Unit Assessment Plan

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Weber State UniversitysTeacher Preparation
Program

• Unit Assessment Plan

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Assessment Plan Five Collection Points

• Provisional Program Admission
• Professional Core Levels
• Formal Program Admission
• Program Completion
• Post-Graduation Follow-up

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Provisional Program Admission

• GPA
• 3.0 or higher in general ed/3.25 last 30 hours
• CAAP test
• reading, writing, essay, mathematics
• Faculty Interview
• 40 points from 3 faculty members
• University Competencies
• English, communication, computer literacy,
• quantitative literacy.

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Professional Core Levels

• Minimum GPA requirements
• 3.0 in college work
• B- or above in professional core courses
• Critical Performance Indicators (CPIs) based on
  INTASC Standards
• Program Disposition evaluation
• Level defined performances
• Portfolio evaluation

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Program Dispositions

• NCATE defines dispositions as the values,
  commitments, and professional ethics that
  influence behaviors toward students, families,
  colleagues, and communities and affect student
  learning, motivation, and development as well as
  the educators own professional growth.
• There are nine dispositions adopted by the WSU
  Teacher Education Program.
• Candidates are evaluated at the end of each level
  by the level faculty and in clinical practice by
  the university supervisor, content supervisor,
  and collaborating teacher.

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Program Dispositions

• Positive Attitude
• Caring/Responsive
• Ethical/Responsible
• Inclusive
• Flexible
• Collegial
• Reflective/Resourceful
• Poised
• Teachable

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Critical Performance Indicators (CPIs)

• Each of the program levels have defined critical
  performances based upon INTASC Standards that
  candidates should meet upon completion of the
  level.
• These indicators look at candidates knowledge,
  skills, and dispositions in the level as a whole.
  
• While the artifacts used for identifying student
  performance come from individual requirements for
  level course work, they do not replace grades in
  the level courses.

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Level 1 CPIs

• Integrate and apply knowledge of students,
  learning theory, curriculum development, and K-12
  content, in designing instruction
• Demonstrate competence in using both informal and
  formal assessment strategies to inform
  instruction and promote student learning.
• Recognize a variety of classroom management
  techniques.
• Use knowledge of effective verbal, nonverbal, and
  media communication techniques.

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Level 1 CPIs (cont)

• Reflect on professional practice
• Initiate a portfolio system that provides
  evidence of knowledge, skills, and dispositions.
• Demonstrate behavioral evidence of the nine
  program dispositions

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Level 2 Elementary CPIs

• Demonstrate competence in content knowledge
  (reading and social studies) with preparation of
  lessons designed in Teacher Work Sample format
  and taught in the fieldwork classroom.
• Plan and implement instruction based on knowledge
  of students, learning theory, subject matter,
  objectives, and community contextual factors
• Understand how elementary students differ in
  their development and approaches to learning, and
  create instructional opportunities that are
  adapted to diverse students.
• Use knowledge of effective communication
  techniques to foster active inquiry,
  collaboration and interaction in the classroom.

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Level 2 Elementary CPIs (cont)

• Demonstrate competence in using both informal and
  formal assessment strategies to inform
  instruction and promote student learning.
• Establish and maintain positive, collaborative
  relationships with all in the learning community.
  Reflect on practice and continually evaluate the
  effects of decisions and actions on students and
  others in the learning community.
• Continue portfolio system that provides evidence
  of knowledge, skills, and dispositions.
• Demonstrate behavioral evidence of the nine
  program dispositions.

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Level 2 Secondary CPIs

• Demonstrate competence in content knowledge in
  major/minor areas of study for 6-12 grade
  students, with preparation of a Teacher Work
  Sample used in a field experience classroom.
• Use a variety of differentiated instructional
  strategies to integrate and apply knowledge of
  students diverse needs and culture as they
  integrate core curriculum and content area
  standards. Demonstrate ability to cultivate a
  positive learning environment for all students.
• Demonstrate competence in using both informal and
  formal assessment strategies to inform
  instruction and promote student learning.

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Level 2 Secondary CPIs (cont)

• Demonstrate ability to use a variety of sources
  of feedback to reflect on individual performance
  and that of students in grades 6-12.
• Continue portfolio system that provides evidence
  of knowledge, skills, and dispositions.
• Demonstrate evidence of the nine program
  dispositions.

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Level 3 Elementary CPIs

• Apply content knowledge through preparing and
  teaching lessons in the elementary classroom.
• Apply knowledge of developmentally appropriate
  practice to create a positive and engaging
  learning environment.
• Use a variety of appropriate instructional
  strategies to encourage critical thinking,
  problem solving, and performance skills in all
  students.
• Plan and implement instruction based on knowledge
  of subject matter, learning theory, objectives,
  community contextual factors, and the needs of
  all students.

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Level 3 Elementary CPIs (cont)

• Demonstrate competence in using both informal and
  formal assessment strategies and analysis to
  inform instruction and promote student learning.
• Reflect on practice to guide professional growth.
• Continue portfolio development that provides
  evidence of knowledge, skills, and dispositions.
• Demonstrate behavioral evidence of the nine
  program dispositions.

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Teacher Work Sample (TWS)

• Enables teacher candidates to demonstrate
  teaching performances directly related to
  planning, implementing, assessing student
  learning and evaluating teaching and learning for
  a standards-based instructional unit.
• Provides opportunity for candidates to develop,
  organize, implement, assess, and reflect upon
  instruction in their assigned subject and grade
  level.
• Focuses on student achievement and competence in
  knowledge and skills and provides credible
  evidence of a candidates ability to facilitate
  learning of all students. 

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Components of the Teacher Work Sample

• Contextual Factors
• Objectives/Learning Outcomes
• Assessment Plan
• Design for Instruction
• Instructional Decision-Making
• Analysis of Student Learning
• Reflection and Self-Evaluation

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Use of the Teacher Work Sample

• In all levels the TWS, or its individual
  components, are used to evaluate candidates
  performance of level CPIs.
• Required components in each level are tied to
  course content and design of field experiences.
• The teaching of at least one complete TWS is
  required during clinical practice.

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Use of TWS (cont)

• Level 1 provides an introduction of TWS
  emphasizing the instructional design, assessment,
  and multi media components.
• Level 2 elementary candidates complete and teach
  four (4) lessons using the TWS methodology. They
  also create a thematic unit based on hypothetical
  contextual factors using the first four (4)
  components
• Level 2 secondary candidates design and teach a
  complete TWS guided by the state core and the
  field experience classroom.

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Use of TWS (cont)

• Level 3 elementary candidates create and teach
  four (4) TWS based lesson plans in field
  experience. They also use the TWS methodology to
  complete an integrated unit focusing on the 4
  content areas of level 3 (art/music, math,
  science, language arts).

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Formal Program Admission

• State defined content area Praxis tests (Required
  for USOE licensure).
• Candidates in all disciplines must take Praxis II
  content test in both academic majors and minors
  prior to admission to clinical practice.

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Program Completion

• Clinical Practice Final Evaluations based on
  INTASC Standards
• Development and teaching of at least one TWS in
  clinical practice classroom
• INTASC Portfolio designed around the INTASC
  Standards
• Program Exit Surveys

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Post-Graduation Follow-up

• Graduate survey
• Based on the INTASC Standards assessed during
  clinical practice.
• Mailed to graduates first three years after
  graduation from program.

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Assessment Data Collection

• COE has created an in-house database to collect
  and report all assessment data
• Collect data from teacher education core and
  content areas (as develop)
• Converting to Banner/Crystal Reports system and
  generating project reports for data needs
• Eventually will utilize banner data to populate
  candidate information into COE database