2012-13 Annual Assessment Report CTE initial licensure Davis Nov… · 2014-09-12 · CTE 4350/6350...

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Program Level Assessment Report for 20122013 PROGRAM NAME, DEGREE NAME (e.g. Organizational Leadership, B.S.): Career, Technical & Adult Education, Initial Licensure COLLEGE in which PROGRAM is housed: College of Education & Human Services REPORT PREPARED by: Stephanie Davis, Ph.D. A. ACTIONS TAKEN TO IMPROVE STUDENT LEARNING What actions did you take in 20122013, based on previous assessment findings, to improve student learning in your program? (Refer back to plans indicated in “Response to Assessment Findings ” in 20112012 Assessment Report.) Based on program completer information from 201112, three things needed to occur Share survey results with CTE Instructional Team members Share comment #2 with Grad Studies and the Registrar’s office Discuss (with CTE Instructional Team members) ways to encourage program completers to complete survey All three were acted upon. B. STUDENT LEARNING OUTCOMES ASSESSED AND EXAMINED Which Program Level Student Learning Outcomes did you assess and examine during 20122013? List the Program Level Student Learning Outcomes using the format of “Graduates will be able to _______________________.” (Please note that due to specialized accreditation requirements, accredited programs may be required to assess and report on all program level student learning outcomes every year; accredited programs should report in a manner that will align with their accreditation. Programs not carrying specialized accreditation may assess all of their learning outcomes every year but may choose to report on 23 per year, looking at several years of data.) The following key items were assessed in 201213:

Transcript of 2012-13 Annual Assessment Report CTE initial licensure Davis Nov… · 2014-09-12 · CTE 4350/6350...

 Program  Level  Assessment  Report  for  2012-­‐2013  

 PROGRAM  NAME,  DEGREE  NAME    (e.g.  Organizational  Leadership,  B.S.):  Career,  Technical  &  Adult  Education,  Initial  Licensure    COLLEGE  in  which  PROGRAM  is  housed:  College  of  Education  &  Human  Services    REPORT  PREPARED  by:  Stephanie  Davis,  Ph.D.    

A.  ACTIONS  TAKEN  TO  IMPROVE  STUDENT  LEARNING  What  actions  did  you  take  in  2012-­‐2013,  based  on  previous  assessment  findings,  to  improve  student  learning  in  your  program?    (Refer  back  to  plans  indicated  in  “Response  to  Assessment  Findings  ”  in  2011-­‐2012  Assessment  Report.)    Based  on  program  completer  information  from  2011-­‐12,  three  things  needed  to  occur  

• Share  survey  results  with  CTE  Instructional  Team  members  • Share  comment  #2  with  Grad  Studies  and  the  Registrar’s  office  • Discuss  (with  CTE  Instructional  Team  members)  ways  to  encourage  program  completers  to  complete  survey  

All  three  were  acted  upon.  

B.  STUDENT  LEARNING  OUTCOMES  ASSESSED  AND  EXAMINED    Which  Program  Level  Student  Learning  Outcomes  did  you  assess  and  examine  during  2012-­‐2013?    List  the  Program  Level  Student  Learning  Outcomes  using  the  format  of  “Graduates  will  be  able  to  _______________________.”  (Please  note  that  due  to  specialized  accreditation  requirements,  accredited  programs  may  be  required  to  assess  and  report  on  all  program  level  student  learning  outcomes  every  year;  accredited  programs  should  report  in  a  manner  that  will  align  with  their  accreditation.  Programs  not  carrying  specialized  accreditation  may  assess  all  of  their  learning  outcomes  every  year  but  may  choose  to  report  on  2-­‐3  per  year,  looking  at  several  years  of  data.)        The  following  key  items  were  assessed  in  2012-­‐13:  

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Submitted)17)Sept)2013)sd)

Program Key Assessments for NCATE Use this form to help you plan/keep track of your program’s Key Assessments

Type and Number of Assessment

Course Where the Assessment Is Administered

Name of Assessment Type or Form of Assessment

SPA (and/or Ohio)

Standards to Meet

Notes

Assessment #1 Content Knowledge: Licensure assessment, or other content- based assessment (required)

N/A. See Notes in far right column.

N/A. See Notes in far right column.

Documentation: CTE-36, CTE-37, and ODE licensure application ALT-RE. The CTE Director maintains hard copies in a locked cabinet; the Office of Student Services maintains electronic copies.

N/A. See Notes in far right column.

NOTE: Determining content is the responsibility of the hiring school district per ODE. See Guide for Licensing Candidates in CTE in Ohio, Oct. 2011, pp. 83-84: 13.1$Responsibilities$of$the$Hiring$School$District • Recruit(and(hire(a(qualified(candidate.(If(a(licensed(applicant(is(not(available,(participate(in(the(CTE;36/37(process(for(candidates(following(career;technical(licensure.((

• Provide(a(CTE;36(to(applicants.((Review(the(CTE;36(and(documenting(applicable(industry(credential(material(to(determine(if(the(applicant(meets(the(education,(work(experience,(requirements(of(the(licensure(standard.(

Assessment #2 Content Knowledge: Another assessment of candidate content knowledge of the SPA standards for your program (required)

CTE 4100 Learning Environment

Case studies in Emotional Intelligence with reflection

Case studies template

1.4, 1.7

Assessment #3 Ability to Plan: Assessment that demonstrates candidates’ ability to plan as appropriate to your discipline. (For Initial programs, this is ability to plan instruction and

CTE 4150/6250 Practicum

Lesson Plan with reflective practice

Lesson plan template

1.1, 1.8, 2.7, 4.2, 4.3, 4.4, 5.3

Submitted)17)Sept)2013)sd)

is commonly a Unit Plan.) (required) Assessment #4 Clinical Practice Assessment: Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice. (required)

CTE 4150/6250 Practicum

WSU/CEHS Observation Rubric: Standards for the Teaching Profession and Non-OBS Items in WSU/CEHS Observation Rubric

Observation rubric and Essay template with prompts

1.5, 1.6, 1.8, 2.3, 2.7, 2.9, 3.1, 3.7, 4.2, 4.3, 5.3, 5.4, 5.5, 5.6, 6.3 and 1.2, 6.2, 6.3, 7.1, 7.2, 7.3

Assessment #5 Impact on Student Learning or on Providing a Supportive Environment for Student Learning: (required)

CTE 4200/6200 Curriculum & Assessment

Impact on Student Learning

TK20 electronic document

1.1, 2.3, 4.1, 4.5

Assessment #6 Additional Assessment that Addresses SPA Standards (required)

CTE 4350/6350 Global Engagement

Summative Assessment

Essay

1.1, 1.4, 2.7, 2.8, 3.7, 5.7

Assessment #7: Additional Assessment that addresses SPA standards (optional)

CTE 4450/6450 Essentials of CTE

Promotional Media Piece with reflection)

Video) 1.6, 6.1, 6.4)

3  In  addition,  the  following  standards/indicators  for  CTE  licensure  candidates  are  assessed  throughout  the  CTE  licensure  program  (see  listing  of  courses,  course  terms,  and  assignments  linked  in  the  following  crosswalk:    

 

Color key----- CTE 4000 /6000 CTE 4100/6100 CTE 4150/6150 CTE 4200/6200 CTE 4450/6450 CTE 4350/6350ODE key assessment Pre-Serv Wkshp Lng Environ CTE Practicum Curric & Assmt Essentials of CTE/hybrid Global Engagement/hybridCTE program assessment (6-sem hrs) (3-sem hrs) (3-sem hrs) (3-sem hrs) (3-sem hrs) (3-sem hrs)WSU Writing Intensive (IW) requirement

Lesson Plans with reflection andNon-OBS items (CONTENT)

and OPFE assessment tool/OHStandards for Teaching Profession

IW = 20 pp. total IW = 20 pp. total

Professional dispositions 2 of 2(PROFESSIONALISM)

Promotional Media Piece withreflection (TECHNOLOGY)

Summative Reflection(PEDAGOGY)

1.1 Candidates develop and implementinstructional strategies which accommodatevarious learning styles, intelligences, andexceptionalities.

Learning Styles Inventory withreflection (DIVERSITY)

Lesson Plans with assessments andreflection (CONTENT)

Impact on Student Learning andValue-Added reflection

(DIVERSITY)

Summative Reflection, 7 pp. IW(EMOT INTEL)

1.2 Candidates assess students’ priorknowledge in relation to current lessonsand use that knowledge to design anddeliver instruction.

Non-OBS items in OPFEAssessment Tool 1.2 (PEDAGOGY)

1.3 Candidates seek work-based learningopportunities (e.g., job shadowing,internships, apprenticeships, field trips) thatexpand student learning.

Blog: Career Exploration & Ldrshp,IW (PROFESSIONALISM)

1.4 Candidates design instructionalstrategies which provide experientiallearning. Case Studies in EI with reflection

(EMOT INTEL)Summative Reflection, 7 pp. IW

(PEDAGOGY)

1.5 Candidates use a variety of instructionalstrategies to support the learning needs ofall students and that enable students toreflect on their own learning goals.

OPFE assessment tool/OHStandards for Teaching Profession

4.5 (PEDAGOGY)

Blog: Diversity, Equity,Sustainability, IW (DIVERSITY)

1.6 Candidates create functional learningcommunities in which students assumeresponsibility for themselves and oneanother, participate in decision-making,work collaboratively and independently, andengage in purposeful learning activities.

OPFE assessment tool/OHStandards for Teaching Profession

4.6 (PEDAGOGY)

Project-based blog/presentation:Promotional Media Piece, IW

(TECHNOLOGY)

Crosswalk: CTE Licensure Standards, Courses, Key & Program Assessments (& CEHS Concep Framework)Rev. 11-10-14; 12-3-21; 12-10-8 sd,tjm,kr; 13-7-3 sd,kr; 13-7-20 sd,kr; 13-12-1 sd, kr

Impact on St Lng with Value-Added reflection (DIVERSITY)

Case Studies in EI with reflection(EMOT INTEL)

Professional Dispositions 1 of 2(PROFESSIONALISM)

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1.7 Candidates stimulate studentunderstanding of local, state, & federal lawsregarding safety concerns; enabling them torecognize hazards in the workplace, whileproviding a positive school learningenvironment which serves as a safetymodel.

Case Studies in EI with reflection(EMOT INTEL)

Safety Inspection with ActionPlan and reflection (CONTENT)

1.8 Candidates provide instruction thatreinforces academic content standards, anddesign lesson plans based on the approvedcourse of study.

Lesson Plans with assessments andreflection (CONTENT) andOPFE assessment tool/OH

Standards for Teaching Profession2.3 (PEDAGOGY)

2.1 Candidates demonstrate appreciation forall aspects of diversity.

Blog: Diversity, Equity,Sustainability, IW (DIVERSITY)

2.1.1 Candidates support interactions thatare developmentally and culturallyappropriate. Blog: Diversity, Equity,

Sustainability, IW (DIVERSITY)

2.1.2 Candidates promote elimination ofharassment, including discussions of biasand stereotyping in school classrooms/labsand the workplace.

Blog: Partnering with WorkforceCommunities, IW (DIVERSITY)and Essay, 5 pp: Partnering with

Workforce Communities, IW(DIVERSITY)

2.1.3 Candidates utilize connections andbuild upon the student’s individualexperiences, prior learning, talents, culture,and family and community values, as a wayof improving performance.

Learning Styles Inventory withreflection (DIVERSITY)

2.2 Candidates define legislative andinstitutional responsibilities when preparingstudents for work and/or continuingeducation.

Blog: Laws & Regulations in CTE,IW (PROFESSIONALISM)

2.3 Candidates recognize characteristics ofstudents with disabilities and at-riskstudents in order to assist in identification,instruction, and intervention.

OPFE assessment tool/OHStandards for Teaching Profession

1.5 (PEDAGOGY)

Impact on Student Learning andValue-Added reflection

(DIVERSITY)

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2.4 Candidates develop instructionalstrategies that address communicationskills in preparation for high-skill, high-wage, and high-demand occupations.

Blog: Diversity, Equity,Sustainability, IW (DIVERSITY)

2.5 Candidates demonstrate commitment tobuilding technological skills necessary foran evolving workplace in a global society. Blog: Influence of Technology in

Education and the Workplace, IW(TECHNOLOGY)

2.6 Candidates learn to function in a team;applying knowledge from other disciplines.

First Days of School grppresentation

(PEDAGOGY)

2.7 Candidates enhance learning by using avariety of materials and resources.

Trifold Project (CONTENT)Theorist/Theory presentation

(PEDAGOGY)

Lesson Plans with assessments andreflection (CONTENT) andOPFE assessment tool/OH

Standards for Teaching Profession4.7 (PEDAGOGY)

Summative Reflection, 7 pp. IW(TECHNOLOGY)

2.8 Candidates use authentic, contextualinstructional approaches such as problem-based learning, project-based learning, andservice learning that contribute significantlyto students reaching specified learninggoals.

Curriculum Project: Program ofStudy, Course of Study, Curric

Map with reflection (CONTENT)

Summative Reflection, 7 pp. IW(CONTENT)

2.9 Candidates integrate CTSO programsand activities to extend student learning.

OPFE assessment tool/OHStandards for Teaching Profession

2.5 (PEDAGOGY)

3.1 Candidates demonstrate proficiency inlistening skills, written and verbalcommunication skills. OPFE assessment tool/OH

Standards for Teaching Profession6.1 (PEDAGOGY)

3.2 Candidates collaborate with local job-sites and agencies to ensure studentsuccess.

Blog: Partnering with WorkforceCommunities, IW (DIVERSITY)and Essay, 5 pp: Partnering with

Workforce Communities, IW(DIVERSITY)

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3.3 Candidates maintain effectivecommunication with school and communitypartners for support of the program. Non-OBS items in OPFE

Assessment Tool 6.2 (PEDAGOGY)Blog: Career Exploration & Ldrshp,

IW (PROFESSIONALISM)

Blog: Connecting with post-secondary institutions, IW

(PEDAGOGY)

3.4 Candidates recognize schools asinstitutions within the larger communitycontext and can distinguish the operationsof the relevant aspects of the system.

Blog: Connecting with post-secondary institutions, IW

(PEDAGOGY)

3.5 Candidates define the factors in thestudents’ environment outside of school(e.g., family circumstances, health,economic conditions) which impact thestudents’ learning.

Blog: Partnering with WorkforceCommunities, IW (DIVERSITY)and Essay, 5 pp: Partnering with

Workforce Communities, IW(DIVERSITY)

3.6 Candidates uphold the laws related tostudent rights, and teacher responsibilities(e.g., equal education, IDEA, disciplinecodes, child-abuse reporting, andconfidentiality).

Blog: Laws & Regulations in CTE,IW (PROFESSIONALISM)

3.7 Candidates practice classroommanagement techniques, maximize time ontask, and treat all students fairly andestablish an environment that is respectful,supportive, caring and safe.

OPFE assessment tool/OHStandards for Teaching Profession

5.2 (PEDAGOGY)

Summative Reflection, 7 pp. IW(DIVERSITY)

4.1 Candidates accurately define thecharacteristics, uses, advantages, andlimitations of different types of studentassessments, including but not limited tostate value-added dimension reports anddata.

Impact on Student Learning andValue-Added reflection

(DIVERSITY)

4.2 Candidates select, construct, and utilizeassessment strategies and instrumentsappropriate to the learning outcomes beingevaluated.

Lesson Plans with assessments andreflection (CONTENT) andOPFE assessment tool/OH

Standards for Teaching Profession3.1 (PEDAGOGY)

4.3 Candidates utilize a variety of formativeand summative assessment techniques aspart of the instructional process appropriateto the learning outcomes being evaluated.

Lesson Plans with assessments andreflection (CONTENT) andOPFE assessment tool/OH

Standards for Teaching Profession3.2 (PEDAGOGY)

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4.4 Candidates reflect on their teachingpractices; modify and adjust instruction asneeded and consult with others forcontinuous improvement.

Lesson Plans with assessments andreflection (CONTENT)

4.5 Candidates analyze and communicatethe results of data related to studentprogress to students, parents, guardians,and colleagues.

Non-OBS items in OPFEAssessment Tool 6.2 and 6.3

(PEDAGOGY)

5.1 Candidates define major areas ofresearch on teaching and of resourcesavailable for professional learning (e.g.,literature, associations, colleagues,professional development activities).

First Days of School grppresentation (PEDAGOGY)

Theorist/Theory presentation(PEDAGOGY)

5.2 Candidates embrace the value of anAdvisory Council as a means of networking,exploring job experiences, and stayingcurrent on program trends.

Blog: Career Exploration & Ldrshp,IW (PROFESSIONALISM)

Blog: Partnering with WorkforceCommunities, IW (DIVERSITY)and Essay, 5 pp: Partnering with

Workforce Communities, IW(DIVERSITY)

5.3 Candidates demonstrate skills inreflection, assessment, and learning as anongoing process.

Lesson Plans with assessments andreflection (CONTENT) andOPFE assessment tool/OH

Standards for Teaching Profession7.2 and 7.3 (PEDAGOGY)

5.4 Candidates identify professionalcolleagues within the school and in otherarenas to support reflection and problemsolving as a means of improvingmethodology.

OPFE assessment tool/OHStandards for Teaching Profession

6.3 (PEDAGOGY)

5.5 Candidates seek opportunities topositively impact teaching quality, schoolimprovements and student achievement.

OPFE assessment tool/OH

Standards for Teaching Profession7.3 (PEDAGOGY)

5.6 Candidates know and follow emergencyprocedures, maintain safety equipment, andensure safety procedures appropriate forthe activities and abilities of students.

Safety Inspection with ActionPlan and reflection (CONTENT)

OPFE assessment tool/OHStandards for Teaching Profession

5.2 (PEDAGOGY)

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 Finally,  the  following  standards/indicators  that  align  with  the  Ohio  Standards  for  the  Teaching  Profession  are  assessed  during  CTE  4150/6150  Practicum:  

5.7 Candidates recognize the need forcontinuous professional growth after initiallicensure through membership inprofessional organizations, developing aIndividual Professional Development Plan(IPDP), and engaging in other educationalopportunities.

Summative Reflection, 7 pp. IW(PROFESSIONALISM)

6.1 Candidates prepare an appropriateprogram design, and develop andimplement marketing strategies thatpromote their program.

Curriculum Project: Program ofStudy, Course of Study, Curric

Map with reflection (CONTENT)

Project-based blog/presentation:Promotional Media Piece, IW

(TECHNOLOGY)

6.2 Candidates demonstrate the use ofinnovative ideas when updating, revising,and modifying their program. Curriculum Project: Program of

Study, Course of Study, CurricMap with reflection (CONTENT)

6.3 Candidates incorporate technology inplanning units and in delivery of instruction.

First Days of School grppresentation (PEDAGOGY)

Theorist/Theory presentation(PEDAGOGY)

OPFE assessment tool/OHStandards for Teaching Profession

4.7 (PEDAGOGY)

Blog: Influence of Technology inEducation and the Workplace, IW

(TECHNOLOGY)

6.4 Candidates participate in programevaluation; assess and utilize data as part ofthe process. Project-based blog/presentation:

Promotional Media Piece, IW(TECHNOLOGY)

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Ohio Standards for the Teaching Profession Revised May 2013; rev Sept. 2013 to align with CTE 1

CTE Licensure Candidate: _________________________________________ School: _________________________________ Date of OBS: _________________

CTE Program Area: ___________________________ Grade level(s): _____ No. of students: ______/IEP_____ Supervisor: Dr. S. Davis, CTE Program Director

! OBS 1 Lesson Assessment with Practicum Progress. Documents formal observation of a lesson presented by teacher candidate; completed by University Supervisor. ! OBS 2 Practicum Mid-term. Documents candidate’s strengths & weaknesses at mid-point of Practicum. Submitted by Supervisor after (indiv. or group) discussion. ! OBS 3 Practicum Final Assessment. Documents teacher candidate’s strengths & weaknesses overall at the end of Practicum. Submitted by Supervisor after (indiv. or group) discussion.

WSU/CEHS Observation Rubric

Meets or Exceeds Expectations

(Prepared to advance.)

Additional Development Needed

(Progressing towards expectations)

Substantial Development Needed

(Attempted but significant improvement needed.)

Unacceptable

(Failed to demonstrate)

Not

Observed

Standard 1 - Students: Understand student learning and development, and respect the diversity of the students.

1.1 Displays knowledge of the developmental characteristics of the learners.

1.2 Uses information about students’ prior learning and skills to plan and deliver appropriate instruction. Address this item in non-OBS essay.

1.3 Models and communicates a belief that all students can learn to their fullest potential.

1.4 Models respect for students’ diverse cultures, language, skills and experiences.

1.5 Recognizes characteristics of gifted students, students with disabilities, and at-risk students in order to enhance student learning.

Additional comments (Standard 1):

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Ohio Standards for the Teaching Profession Revised May 2013; rev Sept. 2013 to align with CTE 2

WSU/CEHS Observation Rubric

Meets or Exceeds Expectations

(Prepared to advance.)

Additional Development Needed

(Progressing towards expectations)

Substantial Development Needed

(Attempted but significant improvement needed.)

Unacceptable

(Failed to demonstrate)

Not

Observed

Standard 2: Content: Teachers know and understand the content area for which they have instructional responsibility.

2.1 Uses knowledge and understanding of content-area concepts, assumptions and skills in planning and instruction.

2.2 Selects content-specific instructional strategies to effectively teach central concepts and skills.

2.3 Aligns instructions with school and district curriculum priorities and the state academic content standards.

2.4 Makes relevant content connections with other content area(s).

2.5 Facilitates learning experiences that connect to real-life situations and/or careers.

Additional comments (Standard 2):

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Ohio Standards for the Teaching Profession Revised May 2013; rev Sept. 2013 to align with CTE 3

WSU/CEHS Observation Rubric

Meets or Exceeds Expectations

(Prepared to advance.)

Additional Development Needed

(Progressing towards expectations)

Substantial Development Needed

(Attempted but significant improvement needed.)

Unacceptable

(Failed to demonstrate)

Not

Observed

Standard 3: Assessment: Teachers understand and use varied assessment to inform instruction evaluate and ensure student learning.

3.1 Develops assessments that align with the learning outcomes and knows how to use the data generated.

3.2 Implements a variety of formative and summative assessments.

3.3 Collects and interprets data to monitor student progress in order to differentiate and modify instruction.

3.4 Provides substantive, specific and timely feedback of student progress while maintaining confidentiality.

3.5 Provides students with opportunities to self-assess, reflect, and/or set individual goals.

Additional comments (Standard 3):

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Ohio Standards for the Teaching Profession Revised May 2013; rev Sept. 2013 to align with CTE 4

WSU/CEHS Observation Rubric

Meets or Exceeds Expectations

(Prepared to advance.)

Additional Development Needed

(Progressing towards expectations)

Substantial Development Needed

(Attempted but significant improvement needed.)

Unacceptable

(Failed to demonstrate)

Not

Observed

Standard 4: Instruction: Teachers plan and deliver effective instruction that advances the learning of each individual student. 4.1 Selects and implements learning experiences with clearly defined goals that align with school and district curriculum priorities and state academic content standards.

4.2 Adjusts instruction based on student learning needs to close the achievement gap.

4.3 Communicates clear learning goals and explicitly links learning activities to those defined goals.

4.4 Implements instructional activities that are sequenced to help students acquire concepts and skills of the content area.

4.5 Differentiates instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.

4.6 Implements activities that are designed to help students develop as independent learners and critical thinkers.

4.7 Uses resources effectively, including technology, to enhance student learning.

Additional comments (Standard 4):

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Ohio Standards for the Teaching Profession Revised May 2013; rev Sept. 2013 to align with CTE 5

WSU/CEHS

Observation Rubric Meets or Exceeds

Expectations (Prepared to advance.)

Additional Development Needed

(Progressing towards expectations)

Substantial Development Needed

(Attempted but significant improvement needed.)

Unacceptable

(Failed to demonstrate)

Not

Observed

Standard 5: Learning Environment: Teachers create learning environments that promote achievement for all students.

5.1 Treats all students fairly and establishes an environment that is respectful, supportive and caring.

5.2 Uses a variety of effective classroom management techniques to create or maintain an environment that is physically and emotionally safe.

5.3 Motivates students to work productively and to assume responsibility for their own learning.

5.4 Sets clear expectations for flexible learning situations, such as independent, small group and/or whole class instruction.

5.5 Uses class time efficiently (ex. begins class promptly, has materials prepared, transitions smoothly between activities) maintaining an environment that is conducive to learning for all students.

Additional comments (Standard 5):

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Ohio Standards for the Teaching Profession Revised May 2013; rev Sept. 2013 to align with CTE 6

WSU/CEHS

Observation Rubric Meets or Exceeds

Expectations (Prepared to advance.)

Additional Development Needed

(Progressing towards expectations)

Substantial Development Needed

(Attempted but significant improvement needed.)

Unacceptable

(Failed to demonstrate)

Not

Observed

Standard 6: Collaboration and Communication: Teachers collaborate and communicate with other educators, administrators and parents.

6.1 Communicates clearly and effectively.

6.2 Uses a variety of strategies to communicate with parents and caregivers about student learning while maintaining confidentiality and supporting student well-being. Address this item in non-OBS essay.

6.3 Collaborates effectively with other teachers, administrators, and/or school and district staff. Address this item in non-OBS essay.

Additional comments (Standard 6):

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 NOTE:  Six  grayed  areas  in  the  above  template  have  been  determined  “Non-­‐observable  items”  so  candidates  are  asked  to  address  these  indicators  in  a  document  with  prompts  to  each  indicator;  the  assignment  is  uploaded  to  TK20  as  documentation  that  candidates  have  met  those  indicators.    C.  METHODS  FOR  COLLECTING  DATA  Which  students  were  included  in  the  assessment?  (For  example,  all  seniors  completing  Course  X  in  Spring  2013,  all  graduating  seniors,  etc.)        All  CTE  licensure  candidates  must  complete  a  key  assessment  for  each  licensure  course  following  the  summer  pre-­‐service  workshop.    NOTE  regarding  summative  assessment:  No  summative  assessment  (i.e.  Summative  Reflection)  was  completed  in  2012-­‐13  due  to  lack  of  a  completer  cohort  in  Spring  2013  as  a  result  of  the  shift  from  quarters-­‐to-­‐semesters;  that  cohort  will  complete  the  capstone  course  (CTE  4350/6350  Global  Engagement)  and  summative  assessment  in  Fall  2013.    D.    ASSESSMENT  MEASURES    

• What  key  assessments/assignments/student  work  did  you  examine  to  directly  assess  the  Program  Level  Student  Learning  Outcomes  listed  above?        

• What,  if  any,  indirect  assessments  (e.g.  exit  survey,  alumni  survey,  focus  groups,  etc.)  did  you  use  to  indirectly  assess  the  Program  Level  Student  Learning  Outcomes  listed  above?    

The  following  key  assessments  were  assessed  in  2012-­‐13:  

See  crosswalk  at  the  end  of  section  B.  

Ohio Standards for the Teaching Profession Revised May 2013; rev Sept. 2013 to align with CTE 7

WSU/CEHS Observation Rubric

Meets or Exceeds Expectations

(Prepared to advance.)

Additional Development Needed

(Progressing towards expectations)

Substantial Development Needed

(Attempted but significant improvement needed.)

Unacceptable

(Failed to demonstrate)

Not

Observed

Standard 7: Professional responsibility and growth: Teachers assume responsibility for professional growth, performance, and involvement as an individual and a member of a learning community. 7.1 Understands, upholds, and follows professional ethics, policies, and legal codes of professional conduct. Address this item in non-OBS essay.

7.2 Uses professional literature, dialogue, training, and/or other resources to support his/her professional development. Address this item in non-OBS essay.

7.3 Participates in school and/or district meetings and activities. Address this item in non-OBS essay.

Overall additional comments:

16 In  addition,  CEHSs’  Office  of  Student  Services  sends  out  a  completer  survey  to  graduates  however  in  2012-­‐13,  CTE  did  not  have  completers  due  to  the  change  from  quarters-­‐to-­‐semesters.    E.    SIGNIFICANT  FINDINGS  What  did  you  find  from  your  assessments?    What  did  your  data  reveal  about  how  well  students  are  achieving  the  Program  Level  Student  Learning  Outcomes  that  you  listed  above?          Data  from  assessments  revealed  the  following:    “Practicum”  CTE  candidates  ___  compared  to  the  overall  responses  for  CEHS:  • Were  comparable  to  the  norm  when  it  comes  to  selecting  and  using  a  variety  of  assessments  (based  on  review  of  

Practicum  ratings  using  the  OPFE  template  and  uploaded  to  TK20).  • Scored  higher  than  the  norm  when  it  comes  to  content  knowledge  probably  because  CTE  candidates  have  worked  in  

their  content  fields  and  are  able  instruction  with  content  and  practice—what  the  workforce  requires  students  to  know  and  be  able  to  do.  

 “Professional  Dispositions”  CTE  candidates  ___  compared  to  the  overall  responses  for  CEHS:  • Were  comparable  to  the  norm  when  it  comes  to  disposition  #2  reliability/responsibility  and  #5  self-­‐awareness  and  

knowledge  of  limits  (based  on  review  of  Prof.  Dispositions  ratings  in  TK20  and  documentation  of  concern  conferences).  These  are  areas  are  challenging  due  to  the  need  for  business/industry  candidates  learning  to  juggle  full  time  teaching  with  professional  development  and  licensure  requirements  with  family  and  community  life.  

• Scored  higher  than  the  norm  in  disposition  #1  honesty/integrity,  #3  respect  for  others,  #4  self  improvement/PD,  #6  communication/collaboration,  and  #7  student  advocacy.  Again,  this  is  probably  due  to  candidates’  10+  years  working  in  business/industry  so  they  bring  that  knowledge  and  work  world  experience  of  professional  behavior  to  WSU.  (see  data  chart  on  next  page)  

 “Impact  on  Student  Learning”  CTE  candidates  ___  compared  to  the  overall  responses  for  CEHS:  • The  CTE  program  does  not  show  up  on  the  chart.  Reason:  This  assignment  was  moved  to  Spring  term,  and  since  the  

2012  cohort  was  not  used  to  the  semester  transition  (and  I  was  still  trying  to  juggle  assignments  to  determine  due  dates  in  the  new  term,  candidates  completed  this  assignment  in  Spring  2013  and  uploaded  it  to  TK20  however  I  have  not  assessed  it  yet.  They  will  have  to  do  this  when  we  convene  in  Spring  2014.  

• In  any  case,  based  on  review  of  Impact  data  and  reflection  info  (using  info  uploaded  to  TK20),  CTE  candidates  were  comparable  to  data  in  the  chart  below.    

For  the  “Portfolio  report”  CTE  candidates  ___  compared  to  the  overall  responses  for  CEHS:  • All  candidates  passed  the  midpoint  portfolio  stage  as  well  as  the  final  portfolio  stage.    F.    DISCUSSION  OF  RESULTS    How  were  results  shared?    With  whom  were  they  discussed?          Results  were  discussed  with  CTE  instructional  team  members  that  assisted  with  the  2012  summer  workshop  in  July-­‐August  2012  and  worked  with  the  2012  cohort.  Highlights  were  shared  via  PowerPoint  presentation  to  a  group  of  50  CTE  Administrators,  Counselors,  Human  Resource  Managers,  and  WSU  faculty  that  attended  a  Spring  2013  informational  session  and  are  affiliated  with  assisting  CTE  licensure  candidates.  

G.  ACTIONS  PLANNED  TO  IMPROVE  STUDENT  LEARNING    Based  on  what  you  learned  from  your  assessment  of  the  Program  Level  Student  Learning  Outcomes,  what  actions  do  the  faculty  in  your  program  plan  to  take  to  improve  student  learning  in  your  program/area?    Describe  the  steps  faculty  have  taken/will  take  to  use  information  from  the  assessments  for  improvement  of  student  performance  and  the  program.    List  additional  faculty  meetings  or  discussions  and  planned  or  actual  changes  to  curriculum,  teaching  methods,  approaches,  or  services  that  are  in  response  to  the  assessment  findings.    Steps  CTE  faculty  have  taken/will  take  to  use  information  from  the  assessments  for  improvement  of  student  performance  and  the  program:  • The  CTE  instructional  team  will  continue  to  discuss  and  refine  the  following:  

17 n Move  CTE  portfolio  requirements  toward  project-­‐based  instead  of  chunking  indicators  and  aligning  with  

assignments.  Projects  should  be  useful  and  applicable  to  candidates.  n Review  indicators  and  reduce  duplication  otherwise  key  assessment  rubrics  will  need  to  include  more  indicators  vs.  

eliciting  quality  responses  to  assessments.  n Refine  how  lesson  planning  and  assessments  are  taught  in  the  summer  wkshp.,  and  have  newer  CTE  licensure  

candidates  teach  this  part.  During  the  2013  summer  wkshp.,  first  and  second  yr.  candidates  did  a  better  job  teaching  lesson  planning  than  a  long-­‐time  adjunct.  And,  Dr.  Davis  had  to  refine  instruction  by  a  long-­‐time  adjunct  by  correcting  instruction  for  differentiated  assessments  since  content  was  not  being  conveyed  accurately  and  candidates  expressed  confusion.  

• Katie  Rychener,  adjunct,  is  undergoing  12-­‐sem.  hrs.  in  2013-­‐14  in  instructional  delivery  online  or  IDOL.  The  CTE  instructional  team  is  interested  to  see  if  this  certification  will  help  enhance  online  delivery  of  content.  

 Additional  faculty  meetings  planned  • CTE  instructional  team  meets  once  every  two  months  to  discuss  good  news,  candidate  updates,  changes  in  policy  or  

procedure,  and  to  continue  revising  curricula  and  assessments  so  program  content  better  aligns  with  the  many  ODE  requirements  such  as  the  Resident  Educator  program,  Ohio  Teacher  Evaluation  System,  and  edTPA.  

• Teacher  Network  group  meets  with  ODE  CTE  leadership  four  times  during  the  academic  year.  Our  next  meeting  is  scheduled  for  the  month  of  January  2014  pending  notification  from  ODE.  

• CTE  Administrators  are  offered  training  in  the  CTE  Licensure  Guide  and  ODE  forms  once  per  term.  The  next  training  session  is  Friday,  Nov.  22,  2013.  

• Spring  2014  informational  session  (projected  to  occur  May  8,  2014  pending  Nutter  Ctr.  confirmation)  will  be  held  so  data/findings  may  be  shared  and  discussed.  

 Changes  to  curriculum,  teaching  methods,  approaches,  or  services  that  are  in  response  to  the  assessment  findings:  • Professional  dispositions  rating  (1  of  3)—a  former  key  assessment—will  replace  the  Theorist/theory  key  assessment.  • Lesson  Plans  and  reflective  practice—a  former  key  assessment—will  replace  the  OPFE  observation  template  for  student  

teaching/practicum.  • Katie  Rychener,  CTE  adjunct,  will  be  trained  in  IDOL—Instructional  Design  Online,  and  beginning  2014-­‐15  she  will  be  

hired  to  teach  two  hybrid  CTE  courses.  • CTE  instructional  team  is  exploring  the  possibility  of  CTE  candidates  talking  two  required  IW  undergrad  courses  from  any  

CEHS  program  and  deleting  IW  from  licensure  since  this  is  a  university  requirement  (not  ODE  licensure  requirement)  • CTE  instructional  team  will  continue  to  refine  the  crosswalk  of  standards/indicators,  courses,  and  assessments  to  assure  

each  indicator  is  being  measured,  and  move  toward  a  more  project-­‐based  authentic  approach  to  meeting  indicators.    H.    SUPPORTING  DOCUMENTS  (recommended)  Please  attach  minutes  of  program  faculty  meeting  where  discussion  of  results  and  action  planning  occurred  and  any  other  relevant  documents.    

Meeting Notes Career & Technical Education, College of Education, Wright State University Date

July 3, 2012 T

Start/Stop time

7:30 am-5:30 p.m.

Meeting location

494 Allyn

Attendees S. Davis, Katie Rychener TOPIC Continue contacting guest presenters; follow up to see if need to replace

DISCUSSION Deon Gephart and Mark Lester RSVPed. TO DO Follow up (no confirma. yet) for: Phillitia Charlton, Ann Anzalone

18

TOPIC Revise Bloom’s taxonomy so “create” is at top.

DISCUSSION Katie will refine Angie’s chart. TO DO

TOPIC Need to end each day earlier since we have t be out of Riker m. by 4:40 p.m. Revise content of 10-day agenda so day ends by 4:30 p.m. so have time to clean up/pack up gear and move back to Allyn.

DISCUSSION TO DO

TOPIC Registration issues: Christa, Judy

DISCUSSION Tammy will contact them and assist. TO DO

TOPIC Print/collate handouts by day for sum wkshp. Project needing 20c of each.

DISCUSSION TO DO

Meeting Notes Career & Technical Education, College of Education, Wright State University

Date

Oct. 24, 2012

Start/Stop time

4:30 – 8 p.m.

Meeting location

494 Allyn

Attendees S. Davis, Katie Rychener TOPIC Reviewed JFas reflection for OBS1

DISCUSSION

Reviewed OBS1 ratings and notes, and reflection. Concerns: Instead of taking info and learning from it, candidate took a negative spin and made excuses. Defensive.

TO DO Review OBS2 ratings and reflection. If pattern exists, Concern Conf. warranted.

TOPIC Prep for HI International Conference

DISCUSSION

Katie’s dates: Jan. 4-9, 2013 (NOTE: Katie’s school district is paying $200) SD’s dates: Jan. 1-11, 2013 Need estimates for:

• Registration fee: $465 • R/T flight and airport • Hotel • Ground transportation

In HI, need to buy supplies for cookie activity:

19 • 4 types of hard choc chip cookies • Milk • Cups

Bring to HI:

• Ziplocs • Sharpie marker to label A B C D on bags • Cookie mats • Cracker Barrel wands that light up

TO DO

SD: Check Expedia.com for combo flight and hotel SD: Email HI conference contact to see if can get tables in presentation room (email sent today)

TOPIC Taiwan delegation follow up

DISCUSSION Per Joe K., MOU proposal is with Steven Foster. Haven’t heard anything yet. TO DO

TOPIC Accreditation

DISCUSSION

2012-13 TK20 data collected (3 yrs) 2013-14 2014-15 2015-16 Accreditation (university and CEHS)

TO DO Need Team’s help in assuring that data is in TK20

TOPIC Changes from ODE

DISCUSSION

• Programs to courses and issues with CTSO req’t • CT2 changes • Dual CR/enrollment

TO DO

TOPIC 2013 ACTE National Conference

DISCUSSION

SD and KR will send in a presentation proposal. Idea: Make ‘n Take: The BEST of PDs

• Grouping students • Brain-based activities • Formative & summative assessments that move • Authentic assessments (project-based, performance and inquiry-based) • Activities in literacy • Documenting observations

TO DO

TOPIC 2012 cohort issues

DISCUSSION

• ZPick & nail gun accident • JohnK & leukemia • TWoods & suic comment • JFas & reporting Facebk comment of T

20 • Dara & Emily & st death on OBS1 day • KRick & st’s mother’s death

TO DO

TOPIC Things to focus on during future sum wkshp

DISCUSSION

• Let sts know Ts are sts @ WSU • Let sts know SD is coming to OBS; greet SD • Safety in LPs; wear PPEs • Report accidents! File accident report immediately! • Ts are role models (i.e. language, dress) • Get to know sts during 1st days of school (Lng styles inventory and posting

results, st posters or trifolds, K’s “I am…” gingerbread activity) • Observation checklist • Matching indicators to assessments in LPg

TO DO

TOPIC 2013 sum wkshp guest presenters

DISCUSSION

Cut the following guest presenters • Phillitia – move to fall or spring • Jason Fruth – didn’t provide strategies to take and use • T Dorn – move to fall or spring • Ann Anzalone – sched. later in wkshp. Needs to be in 1st wk. since this is a

rejuvenation piece. • Lunch ‘n learn – liked it at end of 1st wk. Think about: How to reduce their

talking? • Panelists: Have in-house lunch separate from lunch ‘n learn. Needs to be

casual. Bring back Libby, Amy Schoen, Chef Chris, Jen Petry. Invite: Dr. Christa, Trevor, Dara, Cortney, Dan.

TO DO

TOPIC KR and project

DISCUSSION SD needs help with revising program assessments and linking to standards TO DO

Meeting Notes Career, Technical & Adult Education, CEHS, Wright State University

Date

June 11, 2013

Start/Stop time

9:30 a.m. – 4 p.m.

Meeting location

494 Allyn

Attendees S. Davis, Katie Rychener (and J Watkins and E Powers via phone) TOPIC Issue: Dara unable to assist with 2013 sum wkshp (medical)

21 DISCUSSION Jen Watkins is able to assist this summer.

TO DO

Ask Emily Powers if she is interested in assisting. At the end of wk. 1 if everything is working out, ask Jen and Emily if they are able to assist for 2 wks.

TOPIC Contact guest presenters for 2013 sum wkshp

DISCUSSION

• Diversity, Equity: Phillitia Charlton • IEPs and Special Needs: Montgomery County ESC • Safety. Liability, OSHA: Mike Spahr • Ohio Core and CTE; LPing: Tammy Metcalf

TO DO

TOPIC Revise LPing instructional delivery for 2013 sum wkshp

DISCUSSION • K Rychener volunteered to lead this however SD indicated that Emily & Jen

might be more up-to-date so they will stand by to assist (with SD mentoring) TO DO

TOPIC Review 10-day agenda and prep materials

DISCUSSION Review last year’s agenda and revise based on notes in notebook TO DO

Meeting Notes Career, Technical & Adult Education, CEHS, Wright State University

Aug. 7, 2013

Start/Stop time

1 – 4 p.m.

Meeting location

494 Allyn

Attendees S. Davis, Katie Rychener TOPIC Post-assessment of 2013 sum wkshp

DISCUSSION

Review informal evals. of wkshp. guest presenters and staff. Positives: IEP speaker and Phillitia were outstanding! Jen and Em also received high ratings.

TO DO

Continue to invite CTE candidates to assist with sum wkshp. Possible assistants for 2014 sum wkshp per interest indicated: Sara Plozay, Corey Watson, Tati Godfrey. Will monitor progress and prof. dispos. to see which 2 to invite.

TOPIC Publication ideas

DISCUSSION

Consider hiring Katie to teach both hybrid courses since content for sum wkshp is now dated. Also, Katie needs to develop in a diff. area than Marketing since unsure of program longevity. Katie will consider and let SD know tomorrow. With that in mind, Katie needs to show evidence of

22 expertise in hybrid education so a publica. Related to this area is needed.

TO DO Katie: Draft paper related to hybrid education.

Meeting Notes Career, Technical & Adult Education, CEHS, Wright State University

Aug. 8, 2013

 Start/Stop  time  

2:30 – 5 p.m.

 Meeting  location  

 494  Allyn  

Attendees S. Davis, Katie Rychener TOPIC Hybrid instructor needed

DISCUSSION

Beginning 2014 Fall, Katie will be hired to teach CTE 4350/6350 Global Engagement (Fall 2014) and CTE 4450/6450 Essentials of CTE (Spring 2015).

TO DO

Katie will enroll in S Stover’s IDOL program and learn Pilot in prep to teach hybrid courses. Scholarship from grant to prepare her for hybrid delivery.

TOPIC TK20 delay

DISCUSSION

2013 cohort grasped info quickly yet required more time to understand lesson planning and also classroom management. As a result, didn’t have time for TK20 uploads. Also, with new email system implemented mis-wkshp., candidates already unnerved with technology.

TO DO SD needs to have 2013 cohort upload completed portfolio items to TK20 in Fall 2013.

Meeting Notes Career, Technical & Adult Education, CEHS, Wright State University

Aug. 13, 2013

Start/Stop time

8 a.m. – 4 p.m.

Meeting location

494 Allyn

Attendees S. Davis, Katie Rychener

23

TOPIC IW requirement for 2013 Fall and 2014 Spring licensure courses

DISCUSSION Discussed portfolio contents and indicators, and need to further reduce assignments due to new IW requirement and also RE requirements.

TO DO

Discussed the projected stress that candidates will undergo with this new requirement. SD unsure how to convey requirement while meeting other ODE licensure indicators. Will give it a good first try! SD won a WSU Teaching Innova. Grant and will hire/be working with an instructor well-versed in online delivery to come up with innovative ways to meet IW requirements. Also, Joe Law indicated blogs are acceptable as long as IW word count is met, so SD will prob. utilize this mode as candidates are used to blogging from previous courses.

TOPIC Add IW requirements to 2 syllabi: CTE 4350/6350 Global and CTE 4450/6450 Essentials

DISCUSSION

SD won a WSU “Teaching Innovation Grant” for Fall 2013 so she will be working with the course instructor (buy out) for CTE 4350/6350 Global. That syllabus will be revised during the course of the term.

TO DO See Joe Law re. if IW may be met with a course blog and keeping track of word count.

TOPIC Review 6 key assessments for 2013 cohort

DISCUSSION

Key assessment changes l CTE 4000/6000 Pre-Service wkshp: Professional Dispos #1 of 3 (CEHS

rubric); First Days of School presentation (rubric) l CTE 4100/6100 Lng Environ: Theorist/theory presentation (rubric) l CTE 4150/6150 Practicum: Professional Dispos #2 of 3 (CEHS rubric);

replace LP/reflections with OPFE Practicum form (CEHS rubric) l CTE 4250/6250 Curric & Assmt: Curric Project (rubric) l CTE 4450/6450 Essentials of CTE: Promo Media Project (rubric) l CTE 4350/6350 Global Engmt: Summative Assessment (rubric); Professional

Dispos #3 of 3 (CEHS rubric)

TO DO See T Dorn re. changes. Also, need to submit changes to CTE portfolio using Dorn’s handout.

TOPIC Review CTE crosswalk: Move CTE toward standards-driven/project-based C&I and assessments

DISCUSSION

Revised crosswalk so— • Practicum “Non-Observable items” reflect what the observer cannot possibly

see • Align changes with crosswalk • Determine revisions that align possibly with RE

TO DO Still need to review crosswalk and reduce doubling of indicators for projects. Need to move toward project-based.

Meeting Notes Career, Technical & Adult Education, CEHS, Wright State University

24

Aug. 15, 2013

Start/Stop time

8 a.m. – 3 p.m.

Meeting location

494 Allyn

Attendees S. Davis, Katie Rychener TOPIC IDOL: Katie sign up ASAP for 2 courses in Fall 2013

DISCUSSION Katie will also take 2 courses in Spring 2014 = total of 12 cr. for a certificate in IDOL.

TO DO Katie: Devise draft of publication related to hybrid instruction and CTE since ODE is moving in that direction.

TOPIC Continued: Review 6 key assessments for 2013 cohort

DISCUSSION

Key assessment changes l CTE 4000/6000 Pre-Service wkshp: Professional Dispos #1 of 3 (CEHS

rubric); First Days of School presentation (rubric) l CTE 4100/6100 Lng Environ: Theorist/theory presentation (rubric) l CTE 4150/6150 Practicum: Professional Dispos #2 of 3 (CEHS rubric); replace

LP/reflections with OPFE Practicum form (CEHS rubric) l CTE 4250/6250 Curric & Assmt: Curric Project (rubric) l CTE 4450/6450 Essentials of CTE: Promo Media Project (rubric) l CTE 4350/6350 Global Engmt: Summative Assessment (rubric); Professional

Dispos #3 of 3 (CEHS rubric)

TO DO See T Dorn re. changes. Also, need to submit changes to CTE portfolio using Dorn’s handout.

TOPIC Continued: Review CTE crosswalk: Move CTE toward standards-driven/project-based C&I and assessments

DISCUSSION

Revised crosswalk so— • Practicum “Non-Observable items” reflect what the observer cannot possibly

see • Align changes with crosswalk • Determine revisions that align possibly with RE

TO DO Still need to review crosswalk and reduce doubling of indicators for projects. Need to move toward project-based.

TOPIC Further revise CTE portfolio: Chunk indicators with each project

DISCUSSION Need to reduce the no. of assignments on consideration of RE requirements and forthcoming edTPA portfolio

TO DO

TOPIC New WrightBuy system for submitting mileage and honorariums!

DISCUSSION SD and Katie met with KGW and learn system in case Lena is out of the office. TO DO

25