Program’Content Assessmentof’ Clinical’Practice’ Candidats ... Driven Changes... ·...

Program Content-‐Area Test

Assessment of Professional Teaching

Assessment of Content

Assessment of Candidates' Ability to Plan Instruction or Plan an Appropriate Environment

Clinical Practice Assessment

Candidats' Impact on Students' Learning or on Providing a Supportive Environment for Students' Learning

Assessment of Dispositions

Programs

AGED More and more students are not coming into the program with a skill set in the area of ag mechanics. Current students are required to take 6 to 7 credit hours in this area. Some concerns are with my transfer students that transfer in the beginning mechanics course are not bringing those basic skills in the area of mechanics.

The constructive response assignment is a possible concern, which there was only one low score that truly impacted the overall average score, which was 237. The portfolio has truly helped with their writing skills. There are no true concerns at this time. It was just one student that struggled in this area.

The portfolios are evaluated on a three point scale, which the average portfolio score was 2.89. The students continue to make strides in making direct links to their course assignments and matching them up with the professional education standards. There is a strong emphasis on writing skills and it is apparent in their portfolio scores. There are no true concerns at this time.

The program handbook is an assignment required in their methods course that is a culmination of their degree program. The average score on the handbook is 95 on a 100 point scale. The assignment requires them to design and construct a handbook that includes teaching calendars, instructional unit. summer calendar, two-‐year course rotation, teaching and program philosophy, classroom management plan, and other pertinent info regarding their program. There are

The students continue to excel in the area of student teaching. The average final evaluation formulated by their supervising teachers is 2.875 on a three-‐point scale. There are no true concerns at this time.

The group had an average work sample score of 2.155 on a 3 point scale. Since the work sample is one of the newest forms of assessment used by the institution, I feel very comfortable with their scores. There are no true concerns in this area.

The students continue to make strides in their professional dispositions. There are not true concerns in this area.

Early Childhood

Requiring a content textbook in methods courses. Requiring candidates to complete five content assessments in each of the two methods courses. Increasing the focus on the content aspect of candidates' lesson plans in two methods courses.

Including more case studies and classroom scenarios in methods courses and requiring candidates to create responses similar to those used in the APT.

Social Studies: Requiring a content text, completion of content assessments, and greater focus on content in course assignments. Literacy: Creating documents in two methods courses that delineate the most important concepts and understandings aligned with Illinois elementary ed. content standards and ACEI literacy standards.

Requiring candidates to integrate accommodations in lesson plans rather than listing them at the end of the lesson plan. Candidates are required to identify the specific accommodations that appear in the lesson plan.



No changes are needed at this time.

Elementary

Requiring a content textbook in methods courses. Requiring candidates to complete five content assessments in each of the two methods courses. Increasing the focus on the content aspect of candidates' lesson plans in two methods courses.

Including more case studies and classroom scenarios in methods courses and requiring candidates to create responses similar to those used in the APT.

Social Studies: Requiring a content text, completion of content assessments, and greater focus on content in course assignments. Literacy: Creating documents in two methods courses that delineate the most important concepts and understandings aligned with Illinois elementary ed. content standards and ACEI literacy standards.



Providing samples of pre-‐assessment and formative assessment data in methods classes prior to completing the teacher work sample and asking candidates to identify instructional implications.


English/Language Arts

Once we have identified students, and after identifying their skill level, we have begun a system of remediation that will work not only to improve the skills of those students but will make sure that the student(s) do not move forward until they have mastered those skills. In our first methods course, Composition for Teachers, we now require our students to attend the Writing Center if they receive a grade of C or lower on a paper. TEP also has begun such a program of remediation.

None Candidates can be taught to learn skills for the 21st Century, but oftentimes the reality is that the skills are not being utilized in area schools. We have added this concern to the work our English and Journalism faculty do with our students, and we are providing follow-‐up questions to ensure these new skills are being utilized, taught, and assessed. We are sending out surveys to recent graduates to ensure the accuracy of our changes.

None None Implementation of the WTWS has allowed candidates to see how much and to what degree their students are learning the skills they want them to learn. Mentor teachers also examine the WTWS and are asking candidates about how they calculate such results, so not only our candidates, but teachers in the field are evaluating ways in which they can raise the percentages of what their students are learning. We will continue to utilize the WTWS and backmap it to the rest of our program.

Students are informed of the dispositions in English Education courses, and now held accountable for each of these in the courses before student teaching. This has been a practice in the past, but recently we have implemented a system whereby students are reported to the English Education coordinator who meets with each student if there is a problem with one of the dispositions.

Foreign Language -‐ French

Since no French student took the assessment, there is insufficient data to justify program changes. We are interested in attracting more students to the program, and we are investigating ways to do so.

Since no French student took the assessment, there is insufficient data to justify program changes.






Foreign Language -‐ Spanish

Significant changes have occurred as a result of the department's study of assessments such as the content test. For example, new courses of a practical nature with strong culture and cultural connections have been developed in Spanish. We are also developing a new major with a capstone course and stricter requirements, a greater applied focus, greater focus on the study of culture and cultural phenomena, and even a name change.

This section is the only one on the test that averages below passing, although just barely. It is difficult to draw conclusions based on the low number of student who took the assessment. However, the program's relatively new requirement of a Teacher Work Sample -‐ which assesses, among other things, the candidates' ability to manage the classroom -‐ will force the students, we hope, to pay special attention to the topic.

While the data show that the standard of achievement of the very small number tested is generally high, there is some consistency with the results of the content-‐area test, which points to an area necessitating some improvement. We are confident that the program changes mentioned in Assessment 1 (Content-‐Area Test) will also affect this (cultural) content assessment as well.

The lowest scores on this assessment (taken during a clinical experience) are on candidates' knowledge of learners and use of background knowledge of learners. This reflects the lack of time spent with the students, which is not likely to increase in the future. However, this area is also assessed on the Work Sample, written during the student teaching semester, and the results are much more encouraging, thereby not necessitating major changes at this time.

It is clear from the data collected that those students who complete their teacher education program are very highly regarded by teachers in the field. While the number if students actually completing is quite small, the quality of the WIU graduates seems to be very high as illustrated by the average scores, which wear near perfect in every category assessed.

Although the data reported here are small (3 students), they do indicate a generally acceptable level of performance consistent with other measures reported here. Out of 144 performance indicators, 139 represented acceptable or target performance, thus there is every possibility that the general trend seen here will be replicated in the future, with the majority of scores being in the "Acceptable" or "Target" ranges.

This assessment, known as Disposition Check 3, is completed by a mentor teacher prior to student teaching. No candidate this year was not allowed to student teach based upon their results of this assessment. No program changes are warranted.

Learning Behavior Specialist I (LBSI)

No changes needed. Including more case studies and scenarios in methods courses. Candidates will provide essay responses similar to those included in the APT.

Limited data is collected on candidates' knowledge of the characteristics and needs of each of the seven categories of disabilities. Two courses are being redesigned to focus more specifically on low-‐incidence disability categories separately from high-‐incidence disability categories. New assessments will be instituted.

During the instructional planning course taken prior to completion of the teacher work sample, candidates are now being asked to identify specific characteristics of learners for whom they are planning instruction and discuss the specific instructional strategies that reflect an accommodation of those characteristics. Candidates are now also asked in this course to identify the learning theories reflected by their instruction.


The planning and assessment courses will provide additional in-‐class opportunities to analyze authentic pre-‐assessment and formative assessment data and then using that data to modify instruction.


Math It was determined that the candidates needed more exposure and experience with Euclidian geometry. A new course, Math 211, Euclidean Geometry was developed (and the program was reorganized slightly). The program already has (and will continue to have) Math 411 which is a geometry course which includes Non-‐Euclidean geometry. The process of developing the new course involved department faculty members, department curriculum committees, college committees, and

Subscores on the Assessment of Professional Teaching (APT) were consistently high. No program changes were made based on the APT.

Many candidates were quite weak in their ability to write basic two-‐column Euclidean geometry proofs. Furthermore, they reported that sometimes Math 411 (Geometry) professors had to spend significant amounts of time on Euclidean proofs, not leaving enough time to cover non-‐Euclidean geometry well. It was determined that the candidates needed more exposure and experience with Euclidian geometry. A new course, Math 211, Euclidean Geometry was developed.

In the Math 439 (The Teaching of Secondary School Mathematics) course candidates do a unit planning assignment. An alternative assessment assignment was added to the unit plan in the course. This assignment requires candidates to construct various types of assessments, including alternative assessments, and link the assessments to instructional objectives and learning standards. This assignment was developed by the Math 439 instructors.

We have found that candidates need more understanding of classroom management and discipline strategies. There will be increased discussion and attention to classroom management and discipline in the Math 439 (The Teaching of Secondary School Mathematics) course.

The University Teacher Education Committee and Center for the Preparation of Education Professionals (CPEP) worked to greatly expand the instructions and rubrics for the Western Teacher Work Sample (WTWS). The extensive directions and rubrics were put on the CPEP web site. Mathematics Department faculty met with candidates before and during student teaching to discuss the seven aspects of the Western Teacher Work Sample. The work samples submitted by

None of the subscores on the dispositions assessment were notably low. No program changes were made based on the assessment of dispositions.

Music In looking at student performance in relation to grades, students who do well on State Exams have similar GPA's or course grades related to content. Students who scored well on the music content (270 or higher) exam often have music and education GPAs of 3.9 or higher. Students who scored below 270 had GPAs ranging from 2.79-‐3.5. Discussing raising GPA requirements from 2.5 to 2.75 or 3 for student teaching.

See above. We are additionally stressing the importance of consistent work and improved performance in education courses.

Students often let their piano skills lapse after they complete Piano IV-‐second semester of their sophomore year. Our plan is to meet with the Piano Area and devise a plan of action. Also, we have a new choral music education professor who plans to implement a more functional approach to playing parts in choir in two classes just prior to the exam. Students, who had trouble playing the piano during the review, also had C grades in piano class. Perhaps a grade of "B" should be required.

The School of Music recognizes that mentor teachers are satisfied with candidate planning. However, music faculty visits show a consistent problem with student teacher instructional strategies and goals. Music Education is interested in hiring a highly skilled music professional to oversee music student teaching. While persons outside of music might know good teaching, candidates need to use the strategies from music methods courses and receive support from someone who know the content

While mentor teachers give our students high assessment, we are troubled by the difference between best practice and candidate practices. Again, these thoughts are based on observational data by highly educated music professors, but the data is anecdotal at best. Perhaps we need a more controlled lab experience (lab school) to cultivate current practice in education rather than sending them to schools who use outdated methods of instruction and assessment in music.

None Music Education would like to encourage all content area music education courses to complete Disposition checks in order to have more than 4 different raters and to make the assessment based on performance in methods and techniques classes.

Physical Education

Of particular concern is the finding that 35% of the students scored below the cut-‐off score of 240 on this portion of this test. Since this content is of central focus within all of the majors within the Department, attention to this issue will identifying ways in which this content can be better infused across the PETE curriculum. Discussion began in Fall 2010 and a formal action plan will be finalized in Spring 2011 with initial changes beginning in Fall 2011.

The first time pass rate for the APT is currently around 81% however all teacher candidates were able to pass the APT prior to the start of their scheduled student teaching semester. Members of the PETE faculty will be exploring ways in which to infuse practice and review of the content needed for successful completion of this exam into courses. In addition, students who do not pass this portion will continue to be encouraged to utilize the study guide available from the ICTS website.

Beginning in Fall 2010, work will begin on the development of an action plan which will provide measurement of NASPE Standards 1.1 to 1.5 across the curriculum, thus providing a more consistent set of data that will provide a common and consistent look at student learning in these areas. A more formal plan is needed so that different professors who teach the same course will develop a common set of course objectives and expectations. A formal action plan will be finalized in Spring 2011.

Overall, physical education students demonstrated acceptable knowledge in their ability to plan and implement content, however, the data clearly point to a weakness in the ability to incorporate technology. Starting in 2010-‐11, professors will require TCs to use technology during teaching opportunities within their methods and field experience courses so that technology skills are reinforced, thus increasing accountability for the incorporation of technology into physical education

The data show that the mentor teachers rated the students as effective in their communication skills and pedagogical skills during their professionalism, instructional delivery and classroom management.

Students exhibited poor passing rate with almost all of phases involved with assessment. In 2007-‐08, the measurement and evaluation course was redesigned to focus more on the assessment process. Students within this cohort could not benefit from this change. With upcoming student teachers, we should begin to see a shift in this area of concern.

Appropriate professional teaching dispositions are demonstrated by PETE TCs through their ability to identify professional development opportunities and demonstrate professional behaviors of collaboration, honesty/integrity, respect and the belief that all students can learn. Most students are very active outside the classroom through a variety of professional opportunities that are available on campus and at conferences.

Reading Specialist

No changes needed at this time.

The majority of our candidates took the K-‐12 APT during their initial certification. Thus, this data reflects the performance of a limited number of future reading specialist. We are integrating a greater use of technology in our practicums.

Faculty have increased the expectations for candidates' explanations of the research based for their practice in the foundational courses. Candidates must cite the research base for all lesson plans and recommendations for the instruction they implement in both practicums.

Supplementary texts and DVDs focused on diverse learners are being used more extensively in courses. The focus on academic and conversational language has been strengthened throughout the program.

Guidelines for writing lesson plans for tutoring sessions have been strengthened to facilitate a greater use of a variety of instructional practices and materials.

The use of formative data to inform instruction is being emphasized to a greater extent in two courses candidates complete prior to enrolling in the practicums. Practicum supervisors are conducting individual conferences with candidates who are not using formative data effectively to plan instruction for their tutees.


Science -‐ Biology

Scores are reported for the one 2009/2010 completer. An examination of the past three years' data demonstrates that those who took the exam after completing Biology 481 (which addresses several Earth Science topics) scored at least a 240 on the subsection while those who had not completed that course did not consistently score 240 or above. This will continue to be monitored to ensure the trend is accurate and that all candidates are sufficiently prepared in all areas of their

Scores are reported for the one 2009/2010 completer. An examination of the past three year's data demonstrates that all candidates passed the exam on the first try. Of the 15 completers, all scored 230 or above on all assessment elements. No completer scored less than 240 on more than one element and the element varied by completer. Therefore, no trend is present to demonstrate a program weakness. Scores will continue to be monitored.

With the new assessments put into place during the past three years, the program has better mechanisms for identifying content weaknesses. During the Spring 2009 semester, a process for addressing those weaknesses was piloted and is being enhanced during the 2010/2011 academic year. Those candidates for whom small weaknesses are identified are having components added to the existing portfolio project. More significant weaknesses are being addressed with additional

Based upon data, the Science Methods course was changed to more systematically develop students understanding of the connections between the standards they select for lessons, the objectives they write, the lessons they design, the assessments they develop, and learning theory. These connections are a critical component of teaching and yet are developmentally difficult for many candidates. Among the components changed were the format of the lesson plans and the sequence of topics.

The area that is still of greatest concern is development of formative assessments to monitor student achievement of all standards including process of science standards and science/technology/society standards. These are more difficult standards for most candidates to monitor. More time is now spent in the Science Methods course trying to help students address these issues.

The Western Teacher Work Sample (WTWS) is completed several times through the program. These results have demonstrated a weakness in our candidates' abilities to implement aspects of best practice in science teaching. Therefore, the Secondary Science Methods course was overhauled in Fall 2010 to better emphasize and provide practice using best practice strategies. The WTWS assignment in Biol 481 was also modified to help candidates enhance their ability to implement best

Dispositions continue to be monitored for our candidates. Based upon the past 3 years' data, no consistent concerns have been identified so no programmatic changes are warranted.

Science -‐ Chemistry

No candidates completed the program for this discipline. However, the past 3-‐years' data suggest that we to monitor the Stoichiometry and Chemical Reactions subtest. Candidates throughout the State are performing well below the 240 mark and ours are performing at about the level of the State average. Chemistry candidates will be encouraged to focus on this subarea prior to taking the exam and scores will continue to be monitored to determine if the program course selection is

No students completed the program for this content area during 2009/2010. However, we continue to monitor candidate scores on the APT exam across all three secondary science program areas to determine if weaknesses in the program exist.

With the new assessments put into place during the past three years, the program has better mechanisms for identifying content weaknesses. During the Spring 2009 semester, a process for addressing those weaknesses was piloted and is being enhanced during the 2010/2011 academic year. Small weaknesses are being addressed through adding components to the existing portfolio project. More significant weaknesses are being addressed with additional course work.





Science -‐ Physics

Scores are reported for the one 2009/2010 completer. An examination of the past three years' data demonstrates an inconsistency among candidates regarding the Physics Skills, Motion, Forces, and Waves subtest. Though not all candidates achieved a score of 240 or above, all did score near the State average. Physics candidates will be encouraged to focus on this subarea and scores will continue to be monitored to determine if the program course selection is adequate.

Scores are reported for the one 2009/2010 completer. Since this is the only candidate who chose to complete the K-‐12 APT in the past three years, no comparison data is available. This candidate scored above 240 on all subtests. Therefore, no program modifications are necessary.

With the new assessments put into place during the past three years, the program has better mechanisms for identifying content weaknesses. During the Spring 2009 semester, a process for addressing those weaknesses was piloted and is being enhanced during the 2010/2011 academic year. Small weaknesses are being addressed through adding components to the existing portfolio project. More significant weaknesses are being addressed with additional course work.





Social Science -‐ History

Responding to a pattern of lower average (but still passing) subscores on the world history portion of content test, we piloted a new introductory course on world history in Spring 2010 & began incorporating world history into our new sophomore seminar (Hist 201), required of all candidates as of Fall 2010.

New required sophomore seminar emphasizes enhancing candidates' language arts and essay writing skills. Illinois History course, required for all candidates, has been changed as of Fall 2010 to a seminar format with fewer students per section, which will allow additional attention to development of writing skills. (Lower subscore on Planning Instruction addressed below in #4.)

Candidates' lowest average course grade was in the required Economics course (2.53/4.00 GPA in 2009-‐10). However, this does not reflect a long-‐term pattern. We are aware of the cause of the lower grades and are confident that the problem has since been rectified; the average GPA in the Economics course for the candidates who student-‐taught in Fall 2010 was 3.11/4.00.

Although our candidates perform well, on average, on the lesson planning unit in their Social Studies Teaching Methods course, many of our alumni reported difficulties teaching English Language Learners in their classes. Consequently, WIU implemented a new on-‐line ELL training program in 2009-‐10, now required of all program completers.

Candidates' lowest average subscore (2.59/3.00) on their Student Teaching Final Evaluations in 2009-‐10 was in the "Planning for Instruction" section. Given that they also scored lower on the "Planning and Delivering Instruction" portion of the APT last year, we are working with the Secondary Social Studies Methods instructors in the Curriculum and Instruction Department to determine the most effective ways to better prepare our candidates to excell in this area when they student-‐teach.

While our student-‐teachers have demonstrated the positive impact they have on student learning, our candidates are weaker than we would like in areas of instructional design & analyzing student learning & performance. As a result, EIS 303 & 304 now give candidates more practice in instructional design & analysis of results. In addition, the Social Studies Methods class now includes greater emphasis on instructional design.

Mentor teachers rated our candidates highest on their Dispositions Assessment for respect (3.79 out of 4.0) and honesty/integrity (3.68), with mid-‐range scores on fairness (3.58), collaboration (3.53), responsibility (3.47), and believing all students can learn (3.47). Their lowest averages were in their commitment to learning (3.37) and emotional maturity (3.26), where 3=acceptable and 4=target. No program changes are planned at this time, but we will continue to monitor long-‐term patterns.

Technology Specialist

No individual have graduated from the program and taken the test yet.

None No individual has completed all the courses and done the technology specialist portfolio.

Limited data based on first cycle of assessment. No changes indicated based on current data.

Course with this assessment has not been offered yet.



Visual Arts

Students' test scores for the Category-‐-‐The Role of the Visual Art were lower than expected. Therefore, more readings on this topic will be added for the 411-‐-‐ Art and Institutions, which is a theory-‐based course. In addition, assignments that allow students to critically analyze the role of visual art will also be added.

Students' average test scores for the Category-‐-‐ Constructed Response was lower than expected. This may due to the fact that students had not enough experience working with children. Possible remedy to improve their test score is add some field experience on both observation and teaching at local schools.

Design unit/lesson plans that are age appropriate was stressed in the class; however, some students still had problem to do so. The remedy for this are 1. Stress the importance of Children's Artistic Development Theory repeatedly in the class. 2. Provide more opportunity to let students to teach the lessons of their design. Students will learn if their lessons fit to the age group they teach from their teaching experience.

Since some students had trouble decided what kinds of learning objectives and assessments should be used in their lesson planning, more time will be spent on designing a lesson that is age-‐appropriate. With the reference of State Visual Art Standards, I'll help students to set realistic objectives of their lessons and how these learning objectives should be evaluated.

Few students did not prepare for their clinical teaching experience as they were supposed to be. Remind students that teaching is not only a hard job, but also a responsibility. In addition, more strict class policy on the preparation for teaching field experience will be apply.

Some students had problem interact with younger kids. The remedy for this are 1. Encourage students participate community art events where they have the opportunity to work with younger kids in a non-‐traditional setting. 2. Assign students to teach different grade levels for their teaching field experiences. 3. Help and make sure students have age appropriate and feasible lesson plans. 4. More practice teaching in the class before students' teaching field experience.

Some students used information obtained from the internet for their paper or lesson plans without checking the accuracy of the information. The remedy for this is limit the amount of information they can use from the internet and encourage them to use primary sources for their paper and lesson plan design.

School Counselor

None None For the first time, school counseling practicum students completed the Counselor Preparation Comprehensive Examination (CPCE). This nationally normed assessment measures a student's mastery of the eight core CACREP content areas. The overall average score of 90.14 was above the national average score. Faculty will consider using this assessment as a comprehensive exam whose passage would become a program exit requirement.

None School counseling Interns are required to conduct group counseling. Site supervisors suggested that students needed more preparation. Faculty increased the number of hours of group counseling in Practicum, the pre-‐requisite for Internship. The Practicum requirement was increased from 10 hrs to 15 hrs and Internship group hours were increased from 20 to 30 hrs. The average final score was 4.81 out of 5.0 with competencies in the group counseling area high, but overall,

None Professional dispositions for program applicants are assessed through an interview. A remediation plan is developed to address deficiencies. During the Internship, a student's field supervisor completes an evaluation of their professional dispositions. The average final score on these dispositions was 4.88 out of 5.0. The selection and retention committee made changes in the initial assessment for those dispositions rated lowest and there

School Psychology

Western School Psychology Program's graduate students continue to pass the Illinois Type 73 Certification Exam. All of the students who have taken the exam have passed the three general areas: human development and diversity; prevention, intervention & collaboration to support students; and schools, systems, research and practice. The program feels that we have provided a wide range of opportunities for students to master the knowledge base necessary to function as a School

None WIU's graduate students take a broad range of courses which cover the 11 domains of training endorsed by NASP and ISBE. The lowest domain score was the Research and Program Evaluation Domain (3.59). The faculty believe that students would benefit from a course in research and statistics which better match the role they will take as school psychologists, so a four hour course called Research Methods in an Applied Settings was developed for this semester.

During the second year practicum, students are expected to complete traditional assessment case studies, individual and group counseling, a response to intervention problem solving case study, and a behavioral consultation case study. The end of the semester evaluation shows that all domains were at least High Competence for all students. These results show students are ready to start their year long internship.

WIU's students have supervisors complete an evaluation of 11 domains of training based on performance indicators for standards of training which is a requirement for all school psychology students from an Illinois training program. All domains show mean ratings above 2.9 on a 3 point scale for each domain of training.

One example of WIU school psychology graduate students' impact on student learning is the aggregated data across behavior plans put in place with consultation from WIU student. The plans are rated for meeting, exceeding, or falling below expectations. If you examine the percentage of behavior change programs which met their goal (24%) or exceeded their goal (52%) versus the number who fell below their goal (24%), it shows the vast majority of behavior plans were successful.

Students are assessed each of the four semesters that they are on campus for professional work characteristics. These checklists allow the faculty to provide ongoing feedback to students at the conclusion of each semester about their professional dispositions with a rating of 3 being the expectation. The goal of faculty is to give this feedback in a way that students understand how it impacts professional performance and can improve their professional demeanor. The final rating was 3.49.

Speech Language Pathologist

Again, we are pleased that our average passing scores are higher than the statewide ones. Still, we feel that our students need better preparation for all three subareas notably the comprehension and the speech disorders areas. We are in the process of revising both our UG and grad curriculum to provide better/deeper grounding in the sciences & research.

None As happy as we are about the 100% passing rate of our students, we would like to have the average scores even higher-‐-‐to something like 700 (NB: The national passing rate is about 76% ). We feel that our students could be better at problem solving and more critical thinking. This is why we are continually assessing our curriculum to focus more on these skills.

At this time, we do not deem this to be an area of concern.

Because there are no finer gradations of grades at the graduate level, there is no distinction made between an A minus clinician and an A plus one as both are recorded as having A in clinic practicum. Therefore, we, as clinic supervisors, are working on setting our expectations higher and being clearer in our descriptors of what performance truly deserves an A.



Principal/General Administrative

Subarea scores ranged from 271-‐275. The consistency of scores across the four subareas was attributed to consistency in content, instruction, and assessment. Candidates indicate they feel prepared for the content-‐area test. No changes were warranted based on the data.

None Assessments were reviewed for content rigor and found to be challenging and appropriate for candidates who will become principals. One area of concern that will result in the addition of a course on literacy and numeracy for the revised principal preparation program is aligned to the focus on instructional leadership and in response to observational data indicating many candidates lack knowledge and/or teaching experience in these critical areas.

Scores remain relatively high on assessments designed to measure candidates' abilities to plan instruction/environment, but were reviewed for relevance and current issues in student achievement. The committee for revising the principal preparation program proposed peer scoring of assessments in the future to improve constancy and consistency of program delivery and rigor through peer scoring of performance assessments.

Candidates have teaching positions in a wide variety of districts in which they do their internships making consistent internship responsibilities difficult. Changes proposed for the revised principal preparation program will resolve this issue with specific assessments in addition to creating an electronic portfolio in which artifacts from each of the six standards must be collected.

The percentages of graduates selecting "completely" or "mostly" on the state survey indicate that WIU graduates feel they are aware of the standards and believe they are capable of providing the leadership needed to transform their schools. Data did not reveal any areas of concern and no program changes were deemed necessary. Real time surveys and interviews are being considered to collect better information.

As part of the process of revising the principal preparation program, faculty reviewed screening tools, researched how to integrate instruction on dispositions required for exemplary principal candidates, and how best to help students make personal adjustments to improve their dispositions and ultimately their effectiveness as a building leader.

Superintendent

The ICTS is based on the ELCC, ISLCC, and Illinois Administrator Standards. Illinois accepts candidates with a benchmark score of 240 as having attained basic proficiency in the content knowledge expected to be a successful district leader. Results consistently show the average scores for WIU candidates exceed the Illinois averages in all areas; no program changes were deemed necessary. However, a comprehensive review will take place in 2010-‐2011.

None After reviewing both the assessments and the candidates' scores on these and other content assessments, faculty concluded that WIU candidates are prepared to be district school leaders for standards one, two, three, four, five, and six. A comprehensive review will take place in 2010-‐2011.

Rubrics that are more specifically written can yield better feedback information for the candidate on areas of strengths and weaknesses. Faculty observed that some assessments tend to be more "pass/fail" in nature and it was difficult to distinguish between exemplary and proficient leading to all candidates receiving the same score. As faculty considered these insights, professors are working to refine rubrics for the courses they teach. A comprehensive review will take place in 2010-‐2011.

Candidates do a self-‐assessment on the six standards and standard elements. The goal is to identify areas in which to provide more in-‐depth experiences. Although numerous activities are required, the internship is individualized to meet the developmental needs of interns coupled with the unique opportunities in the districts. Candidate reflections provide strong evidence of meeting the standards regardless of site. A comprehensive review will take place in 2010-‐2011.

The percentages of graduates selecting "completely" or "mostly" on the state survey indicate the WIU graduates' awareness of the standards and their belief they can successfully meet those standards, especially when compared with graduates state-‐wide. No changes were deemed necessary. A comprehensive review will take place in 2010-‐2011.

The consistently high rate of proficiency is attributed to assessment integrity, clear expectations, project relevance, and a reliable screening program. The benefits derived from the annual review includes advisory and colleague review of course objectives, materials, projects, and assessments, enhancing and developing a program of study more closely aligned to the standards and needs of the twenty-‐first century administrator. A comprehensive review will take

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Program’Content Assessmentof’ Clinical’Practice’ Candidats ... Driven Changes... ·...

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