Initial certification candidates' content knowledge is assessed by passing scores on Praxis II exams as well as course content assessments [specifically lesson plans and standards based units of study (SBUS)], and the Candidate Performance Record (CPR) in the professional semester (specifically Kentucky Teacher Standard 1 as measured by teaching observations and a SBUS). Candidates in the undergraduate program must maintain a content area minimum grade point average of 2.5 and candidates in the Master of Arts in Teaching (MAT) program must have a content area minimum grade point average of 2.75 for program entry. Additionally, content knowledge in specialization areas such as special education is assessed by course exams. Advanced candidates' content knowledge specific to their program is evaluated by anchor assessments, course assessments, and field evaluations. Candidates in the EdS in Instructional Leadership and School Administration (EdS) Program must pass the new Kentucky Specialty Test of Instructional and Administrative Practices and the SLLA exam in addition to completing six anchor assessments – all of which measure content knowledge. (See Exhibit 1.3.b.1-3 links below; Exhibit 1.3.b.4; and Exhibit 1.3.d.1, Exhibit 1.3.d.2 for assessment data.)
Initial candidates' content pedagogical knowledge is measured by benchmark assessments, course assessments (particularly in content methods courses) such as lesson plans, the SBUS, and diagnostic case studies and intervention plans (EDUC 335 – Teaching of Reading and EDUC 312 – Methods and Procedures for Children with Learning and Behavior Disorders), field experience evaluations, and the CPR. Advanced program candidates' content pedagogical knowledge is measured by anchor assessments, course assessments such as the mentoring project in EDUG 673, and field experience evaluations in both the Master of Arts in Education (MAED) and EdS programs. (See Exhibit 1.3.d.1 and Exhibit 1.3.d.2 for assessment data, and Exhibits 1.3.h.1-5 for examples of candidate work.)
Initial candidates' pedagogical knowledge is assessed by the Principles of Learning and Teaching Praxis II exam (Exhibit 1.3.b.4), benchmark assessments, course assessments such as the behavior intervention plan in EDUC 309, and in the CPR of the professional semester. Advanced candidates' pedagogical knowledge as it relates to leadership skills is assessed by anchor assessments, course assessments such as the diagnostic case study in LITR 663 and the "Ism" paper and professional development plan in EDUG 644, and field experience evaluations. (See Exhibit 1.3.d.1 and Exhibit 1.3.d.2 for assessment data, and Exhibits 1.3.h.1-5 for examples of candidate work.)
Initial candidates' ability to assess and analyze P-12 student learning is evaluated by required teaching lessons and reflection on those lessons during field placements, the CPR during the professional semester, and the content methods course SBUS and the professional semester SBUS (Exhibit 1.3.g.1). An example of undergraduate candidates' impact is the Doss High School Intervention Program involving secondary education majors working with students who are struggling academically (Exhibit 1.3.g.2). Advanced candidates must document their ability to positively impact the learning of P-12 students on their Professional Growth Plans (PGP). Additionally, anchor assessments (1 and 2 in the MAED; 1, 2, and 6 in the EdS) as well as Capstone Projects require the use of P-12 student and school data for analysis and development of an improvement plan (Exhibit 1.3.g.3.a; Exhibit 1.3.g.3.b). Exhibits 1.3.k.1 and 1.3.k.2 provide examples of candidates' effectiveness in positively impacting P-12 learning in the Jefferson County Public Schools. Kentucky is in the process of finalizing a "Data Dashboard" on all teacher preparation programs and their effectiveness.
Exhibits
1.3.b.1 Title II Reports for 2008-2009
1.3.b.2 Title II Reports for 2009-2010
1.3.b.3 Title II Reports for 2010-2011
1.3.b.4 Praxis II Aggregated Pass Rates (2007-2011)
1.3.d.1 Key Assessment Data Initial Certification Programs
1.3.d.2 Key Assessment Data Advanced Programs
1.3.g.1 Impact of Candidates on P-12 Student Achievement Sampling
1.3.g.2 Doss High School Interventions to Improve Student Achievement
1.3.g.3.a Principal Prep Analysis of P-12 Student Achievement Sample
1.3.g.3.b Thesis on ESL for Master's in Teacher Leadership
1.3.h.1 Undergraduate Candidate Benchmarks
1.3.h.2 MAT Candidate PGP, Collaboration Leadership Project, and Lesson Plan
1.3.h.3.a MAED PGP Examples
1.3.h.3.b MAED Field Experience Evaluation
1.3.h.3.c MAED Ism Project
1.3.h.3.d MAED Diagnostic Reading Anchor
1.3.h.4.a EdS Anchor 4 Example
1.3.h.4.b EdS Field Experience Log of Hours
1.3.h.4.c EdS Field Experience Observation Form
1.3.h.5.a Rank I PD to Improve Student Achievement
1.3.h.5.b Rank I PLC to Raise Student Achievement
1.3.h.5.c Rank I Analysis of Scores
1.3.h.5.d Rank I PD on ReadWriteGold
1.3.k.1 Data on Effectiveness of Graduates in Classrooms and Schools
1.3.k.2. Chart Showing Impact of Program Completers on P-12 Learning by Bellarmine Teachers