Evaluation Proposal: CTE Pre-Service T eacher E ducation P rogram at Virginia Tech
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Transcript of Evaluation Proposal: CTE Pre-Service T eacher E ducation P rogram at Virginia Tech
EVALUATION PROPOSAL:
CTE Pre-Service Teacher Education Program at Virginia Tech
Windi TurnerEvaluation Methods in Education
EDRE 6704 Spring 2012
to determine why there has been a noticeable decline in the number of students enrolled in the CTE pre-service teacher education program at Virginia Tech
Purpose
Internal Evaluatorfamiliar with the program present to provide ongoing feedbackconsult with CTE Program Director throughout
CTE Career and Technical Education
educational program designed to prepare individuals for careers in a variety of occupational fields
and/or
to further their education in a particular field to pursue a career
CTE Program AreasFamily and Consumer
Sciences Vocational Industrial
Education Marketing Education
Business and Information Technology
Health and MedicalSciences
Technology Education
Agricultural Education
CTE Program Structure
Students can earn master of science degree (M.S.)
education specialist degree (Ed.S.)
doctorate degree (Ph.D. or Ed.D.)
CTE Pre-Service Teacher Education ProgramOverview
Minimum requirements for Master of Science (MS) Degree in CTE:
Professional Education Coursework Early Field ExperienceStudent Teaching InternshipPraxis I and Praxis II Licensure Tests VCLA (Virginia Communication and Literacy Assessment)
CTE Pre-Service Teacher Education ProgramCoursework
Title CreditsFoundations of CTE 3Advanced Educational Psychology 3Foundations of Educational Research & Evaluation
3
Education & Employment of Diverse Populations 3Managing CTE Programs 3Curriculum in CTE 3Educational Applications of Micro-Computers 3Strategies for Teaching CTE 3Comprehension & Content Reading 3Internship in Education 3
30
CTE Pre-Service Teacher Education ProgramField Experience
Early Field Experience (a) Fall semester(b) 100 hours observation
Student Teaching Internship (c) 16 weeks in Spring
semester(d) 300 clock hours
150 minimum clock hours of supervised classroom and lab teaching experience
CTE Program Mission
“Dedicated to enriching the lives of PK-12 children and youth, families, and communities through inquiry, leadership, and advocacy.
We fulfill this mission with the preparation of educational professionals, applied research, and high impact outreach.
Our mission clearly situates our work within the university’s motto: “Ut Prosim – That I may serve” (Virginia Tech, 2012).
Stakeholders, Client, Intended Audience
Primary Stakeholders • Virginia Tech• School of Education Director• Department of Teaching and
Learning Chair• CTE Program Director• CTE professors• Students enrolled in the program• Education community
client
Evaluation Framework
objective-
based
methodprogram-oriented approach
case study
What is the need for CTE teacher educators in the state? In the nation?
Evaluation Questions
What aspects of the program are working well? What are the strengths?
What aspects of the program are working poorly? What are the weaknesses?
What aspects of the program should be changed? How should these aspects be changed?
to determine why there has been a noticeable decline in the number of students enrolled in the CTE pre-service teacher education program
Program Curriculum and Requirements
Assessment of Pre-service CTE student teachers’ Knowledge, Performance, and Dispositions (KPD) during the following times:
PreadmissionFirst Semester Beginning of Student Teaching During Student Teaching Conclusion of Student Teaching/GraduationJob Placement
Information Required for Data Analysis
Student Teaching Evaluations during the program
Students’ GPA Maintained during the program
Admission and Graduation Rates over the past 10 years
Employment/Placement of Students after program completion
Research from
published journals
more Information Required for Data Analysis
Data Analysis
Quantitative Data: Student GPA throughout ProgramStudent Admission and Graduation Records Employment/Placement of Students
Quantitative and Qualitative Data: Student Teaching Evaluations Formative/Summative Evaluation
Questionnaires Interviews with Students to assess KPD
Knowledge, Performance, and Dispositions
Research: “If we knew what it was we were doing, it would not be called research, would it?” Albert Einstein
Reporting
The CTE Program Director will receive: Brief Summary of the Evaluation Results Detailed/Typed Survey and Interview Data
Format of the summary:Program Description and Mission Procedure and MethodologyFindingsConclusion and ImplicationsAppendices
Inputs Activities Outputs Outcomes
Staff
Recruit/Retain qualified staff
Provide ongoing training and staff development for staff
Funds
Support staff with a mission, vision, and funds
Purchase textbooks, equipment, and materials
Best instructional practices for all students including those with special needs
NCATE Accreditation Standards and SOE
Conceptual Framework
Assessments for diagnosis and measurement
Create media to promote program
Cooperating High Schools and clinical
faculty teachers
Research
Continuous engagement and
involvement of staff
Increased knowledge of
staff
Continuous enrollment of students into the program
Increased enrollment of students into the
program
High quality graduates of the program
Provide tangibles and state of the art design
Employment for graduates of the
program
Continuous employment for graduates
of the program
Increased student pedagogical
knowledge and performance
Evaluation Timeline