settings acquire much of their required content knowledge while taking degree-specific courses in the Core Curriculum and also in the courses offered within the college. They acquire pedagogical content knowledge and skills in courses offered by the departments of LLSP, Educational Leadership and Counseling, and Curriculum and Instruction. Results for candidates seeking initial certification are thus reported for the unit by the College of Education. Performance by SHSU candidates should meet or exceed the state standard which specifies an overall pass rate of 80%.
Result
SHSU Educator Preparation Program 2012-13 Completers
Overall Pass Rates for the EC-12 Pedagogy and Professional Responsibilities examination indicate that of 491 completers, 478 passed the exam during the academic year, a pass rate of 97.4% On the elementary teacher exam, the EC-6 Generalist, of 258 completers, 238 achieved a passing score, a pass rate of 92.2% The attached data file includes these data and the pass rates for all other exams attempted by SHSU finishers. The overview report for the Educator Preparation Programs demonstrates that the state expectation for a pass rate of 80% for SHSU candidates overall, and for each gender and demographic group was also met. It appears that attention should be directed to improving scores for the certification fields related to the teaching of second language learners, where SHSU scores hover just above the pass rate standard. A statewide examination of the Bilingual Target Language Proficiency Test (BTLPT) is underway, prompted by low scoring statewide.
KPI
Retention Of SHSU Teachers In The Classroom
Each year, the five-year retention rate of SHSU graduates who are teaching in Texas schools is tracked and compared to the following groups: 1) graduates of the largest University systems' Educator Preparation Programs (EPPs), 2) graduates of the private University's EPPs, 3) those teachers produced by for-profit Alternative Certification Programs (ACPs), and 4) teachers produced by non-profit ACPs. Retention in the field is considered a key indicator of quality in teacher preparation. Historically, SHSU teachers have been retained in the classroom at a rate that exceeds each of the other groups, as reported annually by the Center for Research, Evaluation and Advocacy of Teacher Education (CREATE). The five year retention rate reported in fall 2013-2014 should meet or exceed the rate of each of those groups.
Result
5 Year Retention Rate In Classroom
Annually the retention rate is calculated for the graduating cohort of teachers five years after graduation. CREATE, the non-profit Council for Research, Evaluation and Advocacy for Teacher Education, analyzes and reports research data which compares the five year retention rate for each of five distinct types of Educator Preparation Programs: Public Universities, Private Universities, For-Profit Alternative Certification Providers, Non-Profit Alternative Certification Providers, and the State of Texas. The SHSU rate of retention exceeded the rate of each type of provider, meeting the stated goal, with 83.8 % of SHSU teachers who entered the classroom in 2008, still engaged in teaching. The performance of the public University-based programs was similar, with 83.5 remaining after 5 years. For Private Universities, the retention rate was 79.3; for profit ACPs achieved a 74.2 % rate, and non-profit ACPs reported 71.3 % still active in the field. Statewide, 77.4 % of the 2008 cohort remain in teaching after five years.
Action
Monitor 5 Year Retention Rate In Classroom
The five year student retention rate for SHSU's teachers is a leading statistic compared to other institutions. As a college we are proud of this result. We celebrated this finding at our annual opening faculty meeting. Faculty commented that the student-centered philosophy was the reason this statistic was solid. We will continue to monitor this result for continued success and celebrate success as appropriate.
Action
Actions For Second Language Learners
It appears that attention should be directed to improving scores for the certification fields related to the teaching of second language learners, where SHSU scores hover just above the pass rate standard. A statewide examination of the Bilingual Target Language Proficiency Test (BTLPT) is underway, prompted by low scoring statewide. In response to to this the college implemented a training session for instructors to prepare them for teaching students in these areas. In particular the LOTE:Spanish exam results were below standard. The faculty have identified this as a concern and are implementing a professional development series in 2014 and 2015. Two speakers will be brought in to support professors' professional development in teaching these skills. Students will also be involved in the series to supprot their growth. The college and departments focus continues to be on the development of innovative responses to this concern.
Action
TWS
A Committee of faculty was convened to address concerns in the Teacher Work Sample process. It was determined that students were having difficulty submitting the teacher work sample artifacts. As such, a redesigned support event was develoepd and will be offered on Sept. 24, 2014. This event was redesigned to offer more details on how students should compelte the TWS.
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 questioned 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 both baccalaureate and master's degree completers as they finish their work in the programs. In the routine schedule of assessment review and revision, the Assessment Committee revised the Likert scale for the Services and Operations Survey, thus the 2013-2014 scale reflects only three levels of performance, where five levels had been assigned by students completing the Survey in past years. The goals for each indicator on this survey was set during the previous assessment cycle at 80% student rating of quality as “High” or “Very High”. For the 2013-2014 survey results, only those areas that exceed 80% rated “High” should be considered as meeting the goal. Since the rating scale was revised, it is not possible to conclude that ratings that do not exceed 80% are indicative of goal attainment related to student satisfaction with the quality of learning experiences, assessment or experiences with diverse learners, faculty or peers. Goal setting for the upcoming year should reflect the new rating scale.
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.
KPI
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. Target level performance requires 80% of respondents will rate the connection of the program to the elements of the Conceptual Framework as high or very high.
Result
Quality Of Learning Experiences Related To Conceptual Framework
Candidate perceptions of quality related to their learning experiences, as aligned to the Conceptual Framework, are reported in a survey which is completed by finishers at the end of each semester. Undergraduate completers (i.e. student teachers) indicated that 71.4 % assigned the rating of High Quality for their program, with 79.2 %of graduate student completers selecting the top category. This did not meet the goal of 80% rating the program to be of High Quality as related to their experiences related to the elements of the Conceptual Framework. Overall, only 72% assigned this category a rating of "high quality", with 22% reporting that the quality was "acceptable" Since the LIkert scale for this survey was revised prior to administration this year, it is not possible to draw a conclusion about goal attainment for this assessment cycle for this indicator.
KPI
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. No fewer than 80% of respondents should rate the quality of performance assessment as high or very high.
Result
Quality Of Assessment Of Student Performance
Graduate completers reported their satisfaction related to the quality of assessment with 83% at 'High Quality" in Fall 2013, and 83% in Spring 2014, as well. Those rating assessment as "Acceptable" represented 18% in Fall 2013, with no reports of Low quality assessment by that cohort. Since the LIkert scale for this survey was revised prior to administration this year, it is not possible to draw a conclusion about goal attainment for this assessment cycle for this indicator.
KPI
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. Based on previous results, the target level performance on this indicator is 85% % of of respondents will rate the quality of interactions with diverse persons as high or very high.
Result
Services And Ops-Experiences With Diverse Students, Faculty, Peers
Seventy-two percent of student participants in the student satisfaction survey rated Learning Experiences with Diverse Students, Faculty and Peers at the high or very high level.
Since the Likert scale for this survey was revised prior to administration this year, it is not possible to draw a conclusion about goal attainment for this assessment cycle for this indicator. However, the results from one year of the survey have identified a need to target diversity training for faculty in teaching in diverse classrooms.
Action
Diversity Series
In the 2014-2015 semesters, the college will institute a training series to supprot professor's abilities and pedagogocial skills in teaching and engaging diverse classrooms. We hope to see improvements in this satisfaction measure in the following cycle.
Objective
Productivity Of The College
Increase semester credit hour production, at all locations, in undergraduate, graduate and doctoral programs .
KPI
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. Since programs are now offered online and at three distant locations, tracking of SCH production by location, should be calculated in 2013-2014.
Action
HKN Reorganization
In the 2013-2014 academic year, the Department of Health and Kinesiology was reorganizaed into the College of Health Sciences. this may appear to reduce the semester credit hour generation of the college. However, if we review three year trends for departments that remain in the college...