IPFW School of Education English/Language Arts Program Review . Document # 2 . A. English Curriculum...

IPFW School of Education English/Language Arts Program Review Document # 2

A. English Curriculum Program Advising Sheet IPFW School of Education Language Arts (English) Major (39 Credits) Check Sheet Rules 2002 (Effective Fall 2003) Student Name Student I.D. English Core Course Title Cr Sem Gr One of the following in Writing: ENG L202 Literary Interpretation ENG W233 Intermediate Expository Writing 3 Two of the following in Language Study: 3 ANTH L200 Language and Culture ENG G205 Introduction to the English Language ENG G206 Introduction to the Study of Grammar ENG G301 History of the English Language ENG G405 Studies in English Language LING L103 Introduction to the Study of Language LING L303 Introduction to Linguistic Analysis LING L360 Language in Society 3 One of the following in Pre-1700 British Literature: ENG L220 Introduction to Shakespeare ENG L301 Critical and Hist Survey of English Lit I ENG L304 Old English Language and Literature ENG L305 Chaucer ENG L306 Middle English Literature ENG L308 Elizabethan Drama and Its Background ENG L309 Elizabethan Poetry ENG L315 Major Plays of Shakespeare ENG L317 English Poetry of the Early 17th Century ENG L318 Milton 3 One of the following in Post-1700 British Literature: ENG L302 Critical and Hist Survey of English Lit II ENG L322 English Literature, 1660-1789 ENG L332 Romantic Literature ENG L335 Victorian Literature

ENG L345 20th Century British Poetry ENG L346 20th Century British Fiction ENG L347 British Fiction to 1800 ENG L348 19th Century British Fiction ENG L369 Studies in British and American Authors* 3 One of the following in Contemporary American Literature: ENG L251 American Literature Since 1865 ENG L354 American Literature Since 1914 ENG L357 20th Century American Poetry ENG L358 20th Century American Fiction ENG L369 Studies in British and American Authors* ENG L372 Contemporary American Fiction ENG L381 Recent Writing* 3 One of the following in Ethnic, Minority, or Non-Western Literature: ENG L107 Oriental World Masterpieces ENG L364 Native American Literature ENG L369 Studies in British and American Authors* ENG L379 American Ethnic and Minority Literature ENG L381 Recent Writing* 3 One of the following in Western Lit. other than British or American: CLAS C205 Classical Mythology CLAS C405 Comparative Mythology ENG L101 Western World Masterpieces I ENG L362 Modern Drama 3 ENG L391 Literature for Young Adults 3 One of the following in Mass Communications, Film, or Journalism: COM 210 Debating Public Issues COM 250 Mass Communication and Society FILM K101 Introduction to Film JOUR C200 Mass Communications JOUR J110 Foundations of Journalism & Mass Comm 3 ENG W103 Introductory Creative Writing 3 ENG W400 Issues in Teaching Writing 3 Elective One Elective in English, Linguistics, or Mass Communications (other than COM 114) 3 * when topic is relevant to subject area Evaluated by: Date:

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Course Descriptions ENG W233 Intermediate Expository Writing, Cr. 3

Instruction and practice in producing researched and documented texts appropriate for public audiences. Emphasis is on appropriate primary and secondary research methods, organization, writing style, and documentation.

ENG W103 Introductory Creative Writing, Cr. 3 Introduction to the art of creative writing. Short assignments, independent work, and classroom discussion of the fundamentals of writing in several genres, including poetry and fiction.

ENG W400 Issues in Teaching Writing, Cr. 3 Focuses on the content of rhetoric and composition and considers fundamental theoretical and practical issues in the teaching of writing. Reviews rhetorical and compositional principles that influence writing instruction, textbook selection, and curriculum development.

ENG L103 Introduction to the Study of Language, Cr. 3 Linguistics as a body of information; nature and function of language; relevance of linguistics to other disciplines, with reference to modern American English.

ENG L360 Language in Society, Cr. 3 A general introduction to sociolinguistics, for the nonspecialist. Topics covered include regional and social dialects, the politics of language use in social interaction, language and social change, and men’s and women’s language, as well as issues in applied sociolinguistics such as bilingualism and black English in education.

ENG L391 Literature for Young Adults, Cr. 3 Survey of representative literary works suitable for middle-school and high-school students. A variety of genres (poetry, mythology, science fiction and fantasy, historical fiction, realistic fiction, and contemporary problem books) will be treated from the literary-critical perspective, from which pedagogical conclusions follow. Intended for English majors, for the general student, for teachers past and present, and for parents and librarians.

COM 250 Mass Communication and Society, Cr. 3

A survey of print, broadcast, and film media in their relationship and influence on society. Study topics include mass communication theories, documentaries, commercialism, news, media, media effects, and control, feedback, educational broadcasting, and audience analysis.

COM251 Introduction to the Electronic Mass Media, Cr. 3 A study of the ways in which ideas are expressed through techniques unique to the language of radio television, and film. The course focuses on the scenes, camera and lens movement, tempo, editing concepts, montage, sound, perspective, fades, segues, and other special effects prerequisite to effective communication through electronic media.

JOUR C 200 Mass Communication and Society, Cr. 3 Survey of functions, responsibilities, and influence of various mass communications media. For nonmajors. Directed toward the consumer and critic of mass media in modern society.

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EDUC M447: Methods of Teaching High School English, Cr. 3. Public school participation required.

EDUC S405 The Middle and Junior High School, Cr. 3 The course provides future middle school and junior high teachers with an understanding of how early adolescent students and school structures impact curriculum, instruction, and classroom management decisions. The course meets the middle/junior high school endorsement requirement for elementary school majors.

EDUC P250: General Education Psychology, Cr. 3 P: W200. The study and application of psychological concepts and principles as related to the teaching-learning process, introduction to classroom management, measurement/evaluation, and disability awareness. Public school participation required.

EDUC P253: Education Psychology for Secondary Teachers, Cr. 3 P: P250. The application of psychological concepts to school learning and teaching in the perspective of development from pre-adolescence through adolescence. Special attention is devoted to the needs of the handicapped. Public school participation is required.

EDUC X401: Critical Reading in the Content Area, Cr. 3 Aids elementary and secondary teachers in the development of instructional strategies that assist students in the comprehension, critical analysis, and integration of ideas presented in literature of various subject-matter areas. Public school participation required.

B. English Standards Matrix IPFW School of Education

Language Arts Content Standards Alignment Matrix (1) Paper, (2) Exam/Quiz; Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay, (4) Project, (4a) Course Portfolio, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify) (9a) disc & reads, (9b) discussion, (9c) reading, (9d) read alouds, (9e) written responses, (9f) response to peer and published works, (9g) oral presentation, (9h) Readers Theatre, (9i) experience in computer classroom, (9j) library research, (9k) written reflections, (9m) compilation of a “Best Practices” list, (9n) peer group work, (9p) forum, (9q) in-class practice w/assessment & discussion, (9r) instructor conferences, (9s) group presentations, (9t) Interdisciplinary Units, (9v) philosophy of teaching and classroom management statement

English/Language Arts Content Standards Indicators

Standard #1: Concepts, Tools of Inquiry, and Structures of English/language arts. English/language arts teachers understand the central concepts of literacy, of inquiry, and of the structures of the discipline so that they create positive learning experiences that make English/language arts meaningful for all students. Knowledge 1. The English teacher will research on how people compose (create text) and make meaning with oral and written text and the implication of this knowledge for teaching.

COM 250 & C200 8

COM251 1, 2, 8

W400 1, 3, 7

L360 4, 5, 9b

L391 1,3, 4,6

W233 1, 6, 9g

2. The English teacher will understand that different approaches to teaching reading mirror different ways of understanding and analyzing texts.

COM 250 & C200 8

COM251 4

L391 4, 9h

W233 6, 9b,c,e

3. The English teacher will understand the relationship between the processes of composing and responding.

COM 251 1, 7, 8

W400 3, 9b

L391 4

W233 1, 6, 9b, e

W103 1, 9f

4. The English teacher will understand that a variety of literature including children's, adolescent, and adult literature, works by diverse and international authors, works across nonfiction and fiction genres, and works from different time periods.

L391 1,3,4,6

W233 9d

W103 9b,d

M447 9f

5. The English teacher will know how to write using a variety of forms of written expression including creative and expository texts.

COM 251 4

W400 1

L391 1,3,4

W233 1, 6

W103 4

X401 9e

M447 9f

6. The English teacher will understand how different purposes and audiences may change composing and responding to oral or written texts.

COM 250 & C200 1,8

COM251 1, 4, 8

W400 1, 3, 7, 9b

L391 4

W233 1,6,9f

W103 9f

M447 9k

7. The English teacher will understand a variety of nonverbal communication modes.

COM 251 1

L391 4, 8

M447 9f

8. The English teacher will know conventions of spoken, written, and dramatic texts and how such conventions influence meaning.

COM 250 & C200 1, 2, 8

COM251 1, 8

L391 4

W233 1, 9a

W103 4a,9e, 9g

9. The English teacher will know that the English language is alive and that it varies and changes in different regions, across different cultural groups, and across different time periods.

W400 3, 9b

L360 2, 3, 4

W233 9b

X401 9b,k

M447 9b

10. The English teacher will know the influences of modern media and technology on communication, and how these may influence composing, interpreting, and responding with texts.

COM 250 & C200 1, 2, 8

COM251 1,2,4,8

W400 3, 9i

W233 1, 9j

M447 6

11. The English teacher will know social, intellectual, cultural, and political contexts that shape language use.

COM 250 & C200 1, 8

COM251 1, 4, 8

W400 3, 9b

L360 2, 3, 4

L391 3

W233 9a

X401 9b, k

M447 9b

12. The English teacher will understand that language has value as a means of inquiry and personal reflection.

W400 1, 4, 6

L360 2, 3, 4

W233 1, 4, 6

W103 4a, 9k

X401 9k

S405 9k

M447 9b

13. The English teacher will understand that texts both reflect and shape perspectives of people from different time periods and from different cultural groups

COM 250 & C200 1, 8

COM251 1, 4, 8

W400 3 3,4, 9b

L360 2, 3, 4

L391 3

X401 9k

Standard #2: Knowledge of Language Development. English/language arts teachers understand how students acquire language and provide opportunities that support their learning and language development. Knowledge 1. The English teacher will understand the conditions that enhance the development of lifelong literacy learning.

COM 250 & C200 1, 8

COM251 1, 4

W400 3, 7, 9b

L391 1,4

W233 6,9a

X401 9b,k

2. The English teacher will understand how students develop their abilities to understand and use language.

W400 3,7, 9b

L360 2, 3, 4

L391 1,4

W103 4a

M447 9b

3 The English teacher will understand that students' diverse backgrounds, attitudes, interests, and experiences influence their language learning.

W400 3,7, 9b

L360 2, 3, 4

L391 1,4

W233 6,9b, c

W103 9b,f

X401 9b, k

4. The English teacher will understand that oral language is the basis for developing written language.

W233 6,9b,c

5. The English teacher will understand that each of the English/language arts (reading, writing, speaking, listening, thinking) is related and develops concurrently.

W233 6,9b

COM251 1

L391 4

W103 4a,9b

M447 9f

(1) Paper, (2) Exam/Quiz; Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay, (4) Project, (4a) Course Portfolio, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify) (9a) disc & reads, (9b) discussion, (9c) reading, (9d) read alouds, (9e) written responses, (9f) response to peer and published works, (9g) oral presentation, (9h) Readers Theatre, (9i) experience in computer classroom, (9j) library research, (9k) written reflections, (9m) compilation of a “Best Practices” list, (9n) peer group work, (9p) forum, (9q) in-class practice w/assessment & discussion, (9r) instructor conferences, (9s) group presentations, (9t) Interdisciplinary Units, (9v) philosophy of teaching and classroom management statement

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Standard #3: Knowledge of and Adaptation to Diverse Learners. English/language arts teachers understand how students differ in their approaches to learning language and create instructional opportunities that are adapted to diverse learners. Knowledge 1.The English teacher will understand language development theories and how they relate to individual learners

W400 3,7, 9b

2.The English teacher will understand how diversity influences the ways in which students learn and use language.

W400 3,7, 9b

L360 2, 3, 4

W233 9b

M447 9b

3.The English teacher will understand materials and instructional activities which are appropriate for helping students connect to, extend, and enhance their unique language development.

W400 3,7, 9b

W103 1

X401 7, 9t

M447 9f

4.The English teacher will understand that there are multiple ways of knowing

COM 251 1

W400 3,7, 9b

L360 2, 3, 4

W233 9b

M447 9b

Standard #4: Instructional Strategies and Curriculum Design. English/language arts teachers understand and employ a variety of instructional strategies which are developmentally appropriate for language learners and can use appropriate curriculum design for teaching the English/language arts. Knowledge 1.The English teacher will understand the key principles of English/language arts curriculum development, instruction, and assessment (formative and summative), and their underlying research bases.

W400 1,3,7, 9b

X401 9t

S405 7,8

M447 7

2.The English teacher will understand a variety of curriculum models which help frame English/language arts as an active, involving curriculum for student language learners.

W400 1, 3, 7, 9b

W233 9b

M447 7, 9b

3.The English teacher will understand a variety of effective instructional strategies that help students become active readers, speakers, listeners, writers, viewers and thinkers

W400 1, 3, 7, 9b

L391 4

W233 9b

X401 9t

S405 7,8

M447 9b,f

4.The English teacher will understand ways to involve students through art, drama, music, and other sign systems

COM 251 1, 4

L391 4

W233 9b

W103 4a,9f

M447 9f

5.The English teacher will understand instructional strategies that foster the active learning of language

W400 1, 3, 7, 9b

W233 9b

X401 9t

S405 7,8


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Standard #5: Learning Environment. English/language arts teachers use an understanding of individuals and groups to create a language learning community that encourages positive social interaction, active engagement in learning, self-motivation, and collaboration. Knowledge 1.The English teacher will understand how to nurture communities of language learners based on theories of human behavior and child development.

W400 3,4, 9b

M447 9b

P250 3, 6, 9b

P253 3,6, 9b

2.The English teacher will understand the principles of effective classroom management and interaction.

W400 3

W233 1

X401 9t

S405 9b, 9k

M447 9b

3.The English teacher will understand situations which enhance or diminish a positive language learning environment.

W400 3, 7

L360 2, 3, 4

W103 4, 9b

X401 9b, 9k

M447 9c,f

4The English teacher will understand the characteristics of a language rich environment.

W400 1,3, 9b

L360 2, 3, 4, 9b

W233 6, 9b

X401 9k

M447 9b

5.The English teacher will understand the rights and responsibilities of the individual within a democratic environment for language learning.

COM 250 & C200 8

COM251 8

W400 1, 3

W103 9n

S405 9v

M447 9b

Standard #6: Communication Using Media and Technology. English/language arts teachers use knowledge of effective media communication techniques to foster active inquiry, collaboration, and supportive interaction in classrooms. Knowledge 1.The English teacher will understand a variety of media communication techniques.

COM 250 & C200 1, 8

COM 251 1,4,7,8

W400 4

W103 9p

2.The English teacher will understand how to integrate current media and technology in support of a collaborative, interactive language classroom.

W400 4

W233 9b, i

M447 7

3.The English teacher will understand that student experiences can affect student interactions with media and technology.

COM 250 & C200 8

COM 251 4

W233 9b, c

4.The English teacher will understand how to use media and technology as a tool for inquiry in English/language arts classrooms.

COM 250 & C200 1, 4, 8

COM 251 1, 4, 7, 8

W400 1, 4

W233 9b, m,

M447 7


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Standard #7: Assessment. English/language arts teachers understand and use formal and informal assessment strategies to evaluate and ensure continuous language growth.

Knowledge 1.The English teacher will understand various assessment strategies for reading, writing, speaking, listening, viewing, and enactments (e.g., miscue analysis, portfolios, peer and individual conferencing, tests, observations, oral and written language use, performances.).

W400 3, 7, 9q

L360 1,2,3,4 5,6,7,8

W103 4a,9f, r, s

X401 7,9t

S405 7, 8

M447 7,9b,f

2.The English teacher will understand when it is appropriate to use each type of assessment and how to use this information to promote student learning and select or deliver appropriate interventions programming.

W400 3,7, 9q

X401 9t

S405 7, 8

3.The English teacher will understand interpretation of various kinds of data assessing the learner's reading, writing, speaking, listening, viewing, and enacting abilities.

X401 9t

M447 9b,g

Standard #8: Professional Development. English/language arts teachers are reflective practitioners who continually evaluate the effects of their choices and actions on others (e.g., students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally. Knowledge 1.The English teacher will understand how professional organizations/associations, conferences, advanced course work, and other professional opportunities in the English/language arts field contribute to professional growth.

W400 1

W233 9b

M447 9b

2.The English teacher will understand a variety of ways to evaluate their own practice and continue their own learning.

W233 9b

W103 4a, 9k

3.The English teacher will understand the meaning of "reflective practice."

L391 3,4

W233 9b

W103 4a, 9k

M447 9b

4.The English teacher will understand the importance of teacher collaboration and cross-disciplinary cooperation.

W233 9b

X401 9t

M447 7,,9b

5.The English teacher will understand the purposes of and ways to generate classroom research.

M447 9f

6. The English teacher will have enthusiasm for the development of oral language as well as literature and composition.

L391 4

W103 9b,n,s,r

M447 9b

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Standard #9: School and Community. English/language arts teachers work closely with school colleagues, care givers, parents, and agencies in the larger community to support students' language learning and well-being.

Knowledge 1. The English teacher will understand the need to

develop a school community that values many levels and types of literacy including the acquisition of English as a new language.

M447 9b

2. The English teacher will understand students' needs for a sense of belonging to the school and to the larger community of language users.

3. The English teacher will understand the different kinds of resources available within a community which support language development and use.

W400 1

W233 9b

M447 4


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C. English Education Program Assessment Data 1. Program Assessment Data

Assessment Data Document

Program Name AYA/EA English/Language Arts

Element Assessed

Describe the Assessment

Activity

When is it assessed? Title of the Instrument or Rubric (Attach copies)

Aggregated Summary Data for last 3 years

Curriculum/Program/Unit operations modification

s made based on this data

Content Standards addressed by this

Assessment Activity

(Be consistent with #B Standards

Matrix) Content

Knowledge for Teacher

Candidates

Praxis II

Generally during student teaching or the semester before or after student teaching.

Praxis II for Secondary English

N=60 Pass Rate=98% *Disaggregated data below

See History of Change, Sustain Results

1,2,

Interdisciplinary Unit of Study aligned with Indiana State Standards.

EDUC X401 Interdisciplinary Unit of Study Project for X401, Critical Reading in the Content Areas. See below.

N=38 Pass Rate=100%

See History of Change, Field Experience

4, 5, 7, 8

Pedagogical

Content knowledge for

Teachers

Portfolio (Philosophy Statement and INTASC standards)

Summative Portfolio Scoring

Portfolio Scoring Rubric, pages 23-27 in Guidelines for Preparing a Portfolio. http://www.ipfw.edu/educ/assets/documents/PortfolioHandbookFl2004-6_wcksh.pdf

N=45 Pass Rate = 100% Ave Score based on 5.0 Philosophy=4.82 INTASC=4.44 **Data below

See History of Change, Philosophy of Education

1,2,3,4,5,6,7,8,9

Professional and

Pedagogical knowledge

and skills for teacher

candidates

Student Teaching Lesson Evaluated by University Supervisor.

Student Teaching

Student Teaching Lesson Evaluation Form. assessment of lesson taught during student teaching. Page 21-22 in Student Teaching Handbook. http://www.ipfw.edu/educ/assets/documents/studentteachinghandbook.pdf

N=11 Ave Score Based on 4 points=3.44 ***Data below

See History of Change, Field Experience Evaluation Form

1, 2, 3, 4, 5, 7

Student Learning for

teacher candidates

Reflection on teaching and student learning through the lens of the IPFW SOE Conceptual Frame

Summative Portfolio Scoring

Performance Based Assessment of Student Teaching assignment statement, assessing rubric, and revised Portfolio Scoring Sheet (Fall 2007). See below.

N=48 Ave Score Based on 5.0=4.17 ****Data below

See History of Change, Modified Course Assignment.

1, 2, 3, 4, 5, 7

http://www.ipfw.edu/educ/assets/documents/PortfolioHandbookFl2004-6_wcksh.pdf

http://www.ipfw.edu/educ/assets/documents/PortfolioHandbookFl2004-6_wcksh.pdf

http://www.ipfw.edu/educ/assets/documents/studentteachinghandbook.pdf

http://www.ipfw.edu/educ/assets/documents/studentteachinghandbook.pdf

* Disaggregated PRAXIS II Scores Secondary Education (AYA/EA) English Lang Lit Comp Content Knowledge (0041) Cut-off score = 153 9/1/04 – 8/31/05 9/1/05 – 8/31/06 9/1/06 – 8/31/07 Total 16/16 (100% pass)

High Score = 200 Low Score = 158 Median = 172

27/28 (96% pass) High Score = 200 Low Score = 141 Median = 171

11/11 (100% pass) High Score = 198 Low Score = 162 Median = 173

Average % Correct Average % Correct Average % Correct Subcategory IPFW National IPFW National IPFW National Reading & Understanding Text

75%

75%

76%

75%

75%

74%

Language & Linguistics 72% 69% 73% 70% 69% 68% Composition & Rhetoric 78% 79% 79% 78% 76% 77% Middle School English Language Arts (1336) Cut-off score = 165 9/1/04 – 8/31/05 9/1/05 – 8/31/06 9/1/06 – 8/31/07 Total 11/11 (100% pass)

High Score = 195 Low Score = 153 Median = 173

Average % Correct Subcategory IPFW National Reading & Literature 68% 73% Language & Linguistics 70% 72% Composition & Rhetoric 75% 77% Short Essays 67% 65%

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Data collected for 2005-2007 show that 98% of the Adolescent Young Adult candidates passed the English Lang Lit Comp Content Knowledge PRAXIS test and scored on par with the national average in the subcategories. Data for September 1, 2006 through August 31, 2007 show that 100% of the Early Adolescent candidates passed the Middle School English Language Arts PRAXIS test. There is a margin of 2-5 points on the subcategories. The subcategory of Reading & Literature indicates a 5 point difference, below the national average. **English/Language Arts Pedagogical Content Knowledge based on Philosophy Statements Portfolio Scores H340 EA/AYA 2005-2006 9 4.67 2006-2007 36 4.77 2007-2008 11 5.0 The Philosophy of Education statement is initially written in H340 and put in the preservice teaching portfolio. Prior to the data collection period for this program review, secondary program faculty noticed a gap between the theoretical statement in H340 and advanced thinking following Critical Reading, Methods, and Educational Psychology. A change was made to assign candidates to review their H340 statement and write a current statement at the end of methods. This philosophy statement was added to the portfolio. Data indicate a high success rate on candidates conceptualizing theory and strategies for practice. **Pedagogical Content Knowledge – Portfolio Scores EA/AYA based on portfolio artifacts and reflections connected to INTASC English/ L. Arts

N INTASC 1

INTASC 2

INTASC 3

INTASC 4

INTASC 5

INTASC 6

INTASC 7

INTASC 8

INTASC 9

INTASC 10

2005-06 26 4.42 4.31 4.44 4.46 4.38 4.5 4.65 4.33 4.58 4.38 2006-07 12 4.67 4.04 4.08 4.25 4.33 4.38 4.5 4.54 4.46 4.38 2007-08 7 4.78 4.44 4.22 4.67 4.78 4.0 4.44 4.44 4.33 4.78 Besides the Philosophy statement, candidates document their English Language Arts pedagogical content knowledge through artifacts and portfolio reflections based on the INTASC standards. The data indicate that candidates document a high degree of knowledge, disposition, and performance on the INTASC standards in their portfolio. All average scores were above 4.0 on a 5.0 scale.

***Student Teaching Lesson Evaluation by University Supervisors for EA/AYA Program Language Art

Year 2006-2007 2007-2008

Num. students 4 7

avg_min 3.33 2.5

avg_max 4 3.5 Standard 1

average 3.83 3.14

avg_min 0 0

avg_max 4 4 Standard 2

average 3 2.48

avg_min 0 0


average 2.88 3.31

avg_min 4 3.2


average 4 3.53

avg_min 3 0 avg_max 4 4 Standard 5

average 3.67 2.9

avg_min 3.67 3


average 3.92 3.43

avg_min 0 3 avg_max 4 4 Standard 7

average 2.83 3.67

avg_min 0 3


average 2.92 3.62

avg_min 3.67 3 avg_max 4 4 Standard 9

average 3.92 3.67

avg_min 4 4


average 4 4 Year 2006-2007 only contains scores for Spring 2007 Year 2007-2008 only contains scores for Fall 2007 The data on this table are based on a 4.0 scale and measures candidates’ teaching performance during student teaching. The data show candidates’ proficiency on the INTASC standards in practice during student teaching. Although the average scores for the INTASC standards show a high degree of proficiency based on the portfolio assessment, candidates did not demonstrate as strong of a degree of proficiency in their performance lesson evaluation on standards 2 and 5.

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****Reflection on Student Learning through Conceptual Frame Lesson Plan Reflection EA/AYA Report Fall 2005 – Spring 2007 Program Year Num of Students Average Score Language Arts 2005-2006

2006-2007 26 12

4.12 4.21

Reflection on Student Learning through Conceptual Frame Lesson Plan Reflection EA/AYA Report – Fall 2007 Program Num of Students Ave Habit of

Mind Score Ave Knowledge Score

Average Score

Language Arts 6 0.7 0.5 0.3 Data on these two tables are based on a 5.0 scale and measure candidates’ reflection on a performance based lesson through the lens of the School of Education’s Conceptual Framework. The first table reports average scores for candidates during fall 2005 through spring 2007. While completing the program reviews, it became apparent to program faculty that the portfolio assignment during student teaching did not adequately focus on P-12 success. The assignment was revised as discussed in Summary of Unit Reflection on Initial Programs (see below). Data on the second table show scores from the first time implementation in the fall of 2007. Candidates’ scores were much lower, unsatisfactorily lower. Changes have been made in Course S405, Middle School Methods, to include a similar reflection based on teaching a lesson during field experience in a diverse setting. Course S405 was revised to include a similar portfolio assessment activity to assure that candidates understand the importance of connecting their planning and behaviors to student learning. (See under History of Change below.)

2. Assessment Instruments or Rubrics Interdisciplinary Unit of Study Project for X401, Critical Reading in the Content Areas

Education for Critical Literacy, Democracy, and Social Justice Interdisciplinary Diversity Unit The education for critical literacy interdisciplinary diversity unit project consists of designing an interdisciplinary unit of study for secondary or middle school students with the goal of developing critical literacy skills across the content areas while raising students’ consciousness of cultural sensitivity, responsible citizenship, and social caring. The class will form interdisciplinary design teams of four, and each team will design a unit of study across content areas. The design team should consider the following as essential to designing the unit.

Essential Elements of Designing an Interdisciplinary Diversity Unit of Study As an interdisciplinary team of teachers committed to developing a culture of literacy, responsible citizenship, and social caring, reflect on each of the following questions and dialogue with each other to determine the essential elements of the unit of study. Draw on your readings and research as background for addressing each item. What core ideals, beliefs, and values about education in general, and critical literacy specifically, does your team want to be implicit and explicit in the unit? How will students and teachers make their own cultural values, assumptions, and beliefs explicit to themselves and to each other? What are the specifications or characteristics of the unit? This would include state standards addressed, time, in-class and out-of-class learning activities, due dates for various components, and assessment components. What are the literacy and educational functions of the unit? What are the enabling elements necessary for the unit to be successfully implemented? How will the project engage students in intercultural communication? What readings will strengthen the project?

Revised text for Portfolio Guidelines Fall 2004, p.20, in bold and highlighted, Fall 2007

2. Required Entries Required pieces include: ____ Presentation or Cover Page ____ Table of Contents for Entire Portfolio ____ Table of Contents for each INTASC standard section, placed to introduce each standard ____ Resume ____ Three Professional Letters of Recommendation ____ Evaluations from all field experiences ____ Mid-Term Student Teaching Evaluation required, other completed Student Teaching

evaluations encouraged ____ Certificates of completion or participation in workshops or programs related to teaching or

any additional material indicating exemplary teaching/learning performances that do not fall under one of the ten INTASC standards

and

____ Philosophy of Education (Theory-Based Statement first, as developed in the Social Foundations course, H340, Education and American Culture; updated philosophy statement, content, or developmental-level specific statements may follow)

____At least one performance-based assessment of a lesson taught during student teaching, which should include:

a) The lesson plan b) Written assessment from supervisor or cooperating teacher (This may be on the

Student Teaching official assessment form.)

c) Your written reflection about your own performance and its effectiveness for promoting student learning. Tie your performance and specific examples of student learning (include at least 3 examples of student work) to the “Habits of Mind” and “Knowledge” categories of the Conceptual Framework. Then, select at least one other category of the Conceptual Framework to reflect on as well. (This should be in addition to your reflection on the Student Teaching official assessment form.)

3. Artifacts as Evidence of Meeting the INTASC Standard(s) The remainder of the portfolio will consist of artifacts that demonstrate your competency and understanding of the INTASC standards. Each student’s artifacts will be different, portraying the unique development of that student. The artifacts will be divided into ten sections, one section for each of the INTASC standards. Each section should begin with a statement of the INTASC standard and a table of contents indicating the artifacts included. In the final, exit portfolio each of the ten INTASC standards sections of the portfolio should have three artifacts and three reflections, one introducing each of the three artifacts.

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Performance-based assessment of student teaching (maximum 5 points) rubric Fall 2007

1. Lesson Plan __ yes __ no 2. Assessment from supervisor or cooperating teacher (This is on the official Student

Teaching assessment form.) __ yes __ no 3. Your written reflection about your own performance and its effectiveness for

promoting student learning. Tie your performance and specific examples of student learning (include at least 3 examples of student work) to the “Habits of Mind” and “Knowledge” categories of the Conceptual Framework. Then, select at least one other category of the Conceptual Framework to reflect on as well. (This should be in addition to your reflection on the Student Teaching official assessment form.) a) Habits of Mind __ (0-2) b) Knowledge __ (0-2) c) Other CF Category _______________ __ (0-1)

Exemplary Satisfactory Needs Major Improvement Student Learning with Conceptual Framework “Habits of Mind”

Candidates connect specific example(s) of their own behaviors, the lesson, and students’ learning with “Habits of Mind.” Candidates analyze specific examples of student learning in relation to their own teaching roles and responsibilities for engaging learners through strategies such as “investigating, inquiring, challenging, critiquing, questioning, and evaluating.”

Candidates describe their own or their students’ strategies for “Habits of Mind.” Candidates explain how the students’ learning was impacted or not impacted by the lesson. Little connection is made between the teacher, students and the lesson.

Candidates select examples of grades or scores on assessments (e.g., tests, quizzes) to justify effectiveness of teaching. Candidates recognize the specific strategies the students learned. No connection is made between the candidate, the student and the lesson.

2 pts 1 pt 0 pts Student Learning with Conceptual Framework “Knowledge”

Candidates connect specific examples of their teacher behaviors, their lesson, and students’ learning with Knowledge. Candidates analyze their planning and results of students’ learning to understand self, community, content, and learners.

Candidates describe the lesson and explain how the students’ learning was impacted or not impacted by the lesson, going beyond “I did this and the students got it.” Little connection is made between the teacher, students and the lesson.

Candidates select examples of grades or scores on assessments (e.g., tests, quizzes) to justify effectiveness of teaching. No connection is made between the candidate, the learner and the lesson, beyond “I did this and the students got it.”

2 pts 1 pt 0 pts

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Reflection on a third category of Conceptual Framework

Candidates include the following 3 components: make a claim, elaborate, and provide supporting evidence (e.g., examples not necessarily from student work provided) in relation to the Conceptual Framework category.

Candidates include 2 of the 3 components: make a claim, an elaboration, or provide supporting evidence of student learning in relation to the Conceptual Framework category.

Candidates make claim without providing an elaboration or evidence of student learning in relation to the Conceptual Framework category.

1pt .5 pt 0 pts

(0-5) Total Points: __________ PORTFOLIO FINAL EVALUATION SHEET, Revised Fall 2007

Part I—Required Basic Entries Place a checkmark next to each item satisfied. (each worth 1 point) _____ Presentation or Cover Pager _____ Table of Contents for Entire Portfolio _____ Table of Contents for each INTASC standard, placed to introduce each standard _____ Resume _____ Three professional letters of recommendation _____ Evaluations from all field experiences _____ Mid-Term student teaching evaluation required; other completed student

teaching evaluations encouraged _____ Certificates of completion or participation in workshops Total number of basic entries checked above (0-8 points) _____ Philosophy of Education: Theory-based statement developed in Social Foundations

course, H340 (maximum 5 points) Performance-based assessment of student teaching (maximum 5 points)

1) Lesson plan __yes__no. 2) Assessment from supervisor or cooperating teacher (on the official Student Teaching

assessment form) __yes__no. 3) Your reflection about your own performance and effectiveness related to P-12 student

learning. Tie your performance and specific examples of student learning (at least 3 examples of student work) to the Habits of Mind and Knowledge categories of the Conceptual Framework and at least one other category. a) Habits of Mind ___ (0-2) b) Knowledge ___ (0-2) c) Other CF Category:_____________ ___ (0-1)

______ Performance-based total (0-5)

Total Philosophy and Performance (0-10 points)

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INTASC Standards Assessments Write the score for each of the INTASC standards: (maximum 5 points each) The pre-service teacher: ___ 1. Knowledge of subject: Understands the central concepts, tools of inquiry and

structures of the disciplines(s) he or she teaches, and can create learning experiences that make these aspects of subject matter meaningful for students.

___ 2. Learning and Human Development: Understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

___ 3. Adapting instruction: Understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. (P-12 work included: __yes __no)

___ 4. Instructional Strategies: Understands a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills. (P-12 work included: __yes __no)

___ 5. Motivation and Learning Environment: Uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

___ 6. Communication Skills: Models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (technology work included: __yes __ no)

___ 7. Planning: Understands and can plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

___ 8. Assessment: Understands how to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. (P-12 work included: __yes __no)

___ 9. Reflection and professional growth: Understands how to be a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

___ 10. Relationship with school and community: Fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Total INTASC standards (0-50 points)

Excerpt from the newly revised scoring rubric for the Portfolio to

PORTFOLI

P-12 work needs to be included in artifacts for two INTASC Standards; use of technology needs to be included in one artifact to receive full credit for a Standard.

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3. History of Change Sustain Results. The PRAXIS II scores for English have remained consistently high. Our goal is to sustain these high achievement scores. In collaboration with the English department, we designate one writing class for education majors. The instructor from the English department is a former classroom teacher, and she aligns assignments with education students’ needs. In the fall of 2005, the English Department designed a sequence of classes to support an ENL program. During advising, English education majors are given information on this sequence of courses with information on how they can prepare for teaching students learning English as a second language. The SOE is in the process of getting this program approved as an area of concentration. These courses will help address standards two, three, and eight, where a couple of subsidiary targets are either not addressed or only addressed in one course. Field Experience. During the past three years we have worked towards integrating two 30-hours field experiences into one 60-hours field experience in order to give candidates a richer experience. This gives candidates the opportunity to learn how to develop rapport with adolescents, design instruction, teach, and assess learning. We are trying to set up a field experience where preservice middle school teachers can actually teach an interdisciplinary unit in a middle school setting. Philosophy of Education. In H340, Foundations of American Education, candidates develop an understanding of four major theories of education that continue to influence policies and practices in the United States and in Indiana. By the end of the course, candidates have constructed their initial theoretical statement of philosophy. To further develop candidates’ understanding of the major theories and what they look like in practice, candidates are asked to reexamine their initial statement based on the unit of study they design in X401, Critical Reading in the Content Area. They also develop a second philosophy of education statement during their methods class so that they might make close connections between theory and practice. These statements are included in the portfolio. Field Experience Evaluation Form. Field Experience Evaluation Form was revised a few years ago to be more closely aligned with the INTASC standards and the student teaching evaluation. Revised Course Assignment Assessment. Assessment in Course S405 was revised to assure that candidates are assessed on student learning for teacher candidates by requiring they submit a lesson plan, student work, and reflection through the lens of the conceptual framework elements Habits of Mind, Knowledge, and one other of their choice. This is aligned with the unit change for the portfolio assessment. Portfolio assessment change for lesson plan reflection on Conceptual Framework: As of Fall 2007 we have changed this to read: “Your written reflection about your own performance and its effectiveness for promoting student learning. Tie your performance and specific examples of student learning to the “Habits of Mind” and “Knowledge” categories of the Conceptual Framework. Then, select at least one other category of the Conceptual Framework to reflect on as well. (See pp. 17-21 above for the revised assignment, scoring rubric, and revised Portfolio Scoring Sheet.)

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4. Summary of Unit Reflection on Initial Programs Unit-Wide Changes Over the course of the last three years the School of Education (SOE) has been impacted by changes external and internal to it. The Indiana University Purdue University Fort Wayne (IPFW) Faculty Senate’s Education Policy Committee (EPC) has articulated a pedagogical framework for the Baccalaureate degree (Senate Document 05-8) and the Senate General Education Subcommittee has articulated student learning outcomes for the General Education requirements of all Baccalaureate degrees. This affects mainly our Initial programs. As a school we have been required to align our Conceptual Framework with that of the Baccalaureate Framework. At the same time, with an impending North Central Association accreditation of the University in Spring of 2010, and with the thrust from the Report of the Commission on the Future of Higher Education (2006) under Secretary of Education Margaret Spellings to assess the learning of students in institutions of higher education, the University is in the process of inaugurating an electronic data assessment system, eLumen, that would allow for data to be gathered at the course level, but used at the school level and the University level for assessment purposes. While we in the SOE have developed our own Data Management System, we will soon be in the process of migrating some of our DMS data to eLumen.. The Indiana General Assembly has required Indiana University to reach articulation agreements with Ivy Tech Community College, effective with the freshman 2008 class. The mandated articulation with Ivy Tech Community College requires curricular changes in selected programs. This has mainly affected our Initial programs. During the 2007 calendar year SOE faculty in the Educational Studies Department revised the programs in the Early and Middle Childhood concentrations to be in alignment with the articulation agreement. Currently, in Spring 2008, faculty are working on the details of implementing these changes. We anticipate having to make adjustments in our secondary programs, as well. We have worked together with other Indiana University (IU) campuses through the Indiana University Education Council, with faculty representatives from all IU campuses, to coordinate a joint response to the articulation agreement. The School of Education formed two departments, Educational Studies and Professional Studies, in 2000. The Faculty Affairs Committee of the SOE is in the process of rewriting the Governance Document to reflect those changes, and the departments are developing their own governance documents. At the same time the University is promoting an initiative to have Chairs take additional decision-making responsibility for decisions currently made by Deans. Thus, the Governance Document will reflect a more clearly articulated division of rights and responsibilities between departments and the SOE, as well as, overall, more powers to departments than previously. This means that curricular authority is moving from the school level to the departmental level. We are currently, Spring 2008, reviewing all of our programs through the State, two years before our next NCATE Visit in 2010. Our Initial programs under review are Early and Middle Generalist, Computer Education, Mild Intervention, Visual Arts Music, Theater, World

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Languages, Language Arts, Mathematics, Life Sciences, Earth/Space Sciences, Chemistry, Physics, and Social Studies. We have been preparing for these reviews for the past two years. SOE Faculty members have all been involved in the process, and we have had opportunities to work more closely with colleagues in the Arts & Sciences. Further collaboration is planned. Preparation of the reviews has helped us look candidly at our programs and given us renewed understanding of and focus on meeting content standards. We also meet regularly with the Dean’s Community Advisory Council to give us feedback and recommendations for possible changes to our programs, or the introduction of new programs. We convene our Teacher Education Council to facilitate communication between the SOE faculty and faculty in the Arts & Sciences about all of our teacher education programs for which we have joint responsibility. During the last three years we have been in the process of introducing electronic portfolios to our candidates. We chose TaskStream as our e-portfolio provider. While undergraduate candidates have had the e-portfolio as an option since we piloted it in 2005, as of Fall 2007 all candidates in the introductory course, EDUC F300, Invitation to Teaching, are required to use TaskStream. Because of the University’s impending use of eLumen for assessment purposes, we are not sure how, or if, TaskStream data can be migrated into it. In the course of the last three years the grades in certain courses (W131, COM 114 and EDUC W200) have been raised to a B for admission to the Initial programs. In the Exit Portfolio student work has been required in some artifacts to show competency in meeting the INTASC Standards, and use of technology has, also, been required. In Fall 2007 we initiated the inclusion of student work in the Performance-Based Assessment assignment in the Exit Portfolio. The candidate reflects on how his/her teaching of a lesson, and the student work that resulted from it, relate to two elements of the SOE Conceptual Framework, Habits of Mind and Knowledge, and one other category of the Conceptual Framework. In 2005 we revised the SOE Undergraduate Handbook which more clearly articulated the rights and responsibilities of Initial Licensure candidates. The Behavior Review Policy set firm guidelines in the area of professional dispositions. We have been continually responding to mandates from external agencies—the Secretary of Education, NCATE, the Indiana Department of Education—as well as IU, the IPFW senate, the IPFW Office of Academic Affairs, the IPFW Assessment Council, SOE colleagues, our program colleagues, our candidates, and our stakeholders, all with the purpose of improving our programs. The aggregated content program assessment data give us valuable feedback about the strengths and weaknesses of our programs as we make changes within the context of the multiple mandates that frame all of our work.

D. Faculty Section English AYA, EA

Faculty Name Highest Degree Attained

Area(s) of Specialization Courses Taught in Program

Additional Responsibility in Program

Years of P-12 Experience

Greg Anderson M.Ed. Educational Psychology EDUC P250, P253 20 Jonathon Tankel Ph.D. Mass Communication COM 250, 251 &

C200 0

Karol Dehr M.A.T. Writing Composition W233 Teaches one section for education majors only.

3

Mary Ann Cain Ph.D. Rhetoric and Creative Writing W103 1 David Lindquist Ph.D. Methods of Teaching English M447 30 Glenda Moss Ed.D. Critical Reading in Content Area, Methods of teaching X401, S405,

M 447 16

Joe Nichols Ph.D. Educational Psychology EDUC P250 15 Beth Simon Ph.D. Language in society L360 0 Lewis Roberts Ph.D. Children's Literature, Young Adult Literature, Victorian

Studies, Print Culture, Popular Culture Studies, Literacy Studies, History of the Book

L390, L391

0

Stuart Blythe Ph.D. Rhetoric & composition, writing in the disciplines W400 0

Debrah Huffman Ph.D. Rhetoric & composition; writing across the curriculum and reading

W400 0

IPFW School of Education English/Language Arts Program Review . Document # 2 . A. English Curriculum...

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