CIEP Template 23 - 28 All Career and Technical Reviews/CIEP Template... · Web viewCareer and...

Continuous Improvement in Educator Preparation (CIEP)Program Report Submission Form

Class B or Alternative Class A Career and Technical Education (6-12)Including:

Standards for All Career and Technical Education Teaching Fields (.23)Agriscience Education (.24)

Business and Marketing Education (.25)Family and Consumer Sciences Education (.26)

Technical Education (.28)Institution Name: Date Submitted: Program Report Status: Choose one of the options below.

Initial Review Continuing Review Feedback Only

Essential Purpose for Each Section:I. Background Information: Provide background knowledge of the structure of the program

(checklist; numbers of admissions, completers, and recommendations for certification).II. Key Assessments: Provide an overview of the assessment plan for the program in the chart. Key

Assessments are typically summative assessments of candidates’ proficiencies. Evaluation of Key Assessments is based on the assessment instruments, scoring guides or rubrics, data tables, and data analysis. Review teams use the Rubric for Key Assessments.

III. Alignment of Standards to Curriculum and Key Assessments: Provide an overview of how the program ensures each indicator is adequately addressed in curriculum and Key Assessment(s) so reviewers know where to look to for evidence. Reviewers use the course descriptions and assessment documents, not the chart, to determine each indicator is addressed and whether the standard itself is met.

IV. Summary of Field Experiences: Provide an overview of how the program requires candidates to demonstrate developing proficiencies in field experiences prior to internship. Evaluation of field experiences is based on the chart and assignments or assessments. Copies of assignments or assessments must be submitted. No data are required unless a field experience assessment is also a Key Assessment. Reviewers use the Rubric for Field Experiences Prior to Internship. The evidence should demonstrate field experiences are well-planned, sequential, and meaningful.

V. Presentation of Data and Analysis: For each key assessment, include the coversheet; assessment instrument; rubric or scoring guide; data chart(s); and data analysis.

VI. Discussion of How Data Analysis Across Key Assessments Informs Continuous Improvement: Provide an overview of what the program has learned from analyzing all of the data across Key Assessments and provide evidence of program changes that have been or will be made as a result.

Last revised: 3-5-2018 Page 1

SECTION I Background Information

1. Include proposed checklist.

2. Data on Unconditional Admissions, Program Completers, and Certificates Issued

Academic YearSeptember 1 to August 311

Number of Unconditional Admissions

Number of Program Completers2

Number Recommended for Alabama Certification

Additional Information (Optional): If needed, provide brief information to explain the data. For example: The program was first approved in July 2011. Candidates have been unconditionally admitted but no program completers are expected until May 2014.

1 Minimum of three years of data required. 2 Use the Title II definition for program completers.


SECTION II Key Assessments Assessments #1-#5 are required.

# Key Assessment Title

Name of Key Assessment3

Type of Key Assessment4

When Required by Program5

1 a

1 b

1 c

Praxis II Tests:6

Praxis II Content

Praxis II Reading(if required)

Praxis II Special Education

(if required)

State Certification Tests

2 Content Knowledge7

3 Planning Instruction8

4 Internship

5 Effect on Student Learning9

610

78

3 Identify assessment by title used in the program. 4 Types of assessment include but are not limited to essay, case study, project, comprehensive exam, reflection, state certification test, and portfolio. 5 Assessments might be required at the time of admission to the program, admission to internship, during a required course, or at program completion.6 Praxis II test data must include the percentage of candidates who passed the tests for the last three years. Total scores and appropriate sub-tests must be included. 7 Examples of appropriate content knowledge assessments include comprehensive examinations and portfolio tasks. If grades or GPAs are used, provide information on the criteria for the grades and how they align with standards for the teaching field or area of instructional support. 8 Examples of appropriate assessments for planning instruction include an evaluation of abilities to develop lesson or unit plans, individualized education plans, needs assessments, or intervention plans. 9 Examples of appropriate assessments for effect on student learning include those based on samples of student work, portfolio tasks, case studies, and appropriate follow-up studies. 10 Examples of optional assessments addressing program standards include but are not limited to evaluations of field experiences, case studies, specific portfolio artifacts, complete portfolios, and follow-up studies.


SECTION III Alignment of Standards to Curriculum and Key Assessments Teaching Field: All Career and Technical Education11

For each standard on the chart below, identify the curriculum components and Key Assessments listed in Section II that address the standard and indicators. Each indicator must be supported by at least one Key Assessment that provides solid and direct evidence of candidate mastery of the standard. In most cases, a standard will be addressed by more than one Key Assessment. Cross-references to the standards and indicators should be inserted into the assessments, instruments, scoring guides, and/or data tables.

ALL Career and Technical Education Teaching Fields (CTE)Standard 1 Content Knowledge and Skills

IndicatorsCurriculum Components—

Courses or Other Requirements12

(Include course prefix, number, and name.)

Key Assessment(s)(Identify by key

assessment number[s] in

Section II.)CTE 1.1Candidates have a depth and breadth of knowledge and skills appropriate to the specific teaching field, as further detailed in the rules for each program leading to a Class B Professional Educator Certificate in Career and Technical Education. CTE 1.2Candidates operate a computer and effectively use the Internet and software, including word processing and spreadsheet programs, for instructional and management purposes.

11 Standards have been informed by the Alabama Courses of Study for each teaching field and the national specialty area organizations.12 IHEs must submit course descriptions or course summaries. A link to catalog course descriptions may be submitted if the catalog course descriptions have sufficient detail to show key concepts in the indicators are addressed.


Standard 2 Educating for the Work PlaceCandidates are prepared to develop the talents and skills of students in grades 6-12 in classroom settings that are rigorous, progressive, and certified to industry standards.


Courses or Other Requirements




Section II.)CTE 2.1Candidates develop curricula based on career clusters and pathways. CTE 2.2Candidates adapt curricula to industry needs in local areas.CTE 2.3Candidates work with students to develop skills in preparing job applications and resumes and interviewing. CTE 2.4Candidates incorporate skills in reading and mathematical literacy into the career and technical curricula and in the lessons they teach to students. CTE 2.5Candidates incorporate the teaching of soft skills into instruction, including traits such as reliability, working well with others, and maintaining a positive attitude.CTE 2.6Candidates are able to manage time effectively to provide both direct instruction and hands-on learning. CTE 2.7Candidates develop an appropriate syllabus based on the Alabama Course of Study: Career and Technical Education.

Standard 3 AssessmentCandidates use multiple forms of assessment in making educational decisions and guiding students to make wise decisions in career planning.







Section II.)CTE 3.1Candidates research information about current assessments aligned to industry-recognized standards and leading to credentials/certifications of Career Readiness Indicators (CRIs) appropriate to the particular teaching field, such as Servsafe for family and consumer sciences programs and Microsoft Office for business/marketing programs. CTE 3.2Candidates break complex tasks into component parts when designing performance assessments and rubrics. CTE 3.3Candidates are able to document student learning in folders or portfolios. CTE 3.4Candidates are able to use career planning assessments, such as KUDER, to identify students’ interests and aptitudes and are able to use the results appropriately. CTE 3.5Candidates research and conduct safety assessments, as appropriate to the particular teaching field, to ensure each student has passed the appropriate safety tests for general and particular equipment.


Standard 4 Learning EnvironmentsCandidates create and manage safe learning environments for all students.






Section II.)CTE 4.1Candidates require students to use appropriate personal protective equipment at all times. CTE 4.2Candidates provide appropriate modifications and accommodations, especially those related to safety, to implement individualized educational programs (IEPs) for students with special needs.


Standard 5 Career and Technical Programs Candidates are aware of the unique aspects of career and technical programs, including program review, working effectively with local business and industry, and managing budgets effectively.






Section II.)CTE 5.1Candidates are familiar with the requirements of the Alabama State Department of Education (ALSDE) for Business and Industry Certification (BIC) review. CTE 5.2Candidates demonstrate the skills to develop and maintain an active advisory committee. CTE 5.3Candidates can work with annual budgets for programs and are aware of state and federal funding sources.CTE 5.4Candidates understand federal and state mandates governing instructional programs in career and technical education. CTE 5.5Candidates work with school counselors and career coaches to implement four-year plans and the selection of appropriate academic courses. CTE 5.6Candidates become affiliated with the appropriate career and technical student organizations for their teaching fields, such as Future Farmers of America (FFA) or Future Business Leaders of America (FBLA). CTE 5.7Candidates advise and facilitate the activities of student organizations related to career and technical education.

Standard 6 Professionalism and Ethical Practice







Section II.)CTE 6.1Candidates are aware of the continuing education unit (CEU) requirements for renewing their Alabama Professional Educator Certificates. CTE 6.2Candidates are aware of and adhere to ethical considerations for offering services to the public through classroom activities and career and technical student organizations. CTE 6.3Candidates are aware of state and national professional organizations. CTE 6.4Candidates are aware of and participate in district, state, and national conferences as much as possible.


Agriscience Education (AGS)Standard 1 Content Knowledge and Skills






Section II.)AGS 1.1SoilsAGS 1.1.1Candidates differentiate between soil types and soil profiles.AGS 1.1.2Candidates interpret a soil analysis and make recommendations for soil improvements.AGS 1.2HorticultureAGS 1.2.1Candidates identify, propagate, and select plants for the landscape.AGS 1.2.2Candidates create a landscape plan for a residential area.AGS 1.2.3Candidates manage the growth of plants in a greenhouse environment.


AGS 1.3Agricultural MarketingAGS 1.3.1Candidates interpret supply and demand data for an agricultural product.AGS 1.3.2Candidates design an agribusiness entrepreneurial management plan, including management and marketing strategies.AGS 1.3.3Candidates utilize technology to develop and present an agribusiness entrepreneurial management plan.AGS 1.4Power EquipmentAGS 1.4.1Candidates operate, troubleshoot, and maintain agricultural power equipment.AGS 1.4.2Candidates are aware of how Global Positioning Systems (GPS) and Geographical Information Systems (GIS) are utilized in the agricultural industry.AGS 1.5Environmental ScienceAGS 1.5.1Candidates make decisions regarding woodland areas based on management goals, including wildlife management.AGS 1.5.2Candidates interpret water samples to make fertilization and aeration management decisions.AGS 1.5.3Candidates identify, select, and manage aquatic species.


AGS 1.6Animal & Dairy ScienceAGS 1.6.1Candidates identify breeds of domestic animals, differentiating according to anatomy and physiology. AGS 1.6.2Candidates make basic health and nutrition management decisions for domestic animals.AGS 1.7Agricultural MechanicsAGS 1.7.1Candidates construct a wooden agricultural project according to specifications and codes.AGS 1.7.2Candidates perform metal fabrication processes.AGS 1.7.3Candidates design agricultural structures, including electrical, plumbing, masonry, and framing.

Agriscience Education Standard 2 Learning Environments






Section II.)AGS 2.0Candidates utilize safety devices and procedures with equipment, materials and hazardous substances.


Agriscience EducationStandard 3 Professionalism and Ethical Practice






Section II.)AGS 3.1Candidates practice stewardship as it applies to the environment and natural resources.AGS 3.2Candidates lead students in debating issues regarding animal rights and animal welfare.


Business and Marketing Education (BM)Standard 1 Content Knowledge and Skills. Prior to program completion:






Section II.)BM 1.1Candidates know and apply components of the accounting cycle (e.g., analysis of source documents, procedures for journalizing and posting transactions to ledgers, creating financial statements, performing adjusting and closing entries) as well as uses of computerized accounting packages and other financial software applications.BM 1.2Candidates know and apply principles and procedures for personal and business financial management while completing projects that require decision making skills (e.g. budgeting, saving, personal income tax, investing, retirement planning, and personal banking).BM 1.3Candidates know and apply key marketing principles and concepts including, but not limited to customer service, research, selling, promotion, and distribution in both domestic and international markets.BM 1.4Candidates know and apply cultural differences in language, values, social behavior, and business protocol that affect marketing strategies and concepts, customer service, sales, and promotion.BM 1.5Candidates can describe changes in business and economic trends.BM 1.6Candidates can identify and analyze various management principles and types of business ownership.


BM 1.7Candidates apply formal/informal communications skills and techniques as used in the corporate culture. Examples include: listening skills, nonverbal communication, oral communication skills, business document composition and production, telephone skills and etiquette, electronic communication skills and etiquette, presentation development and delivery, etc.BM 1.8Candidates can interpret the role of leadership, teamwork, and effective communication in the workplace. BM 1.9Candidates develop a business plan that includes factors related to financing, marketing, and legal responsibilities of business owners.BM 1.10Candidates understand and apply knowledge of the purpose, characteristics, and classifications of business, labor, and consumer laws.BM 1.11Candidates can explain consumer rights, services of financial institutions, saving and investing plans, credit laws, types of insurance (personal and commercial), tax forms, and retirement planning.BM 1.12Candidates utilize concepts pertaining to human resource management, interpersonal skills, and career development.BM 1.13Candidates are able to understand ethics in society and identify ethical business practices. Candidates demonstrate the ability to teach entrepreneurial concepts. BM 1.15Candidates know and apply the standard features and operation of typical business, information processing, and productivity software. BM 1.16Candidates demonstrate an understanding of computer-based multimedia tools.BM 1.17Candidates are familiar with current computer platforms and the operating systems commonly used.BM 1.18Candidates understand the principles of computer networks.


BM 1.19Candidates demonstrate functional knowledge of internal computer organization and architecture, and a computer programming language.BM 1.20Candidates demonstrate proper use of typical business, information processing, and productivity software to solve application problems.BM 1.21Candidates understand current computer platforms and operating systems.BM 1.22Candidates can explain the internal computer operation.BM 1.23Candidates understand emerging technologies.BM 1.24Candidates demonstrate the use of technology to access information, solve problems, collect data, manage information, and make decisions.BM 1.25Candidates can evaluate, select, and use various digital devices, software, and related technology to support the instructional and learning process.

Business and Marketing EducationStandard 2: Professionalism and Ethical Practice






Section II.)BM 2.1 Candidates maintain current knowledge in trends about career opportunities in the field of business and technology and adhere to the Alabama Educator Code of Ethics.


Family and Consumer Sciences (FCS)Standard 1 Family Studies and Community Services






Section II.)FCS 1.1Candidates are familiar with family structures, family stages, family functions and factors affecting family relationships.FCS 1.2Candidates evaluate conditions affecting individuals and families with a variety of disadvantaging conditions and services available to address their needs and conditions.FCS 1.3Candidates are aware of how to interpret and transcribe data and communicate with clients using counseling and mental health practices.


Family and Consumer SciencesStandard 2 Human Development Through the Life Span






Section II.)FCS 2.1Candidates interpret theories of human growth and development within the context of individuals throughout the life span.FCS 2.2Candidates understand that variations in growth and development of individuals may require special resources and responses.FCS 2.3Candidates are aware of developmental tasks and processes of individuals throughout the life span.FCS 2.4Candidates contrast the stages of physical, intellectual, social, and cognitive development across the life span. FCS 2.5Candidates analyze conditions that influence human growth and development.FCS 2.6Candidates utilize effective communication patterns and strategies including effective conflict prevention and resolution.


Family and Consumer SciencesStandard 3 Consumer Economics, Resource Management and Consumer Services






Section II.)FCS 3.1Candidates interpret consumer rights and responsibilities in relationship to legal and ethical considerations in the market place and have the skills to advocate for issues related to consumerism.FCS 3.2Candidates are aware of consumer resources provided by private and government agencies in the areas of assistance, information and published materials, services, and products available to individuals, families, and clients.FCS 3.3Candidates provide financial planning information, including a long-term financial plan, to individuals, families, and clients so they are good stewards/consumers of their financial and human resources.FCS 3.4Candidates demonstrate the planning and management processes used in making financial plans and decisions. FCS 3.5Candidates apply management theory related to work simplification, time management and organization of activities in the home and workplace.FCS 3.6Candidates demonstrate skills needed for product development, testing, and presentation.


FCS 3.7Candidates evaluate the effects of technology on individual and family resources.3 FCS.8Candidates analyze resource consumption for conservation and waste management practices that impact consumer behavior.

Family and Consumer SciencesStandard 4 Food Science, Dietetics, and Nutrition






Section II.)FCS 4.1Candidates analyze factors that influence nutritional needs and wellness practices of individuals, families, and clients across the life span.FCS 4.2Candidates compare the functions and sources of nutrients.FCS 4.3Candidates utilize nutritional guidelines such as the Recommend Daily Allowances, Dietary Guidelines for Americans, and USDA Daily Food Guide in planning nutritional foods for individuals, families, and clients.FCS 4.4Candidates evaluate the nutritional needs of individuals and families in relation to health and wellness across the life span.FCS 4.5Candidates utilize food management strategies in preparing meals and food products. FCS 4.6Candidates apply cooking and food science principles in preparing meals and food products and in food preservation. FCS 4.7Candidates demonstrate food safety and


sanitation practices in preparing meals and food products. FCS 4.8Candidates apply risk management procedures to food safety, food testing, and sanitation.FCS 4.9Candidates evaluate nutrition principles, food plans, preparation techniques and specialized dietary plans.4 FCS.10Candidates apply basic concepts of nutrition and nutritional therapy in a variety of settings.FCS 4.11Candidates are familiar with the use of current technology in food product development and marketing.FCS 4.12Candidates are aware of factors that influence an athlete’s health, fitness, and sports performance.FCS 4.13Candidates are aware of event planning from a variety of perspectives including that of planners, hosts, participants, vendors, hotels/facilities, and related hospitality entities.FCS 4.14Candidates demonstrate a variety of creative food styling and presentation techniques.


Family and Consumer SciencesStandard 5 Textiles and Apparel






Section II.)FCS 5.1Candidates demonstrate wardrobe management by planning, selecting, and purchasing clothing and accessories and constructing clothing using the elements of art and design principles; and the care of clothing. FCS 5.2Candidates demonstrate skills needed to produce, alter, or repair fashion, apparel, and textile products.FCS 5.3Candidates demonstrate the use of the art principles and design elements in the merchandising of textiles products and apparel.FCS 5.4Candidates evaluate fiber and textile products, materials and finishes and their effect on performance and appearance.FCS 5.5Candidates demonstrate fashion, apparel, and textile design skills.


Family and Consumer SciencesStandard 6 Housing, Interiors and Furnishings






Section II.)FCS 6.1Candidates determine the functions and types of housing available and design concepts related to available resources and options for individuals, families, and clients. FCS 6.2Candidates evaluate the use of housing and interior furnishings and products in meeting specific design needs of clients.FCS 6.3Candidates demonstrate computer-aided drafting design, blueprint reading, and space planning skills required for the housing, interiors, and furnishings industry.FCS 6.4Candidates analyze influences on architecture and furniture design and development.FCS 6.5Candidates evaluate client’s needs, goals, and resources in creating design plans for housing, interiors and furnishings.FCS 6.6Candidates are aware of the key operations and services provided by a real estate agency.


Family and Consumer SciencesStandard 7 Education, Early Childhood Education and Services






Section II.)FCS 7.1Candidates use developmentally appropriate practices to plan education programs and services for infants, toddlers, and Pre-K aged children.FCS.2Candidates demonstrate the integration of curriculum and instruction to meet learner’s developmental needs and interests at all levels of education. FCS 7.3Candidates demonstrate safe and healthy learning environments for learning.FCS 7.4Candidates plan professional development activities for adults. FCS 7.5Candidates are aware of techniques used in consulting with clients.


Family and Consumer SciencesStandard 8 Food Production Services






Section II.)FCS 8.1Candidates demonstrate food safety and sanitation procedures used in the food industry.FCS 8.2Candidates demonstrate industry standards in selecting, using, and maintaining food production and food service equipment.FCS 8.3Candidates demonstrate menu planning and techniques based on standardized recipes to meet customer needs.FCS 8.4Candidates demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs. FCS 8.5Candidates demonstrate implementation of food service management and leadership functions.


Family and Consumer SciencesStandard 9 Hospitality, Tourism and Recreation






Section II.)FCS 9.1Candidates demonstrate procedures applied to safety, security, and environmental issues related to the hospitality, tourism and recreation industries.FCS 9.2Candidates demonstrate practices and skills involved in lodging occupations.FCS 9.3Candidates demonstrate practices and skills for travel related services.FCS 9.4Candidates demonstrate management of recreation, leisure, and other programs and events.


Family and Consumer SciencesStandard 10 Family and Consumer Sciences Education






Section II.)FCS 10.1Candidates are aware of the historical, social, and economic foundations of family and consumer sciences education.

Family and Consumer SciencesStandard 11 Business Practices






Section II.)FCS 11.1Candidates are familiar with business practices associated with careers in the field of family and consumer sciences. FCS 11.2Candidates demonstrate skills used to produce products and provide services in family and consumer sciences related careers.FCS 11.3Candidates use different types of media including E-Commerce to market products or provide services to consumers and clients.FCS 11.4Candidates apply concepts of quality service to assure customer and client satisfaction.


Technical Education (TE)Standard 1 Content Knowledge and Skills






Section II.)TE 1.0Candidates demonstrate occupational competency in a technical-related setting.Standard 2 Educating for the WorkplaceTE 2.0Candidates construct learning experiences that integrate instruction with work-based learning. Standard 3 Learning EnvironmentsTE 3.1Candidates demonstrate occupational safety and health procedures applicable to the technical area, including attention to workplace hazards, material safety data sheets, and safety codes. TE 3.2Candidates inspect and maintain tools and equipment related to their occupational setting to promote safe use.Standard 4 Career and Technical ProgramsTE 4.0Candidates are familiar with national accrediting bodies appropriate to the technical area, such as the National Automotive Technical Education Foundation (NATF) and the Graphic Arts Education and Research Foundation (GAERF).


SECTION IV Summary of Field Experiences Prior to Internship If appropriate, a separate field experience chart for each program may be submitted.

Complete the chart below to provide summary information about the program’s required field experiences prior to internship. Two or more levels are required. Programs should use their own terms for levels. Identify required courses or other required curriculum components with field experiences at each level. Information in the chart and copies of assessments or assignments should provide evidence the program ensures candidates develop and demonstrate essential knowledge, skills, and dispositions.

Levels(Use

program terms, such as Phase I,

Block 2, or STEP 3.)

Course Minimum number of

hours

Placement Requirements13

Teaching Field

Specific Knowledge,

Skills, Dispositions

To Be Developed [use plain English]

Alignment to Standards for the Teaching

Field or Area of Instructional

Support[ex. 2.4]

Assessments 14

Identify type of required

assessment. Submit copies

of assessments

or assignments.

Semester 1

Semester 2

Semester 3

Are field experiences always completed in the order noted above? If no, provide additional information about other possible sequences of required field experiences.

If the column for Placement Requirements does not indicate specific schools or types of schools, briefly explain how

13 Placement requirements responses might include rural, urban, or suburban; Title I; grade 4-6; School for the Deaf and Blind; magnet school, or general education classroom.14 Assessment instruments which are Key Assessments will be reported elsewhere in this report. It is not necessary to provide data tables, an analysis of data, or discussion of the use of data in continuous improvement for all assessments of field experiences.


the program ensures placements in diverse schools.


SECTION V Presentation of Data and Analysis

1. Use a separate coversheet with each Key assessment. For each Key Assessment, submit the coversheet, rubric or scoring guide, data, and data analysis as one document in SharePoint.

The coversheet is available online at: http://www.alsde.edu/sec/ep/Pages/programreviews-all.aspx?navtext=Program Reviews.

Click on the CIEP Template tab and scroll to the bottom of the page.

2. Refer to the CIEP Rubric for Key Assessments for criteria used by review teams to evaluate each Key Assessment and its rubric or scoring guide, data table(s), and data analysis.

The CIEP Rubric for Key Assessments is available on the same web page listed above. It is located at the top of the page.

SECTION VI Discussion of How Data Analysis Across Key Assessments Informs Continuous Improvement

Include a document, no more than four pages in length, presenting evidence that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made (or planned) in the program as a result. Describe the steps the faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around:

1. Content knowledge

2. Ability to fulfill identified professional responsibilities

3. Ability to promote student achievement


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CIEP Template 23 - 28 All Career and Technical Reviews/CIEP Template... · Web viewCareer and...

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