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.


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.


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.


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.


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.


1.5 (PEDAGOGY)


(DIVERSITY)

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


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)



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.


2.5 (PEDAGOGY)

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


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



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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.



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.


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.


(DIVERSITY)

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



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



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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)



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


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.


6.3 (PEDAGOGY)

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

OPFE assessment tool/OH


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)


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)


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):

10









Unacceptable


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.


11









Unacceptable


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.


12









Unacceptable


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.


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WSU/CEHS

Observation Rubric Meets or Exceeds

Expectations (Prepared to advance.)





Unacceptable


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.


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WSU/CEHS

Observation Rubric Meets or Exceeds

Expectations (Prepared to advance.)





Unacceptable


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.


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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.









Unacceptable


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


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.


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.


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.


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

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

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