NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION · education, by current best practice and reform research and by the changes called for by NCATE and other learned societies.

November 2007

Program Report Template— ARSD 24:53:07:04 elementary education program 1

Program Report for the Preparation of Elementary School Teachers

Association for Childhood Education International (ACEI) South Dakota Department of Education

C O V E R S H E E T Seeking NCATE Unit accreditation: X Yes □ No

Institution Augustana College State SD Date submitted Fall 2011 Name of Preparers: Dr. Sharon E. Andrews; Dr. Julie Ashworth; Professor Becky Fiala Phone # 605-274-4627 Email [email protected]; [email protected]; [email protected] Program documented in this report:

Name of institution’s program (s) Elementary Education Grade levels for which candidates are being prepared K-8 Degree or award level Bachelor of Arts; Initial Level

Is this program offered at more than one site? □ Yes X No

If yes, list the sites at which the program is offered

Title of the state license for which candidates are prepared

ARSD 24:53:07:04 K-8 Elementary Education Program Program report status:

X Initial Review

Response to a Not Met Decision

mailto:[email protected]



November 2007


SECTION I— CONTEXTUAL INFORMATION

1a. Describe the institution and the college/school/division in which the program resides

Higher education in the early days of this country was dominated by private colleges originated by religious groups who saw in them a means to provide

leadership for their churches, schools and communities. Scandinavian immigrants to this country were no exception. The institution which was to become

Augustana College began with the foundation of Hillsboro Academy in Hillsboro, Illinois, in 1835. By 1846, a Scandinavian Lutheran group had changed the name to “The Literary and Theological Institute of the Lutheran Church of the Far West.” The ambitious new name set the pace for the institution as it moved with the

tide of immigration into America’s West. The school was moved to Springfield, Illinois, where it became Illinois State University and numbered among its students John Hay, who later became the nation’s Secretary of State, and Robert Todd Lincoln, son of Abraham Lincoln. In 1860, due to differences over matters of

doctrine, Professor Lars Paul Esbjorn and a group of followers moved to Chicago and established the Augustana College and Seminary with Esbjorn as first

president. The college has chosen to mark this institution as its beginning. The name Augustana is drawn from the origin of the Lutheran Church in the Augsburg Confession in 1530 during the time of the Reformation. The Latin designation of this document was the Confession Augustana. During and after the Civil War,

the fledgling college was caught up in the westward movement of pioneers. The school moved with its constituents to Paxton, Illinois, in 1863; and then in succession to Marshall, Wisconsin, in 1869; to Beloit, Iowa, in 1881; and to Canton, South Dakota, in 1884. In 1918, following the union of three Lutheran

synods, the college was moved to Sioux Falls where it merged with the Lutheran Normal School to form the present institution. Twenty-three presidents have served Augustana College since its founding. Mr. Robert Oliver began his tenure as the 24th president of the college in the fall of 2006.

Augustana, a college of the Evangelical Lutheran Church in America, offers to students of varying backgrounds, interests and ages a unique opportunity to achieve academic excellence and individual development in a Christian context. With its supportive community atmosphere, Augustana assists students in preparing for a

life of career, service and continuing enrichment by blending the broad learning experiences of the liberal arts with the student’s individual professional goals and in relating Christian faith to learning. The college serves the region and the larger society primarily through its undergraduate programs and through other

programs designed to meet special community needs. The mission of Augustana College is reflected by the following five shared fundamental values:

Christian—Augustana, as a college of the Evangelical Lutheran Church in American, centers on worship, welcomes all faiths, nurtures the search for a

mature religious faith, and relates Christian faith and ethics to learning and service.

Liberal Arts—Augustana College provides an education of enduring worth by affirming that teaching and learning are central and lifelong, by providing a

broad understanding of humans and their interactions, and by enriching the lives of students by exposure to enduring forms of aesthetic and creative expressions. An education of enduring worth is created by the development of broad knowledge and skills crucial in a changing world, by the creation of

an awareness of one’s own religious and ethical beliefs as well as those of others, and through the cultivation of health and wellness. Excellence—Augustana College commits to high standards and integrity by practicing faithfulness in teaching, learning, supporting and administrating,

nurturing potential, challenging the intellect, acting ethically and by recognizing achievement.

Community—Augustana College fosters caring for one another and our environments by responding to needs, respecting human differences, empowering

one another, and by tending to the ecology of the place.

Service—Augustana College affirms that wholeness includes reaching out to others by accepting the call to servanthood, promoting justice, integrating

career and service, and by serving church and society.

The North Central Association of Colleges and Schools (NCA) accredits Augustana College as a four-year liberal arts institution. The National Council of Teacher Accreditation (NCATE) accredits the teacher education programs and the South Dakota Department of Education (SD DOE) approves the undergraduate programs

(BA) leading to initial level licensure. The Education of the Deaf and Hard of Hearing undergraduate program is nationally certified by the Council on Education of

Program Report Template—ARSD 24:53:07:04 elementary education program 3

the Deaf (CED). Accreditation and approval by the aforementioned agencies permit Augustana College graduates to obtain teaching certificates in the 50 states.

The college is authorized under Federal Law to enroll non-immigrant alien students. Augustana also holds membership in the Association of American Colleges, the National Association of Church-Related Colleges, the Lutheran Educational Conference of North America, and the South Dakota Association of Independent

Colleges, and is an active member and participant in numerous other professional and learned societies and groups.

The immediate management and control of the college is vested in the Augustana College Association composed of the South Dakota, Southwestern Minnesota,

Nebraska, Rocky Mountain and Western Iowa Synods of the Evangelical Lutheran Church in America. The association is incorporated under the laws of South Dakota, and functions through a Board of Trustees.

A distinct asset to Augustana is its location in the city of Sioux Falls. Sioux Falls, with a population of 110,000, is a retail, manufacturing, and distribution center

for the area. The city provides many cultural, educational and vocational opportunities for Augustana students.

Augustana College adopted the 4-1-4 calendar in 1970 which consists of two fourteen-week semesters connected by a four-week January interim. The January

interim is designed to encourage independent and self-directed study; create a more experiential and innovative learning environment; enhance the opportunity for interdisciplinary study, and provide opportunities for greater cross-cultural and international experiences. Course credit is computed by semester hours, and

each undergraduate degree candidate must complete 130 hours of course work with a 2.00 cumulative grade point average.

On the undergraduate level, Augustana College offers one degree, the Bachelor of Arts. All students who successfully complete any approved course of study at

the college will receive this degree. The semester credit hour is the unit of instruction. The graduation requirement is 130 credit hours. A 59 credit hour general education program is an important component of an Augustana College education. The general education program is designed to provide all students with a basic

core of skills and knowledge. Those students who have the required skills and knowledge may satisfy general education requirements through test outs.

Augustana Summer College is in session for eight weeks in June and July. The sessions are divided into two four-week terms and one eight-week term. Summer College serves students of all ages by scheduling a full selection of undergraduate and graduate courses, workshops, and conferences. The summer sessions

include courses from the regular curriculum and, at the same time, offers special programming for graduate students and for others who continue to grow

through higher education.

For the purpose of correlation of the work of the various fields of instruction, a divisional organization of the faculty is maintained. Within each of the three divisions, the faculty is organized into departments. Divisional chairpersons and departmental chairpersons are appointed by the college. The Humanities Division

includes Art and Anthropology; English and Journalism; Modern Foreign Languages; Music; Religion, Philosophy and Classics; Communication and Theatre. The

Social Sciences Division includes Business Administration; Economics; Education; Government and International Affairs; History; Psychology; Sociology, Social Work, and Native American Studies. The Natural Sciences Division includes Biology; Chemistry; Computer Science; Health, Physical Education and Recreation;

Mathematics; Nursing; and Physics.

The heart of Augustana College is its faculty and its academic programs. The classroom and effective instruction are the primary focus of the collegiate

experience. The college also promotes involvement and encourages each student to make a contribution to the life of the campus community. Augustana College will consider for admission any student whose character is consistent with the mission of the college and who shows evidence of ability to benefit from college life.

The mission statement of Augustana College is “to provide an education of enduring worth in times of change by blending the broad learning experiences of the

liberal arts with the student’s individual professional goals by relating Christian faith to learning.” The College Mission serves as the driving force for the Education Department.

November 2007


The Conceptual Framework describes how Augustana College’s Teacher Education Program has been influenced and informed by current and historical research in education, by current best practice and reform research and by the changes called for by NCATE and other learned societies. Additionally, the conceptual

framework articulates the Teacher Education Program’s beliefs and provides justification and rationale for its existence and purpose. It is meant to be a vehicle through which the unit shares with the professional community its way of seeing, thinking, and being.

Our program’s conceptual framework, the Circle of Courage, , is based on a model of youth empowerment supported by contemporary research, the

heritage of early youth work pioneers and Native American philosophies of child care. The model is encompassed in four core values: belonging, mastery, independence, and generosity. The central theme of this model is that a set of shared values must exist in any community of learners, including public education

and teacher training institutions, to create environments that ultimately benefit society. The term reclaiming is used in this model because reclaiming environments meet the needs of both the individual and society. Unit faculty determined that they want to create a reclaiming environment for their teacher

candidates and dispose program graduates to create classrooms and schools that exemplify all four values of the Circle of Courage.

Belonging is an integral part of the Augustana environment. Students need to attach to caring adults in order to begin the process of learning and

incorporate basic social values. The college encourages teacher candidates’ sense of belonging through small interactive classes and numerous teacher candidate groups. Within the Teacher Education Program, belonging is facilitated through consensus building, inclusive learning climates, and cooperation. Teacher

candidates examine their field placements with regard to the ways in which the teacher creates a belonging environment that nurtures positive peer attachments through learning. Faculty also structure the teacher candidates' learning environment to create a community of learners.

Mastery, the second value in the Circle of Courage Model, promotes the belief that teacher candidates need to develop social, intellectual, and academic competence if they are to become capable and responsible citizens. Mastery is ensured both through the Augustana core and the Teacher Education Program

requirements. College and program admission requirements, stringent course standards, early practicum experiences and portfolios are examples of measures used to assess learning and levels of preparedness. When teacher candidates are knowledgeable and skilled in the professional discipline and the liberal arts core,

they are disposed to become "master" teachers.

Independence is the third value promoted within the Circle of Courage model. To develop positive autonomy and interdependence, teacher candidates must be secure in the guidance of caring adults and believe they have some power over their world. The Augustana liberal arts core provides teacher candidates

with the tools for independence from their first entry course, New Student Seminar, to the Capstone course for seniors. These courses enable teacher candidates to learn about themselves and their relationship to others. In the Teacher Education Program, qualities that promote problem solving, leadership, respect for

diversity, collaboration, assertiveness and responsibility are built into the curriculum and modeled by unit faculty.


Generosity is incorporated into Augustana's liberal arts core by expecting teacher candidates to participate in volunteer work and the college’s annual Community Service Day, thus encouraging them to display empathy and concern for others. The curriculum within the Teacher Education Program is designed to

assist teacher candidates in making the connection between their chosen career and a commitment to society. A positive learning environment must be characterized by a climate of caring so that all involved support one another and cooperate in making their social and academic experiences meaningful.

The mission of the Education Department is to empower students with the tools needed to create learning environments that ensure belonging, mastery,

independence and generosity. This mission is grounded in a philosophy that integrates the best of Western educational thought with the wisdom of the

indigenous Native American culture of the region and emerging research on positive youth development.

The curriculum of the Teacher Education Program is structured to blend the Circle of Courage values into a model for professional behavior. A set of professional competencies, based upon INTASC (Interstate New Teachers Assessment and Support Consortium) principles, has been identified to guide course content and

practicum experiences and both the initial and advanced level. Each of the program competencies has been aligned with the four shared values of belonging,

mastery, independence, and generosity.

#1 KNOWLEDGE OF SUBJECT MATTER: The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

#2 KNOWLEDGE OF HUMAN DEVELOPMENT AND LEARNING: The teacher candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

#3 ADAPTING INSTRUCTION FOR INDIVIDUAL NEEDS: The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

#4 MULTIPLE INSTRUCTIONAL STRATEGIES: The teacher candidate understands and employs a variety of evidence-based learning strategies to encourage students' development of critical thinking, problem solving, and performance skills.

#5 CLASSROOM MANAGEMENT AND MOTIVATION SKILLS: The teacher candidate 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: The teacher candidate uses knowledge of effective verbal, nonverbal, media, and technological communication techniques to foster

active inquiry, collaboration, and supportive interaction in the classroom.

#7 INSTRUCTIONAL PLANNING SKILLS: The teacher candidate plans instruction based upon knowledge of subject matter, local, state, and national content standards, students, and the community.

#8 ASSESSMENT OF STUDENT LEARNING: The teacher candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

November 2007


#9 PROFESSIONAL COMMITMENT AND RESPONSIBILITY: The teacher candidate is a reflective practitioner who continually evaluates the effects of his/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 PARTNERSHIPS: The teacher candidate fosters relationships with families (parents, guardians, and support people), school colleagues, and community

agencies to support students' learning and well-being.

The above 10 Program Competencies have been reorganized into the following 6 broad areas:

Knowledge of Content (#1)

Knowledge of Student (#2, #3)

Classroom Environment (#5)

Planning for Instruction (#4, #6, #7)

Assessment (#8)

Professionalism (#6, #9, #10)

1b. Describe the standards for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program

PROGRAM ENTRY

The Application to the Teacher Education Program form is completed during the candidate’s enrollment in EDUC 275. The form helps to identify those who intend to pursue entrance to the program and formally communicate program entrance requirements to prospective candidates. Admission to the Teacher Education

Program occurs upon completion of the following:

Completion of at least 45 semester credit hours

Overall cumulative GPA of 2.60

Cumulative GPA of 2.60 in content major

Freedom from disciplinary status

Academic Advisor’s recommendation

Approval from the Education Department and/or the Department of Major and the Teacher Education Committee

Satisfactory Ratings on Assessment of Candidate Dispositions

Completion of EDUC/SPED 110, EDUC 245, & EDUC 275 with grades of at least C- or above

Successful Program Admission ePortfolio Review

The Teacher Education Committee/TEC considers applications to the program once each semester and with their approval, teacher candidates are granted

admission to the program. Teacher candidates will be notified of their admission status by the Field Placement Coordinator. Admission to the Teacher Education

Program is necessary before teacher candidates will be allowed to register for some upper level courses.

PRIOR TO ENTERING STUDENT TEACHING


The Intent to Student Teach Form is due to the Field Placement Coordinator ONE YEAR prior to the semester of student teaching. It is the candidate’s

responsibility to submit the Intent to Student Teach form by December 1 or May 1 of the appropriate semester. Acceptance to student teaching occurs after candidates have been admitted to the teacher education program and upon completion of the following:



Completion of all coursework required for major and certification with grades of C- or better for the teacher candidate’s chosen program of study

Approval from the Education Department and/or the Department of Major and the Teacher Education Committee

Satisfactory Ratings on Assessment of Candidate Dispositions

Teacher candidates in the Education of the Deaf and Hard of Hearing program must completed the Sign Communication Proficiency Interview/SLPI at an

Intermediate Level

The Teacher Education Committee/TEC considers applications to student teaching once each semester and with their approval, teacher candidates are granted

acceptance to student teaching. Teacher candidates will be notified of their acceptance status by the Field Placement Coordinator.

Completion of the following is necessary before teacher candidates will be allowed to begin their student teaching experience:

Candidates are required to take AND pass the PRAXIS II Content Exam(s) for all program areas being completed and the PRAXIS II Principles of Learning

and Teaching/PLT Exam that best matches their preparation area PRIOR to beginning the student teaching experience.

Candidates will not be allowed to begin the student teaching experience until passing scores have been received.

Successful PreStudent Teaching ePortfolio Review

In addition, teacher candidates must complete the following, as required by cooperating schools, at their expense, PRIOR to being allowed to begin their student teaching experience:

Criminal Background Check

Fingerprinting

Other as required by cooperating schools.

The semester prior to student teaching, teacher candidates must electronically submit the following to the unit’s Field Placement Coordinator: Application for Student Teaching, Resume, and Autobiography.

PRIOR TO EXITING STUDENT TEACHING

Teacher candidates are eligible to exit the Teacher Education Program upon completion of the following:



Completion of all coursework required for major and certification with grades of C- or better for the teacher candidate’s chosen program of study

A successful student teaching experience, successful completion of the Student Teacher Assessment Project and required student teaching assignments

UPON PROGRAM COMPLETION

November 2007


Upon program completion and graduation from the college, teacher candidates may apply for teacher certification. Candidates cannot be recommended for

licensure until PRAXIS scores have been received and the official transcripts reflect program completion and graduation from the college. Teacher candidates should consult with the Teacher Education Program’s Certification Officer who will facilitate the application process.

1c. Provide a table showing the major transition points and key assessments in the program

Major Transition Points and Key Assessments *indicates data used to inform individual candidate’s matriculation through the program

Transition Point #1 Transition Point #2 Transition Point #3 Transition Point #4 Transition Point #5

Program Admission Prior to Student Teaching Exit from Student Teaching Program Completion After Program Completion

--Overall cumulative GPA of 2.60*

--Cumulative GPA of 2.60 in content major*

--Completion of 45 C.H.

--Approval from TEC --Advisor Recommendation

--Freedom from Disciplinary Status

--Initial Dispositional Assessment*

--Completion of EDUC 110,

245, & 275 with grades of at least C- or above

--Successful Program Admission Level Portfolio

Review (Key Assessments:

Microteaching LP; Applicable Course Grades)



--Passing PRAXIS II content

exam score --Approval from TEC

--Advisor Recommendation --Intermediate Dispositional

Assessment* --SLPI @ Intermediate Level

for EDHH candidates*

--Successful PreStudent Teaching Level Portfolio

Review (Key Assessments: Praxis Content Exam Score;

PLT Exam Score; Applicable

Course Grades)



--Cooperating Teacher Final

Evaluation of Student Teacher and Content

Addendum --Final Dispositional

Assessment* --Successful completion of

the Student Teaching

Assessment Project --Successful Program Exit

Level Portfolio Review (Key Assessments: Student

Teaching Assessment

Project; ST Evaluation and Content Addendum;

Applicable Course Grades)



--Completion of all

coursework required for program of study and

graduation

--Annual Follow Up Survey --Annual Employer Survey

1d. Describe the field/clinical experiences required for the program, including the number of hours for early field experiences and the

number of hours/weeks of student teaching or internships

Field experiences facilitate candidates’ development as professional educators by providing opportunities for candidates to observe in schools and other agencies, tutor and mentor P-12 students, assist teachers or other school personnel, and participate in education-related events. Throughout each program of study,

candidates will engage in a variety of field experiences which are carefully designed and planned to be developmental and sequential. Candidates begin their field

experiences while enrolled in EDUC/SPED 110 where they complete the Early Field Experience, a tutoring/mentoring field experience designed to introduce


candidates to the school environment and interact with a P-12 student in a one-on-one setting. This initial field experience is designed to help candidates solidify

their resolve to pursue entrance to the program and a teaching career. Subsequent field experiences become more intensive moving the candidate from observation to participation to eventually providing opportunities for candidates to interact with small groups of students or teach a lesson under the supervision

of the cooperating teacher. The table that follows outlines the various field experiences:

ALL PROGRAMS

FIELD EXPERIENCE BRIEF EXPLANATION ASSESSMENT APROX # OF HOURS WHO SECURES PLACEMENT

EDUC 110 Tutoring/Mentoring a P-12

student

Reflection Log 10 Course Instructor

EDUC 275 Observation & Participation, Planning and

Delivery of at least one lesson

Reflection Log, Cooperating Teacher

Evaluation, 5 Field Based Assignments

35 Field Placement Coordinator

EDUC 355 Field experience at Family

Immersion Center, Cultural Field Trips, ELL

Log & Discussion 8 Field Placement

Coordinator

K-8 ELEMENTARY EDUCATION PROGRAM

SPED 240 Observation & Participation in SPED and Inclusive

classrooms

Observation Reports, Journal, Case Study,

Cooperating Teacher Evaluation

12 Field Placement Coordinator

PE 265 Observation & Participation Log 8 Field Placement

Coordinator

EDUC 301 Unit observation Log, Observation 10 Field Placement Coordinator

EDUC 290/320/325 Observation, planning, and delivery of lessons for

literacy

Log, Teacher & Self Assessment, Debriefing

Sessions

45 Course Instructor

EDUC 350 Planning and delivery of lessons for social studies

Teacher & Self Assessment 15 Course Instructor

MATH 113 Observation, planning, and

delivery of lessons for mathematics

Log, Teacher & Self

Assessment, Debriefing Sessions

10 Course Instructor

1e. Indicate whether the program has a unique set of program assessments and the relationship of the program’s assessments to the unit’s assessment system

There are no unique program assessments.

1f. Include program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles.

November 2007



1g. Candidate Information

Program: Elementary Education

Academic Year # of Candidates Enrolled in

the Program

# of Program Completers

2008-2009 77 35

2009-2010 79 34

2010-2011 74 28

1h. Faculty Information

Faculty Member

Name

Highest Degree,

Field, & University

Assignment:

Indicate the role of the

faculty member

Faculty Rank

Tenure

Track (Yes/

No)

Scholarship, Leadership in

Professional Associations, and Service: List up to 3 major

contributions in the past 3 years

Teaching or other professional experience in

P-12 schools

Sheryl Feinstein Ed.D.,

Curriculum and Instruction,

University of

South Dakota

Faculty; Chair

of the Education

Department;

Director of the MA Program

Professor Yes Scholarship: The Brain and

Strengths Based School Leadership, 2011 Corwin Press; (2011). Teen

Cognition and Learning Chapter in

The Best of Corwin: Educational Neuroscience Ed. Sousa, D. VA:

Service: National Reviewer for Fulbright Scholars 2009-2011

Kindergarten, St. Charles, MO;

3rd grade, Aberdeen, SD; Curriculum Coordinator and

Alternative School Director -

Luverne, MN

Matt Johnson MA,

Elementary Education,

Augustana College

Faculty Assistant

Professor

No Scholarship: Attended CEC Annual

Conference, April 2011 Leadership: Interagency Transition

Council member (2006-present) Service: Faculty Advisor for

Student Council for Exceptional

Children (2009-present)

K-5 resource room teacher for 8

years; 9-12 EBD teacher for 5 years; Student teacher

supervision; SD Teacher Licensure for K-12 Special

Education and K-5 Elementary

Education

Tony Durr Ph.D.,

Education

Policy and Leadership,

The Ohio State

Faculty

Assistant

Professor

Yes Scholarship: Authored total of 4

papers at AERA Annual Meeting

2009-present Service: Co-Coordinator Harrisburg

High School Teacher for a Day

Taught high school

mathematics for a total of 4

years

November 2007


University Exchange Spring 2011; Member MAEC (Master of Arts in Education

Committee) and Task Force

Mark Hallenbeck Ph.D., Special Education,

Michigan State University

Faculty Associate Professor

Yes Scholarship: One book chapter (2010), three presentations at

national conferences (2008, 2010) Leadership: Treasurer, South

Dakota Council for Exceptional

Children (2003-present) Service: Sioux Falls School District

Special Education Parent Advisory Committee (2007-Present)

Taught high school English for 6 years; taught junior/senior high

special education for 16 years; district special education

coordinator for 8 years; student

teacher supervision

Becky Fiala MS,

Educational Leadership,

Southwest Minnesota

State

University

Faculty; Field

Placement Coordinator

Instructor No NSS leader, Faculty Secretary,

Freshman Initiative Coach, Covenant Award Selection

Committee, Coordinator of Student Teacher Day, CPESP

Representative, Presenter at Career

Night at Washington High School 2010 and 2011

Taught elementary and middle

level school in reading, math, science, language arts for 7

years; student teacher supervision; SD Teacher

Licensure for K-8 Elementary

Education and Middle Level Math, Science and Language

Arts, ELED/MS/HS Coaching Certificate

Julie Ashworth Ed.D., Adult

and Higher Education,

University of South Dakota

Faculty Assistant

Professor

No Scholarship: Co-published Circle of

Courage Elementary Schools: Tool Kit for Professional Development,

2009; The Restorative Justice Center. Reclaiming Children and

Youth Journal of strength based

interventions, 2008; 2009 ASA Faculty of the Year Award,

2010-2011 Faculty Development Award in International/Global

Curriculum Development, 2009 The

Vernon and Mildred Niebuhr Faculty Excellence Award Recipient,

Noble Peace Prize Forum Presentations,

2003-2010, Keynote at State Behavior Conference, 2010

Leadership and Service: Civitas

Faculty Advisor for two students,

Taught elementary education,

early childhood and K-5 resource room special education

for 25 years in the SFSD. Licensure for K-8 Elementary

Education, K-12 Deaf Education,

and K-12 Special Education


2010, NSS Convener and Leader,

Augustana FRIENDSLink United Way Agency director, Lighting the Way Autism

Conference committee member for 5 years, SD WALKNOWFOR

AUTISM co chair for 4 years, SD Family Support Advisory Board

Member for 7 years, Champion for

Children Award by the SD Voices for Children in 2009

Shelly Wiemann

M.S.,

Leadership in

Reading,

University of

Sioux Falls

Faculty

Adjunct

Professor

No Scholarship: Reading Recovery

National Conference, February

2010

Comprehensive Literacy Framework

Summer Institute, June 2010

Taught 1st grade for 8 years;

Reading Recovery for 11 years;

Interventionist/Reading

Specialist for 3 years;

Roxie Ahlbrecht

MA, Education,

University of

South Dakota

Faculty Adjunct

Professor

No National Board Certified Teacher,

Middle Childhood Generalist

Math Recovery Intervention Specialist

Math Add+Vantage Champion Currently completing the final

course for a Math Specialist Degree

Taught second grade for 30+

years/ third grade 1 year;

Teacher; SD Teacher Licensure K-8 Elementary Education/K-12

German

Kristin Grinager

MA, ESL, Augustana

College

Faculty Adjunct Professor

No Scholarship: Attending SIOP training September – November

2011; Attending Closer Connections Conference October 2011

Leadership: ELL Department Chair

at Lincoln High School; Member of School Improvement Plan

Committee; Member 2009-2011 of District Curriculum Review

Committee

Service: Presented numerous workshops including September 30,

2011 on working with ELL students for the Sioux Falls School District

Have taught for 20 years and am still teaching high school

English Language Learner (ELL) students; Taught English in

Japan at the middle school level

for 2 years

Scott Johnson Ph. D. Music

Education, Northwestern

University,

Faculty Chair,

Music Department;

Music

Associate

Professor

Yes Scholarship: N/A

Leadership: Music Department Chair (2011 – 12)

Service: String adjudicator for all

Taught high school orchestra

and chorus for six years; Substitute taught band, jazz

band, orchestra for 2 years;

November 2007


Evanston, IL Education and Musical

Theatre

grades throughout the region (SD) every year; MTNA and SDMTA

string adjudicator (2010-11); High School Orchestra Festival

conductor, Feb. or March 2008-

present; Bassist with local and area church, college/university,

community orchestras as needed.

Student Teacher Supervision; Cook County (Chicago, IL)

Licnsure for 6-12 MUSIC.

Steve Thomas MFA - Art Faculty; Chair of the Art &

Anthropology Department

Professor Yes *Extensive national travel – 25 major museums in the USA, during

the past 16 months *Sioux Falls Board of Parks &

Recreation (President) * Point person to place bronze

portrait of Helen McKennan in

McKennan Park in Sioux Falls

Continuing observation of student teachers in Sioux Falls

public schools

Carrie Hall M.S.,

Ph.D.,Biological

Sciences, Idaho State

University

- Faculty Assistant

Professor

Yes Scholarship: Presented research at

Invertebrate Sound and Vibration

annual meeting (Jul 2011); Recent publication in Environmental

Entomology. Leadership: Leading 6 students in

independent research Service: Tri-Beta co-sponsor,

Augustana AISES, member of the

Animal Behavior Society Conservation Committee

N/A

Additional South Dakota Required Coursework

South Dakota Required Coursework K-8 Program

Reading course EDUC 290, EDUC 320, & EDUC 325

Exceptionalities course SPED 240

Technology competencies Embedded throughout program of study

Native American Studies NAST 320

Human Relations EDUC 355

Competencies and instructional methods specific to the discipline EDUC 301 EDUC 350

PE 265 ART 290


MUSI 230

EDUC 290, EDUC 320, & EDUC 325 MATH 113

Middle level competencies EDUC 301

EDUC 350 PE 265

ART 290 MUSI 230

EDUC 290, EDUC 320, & EDUC 325

MATH 113

SECTION II— LIST OF ASSESSMENTS

Name of Assessment Type or Form of Assessment

When the Assessment Is Administered

1 [Content-based certification exam, where applicable] Required: Praxis II Content Exam

State Licensure Test Prior to Student Teaching

-Candidates must take and pass the PRAXIS II Content Exam prior to student

teaching

2 [Assessment of content knowledge] May Include:

a. Content-course Grades b. Content Portfolio c. Comprehensive Exam d. Capstone Project

Content-Course Grades Prior to Student Teaching

-Candidates must complete all coursework for their program of student Prior to

Student Teaching

-Throughout candidate’s program of study

3 [Assessment of candidate ability to plan instruction] May Include:

a. Unit Plan Assessment Data b. Lesson Plan Assessment Data

Lesson Plan

Prior to Program Admission

-During enrollment in EDUC 275 Teaching, Connecting and Learning in Today’s

Classroom

-Typically taken during the candidate’s sophomore year

4 [Assessment of student teaching] May Include:

a. Cooperating Teacher Evaluation b. Institution Supervisor Evaluation

Student Teaching Final Evaluation Prior to Program Exit

-During Student Teaching

5 [Assessment of candidate effect on student learning] May Include:

a. Teacher Work Sample b. Pre/Post Assessment Data

Student Teaching Assessment Project Prior to Program Exit


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Name of Assessment Type or Form of Assessment

When the Assessment Is Administered

6 [Pedagogy-based certification exam] Required: Principles of Learning and Teaching

State Licensure Test Prior to Student Teaching

-Candidates must take and pass the PRAXIS II Pedagogy/PLT Exam prior to

student teaching

7 Additional assessment that addresses ARSD 24:53:07:04 standards (optional) ]

Student Teaching Content Addendum Prior to Program Exit


SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS

ARSD 24:53:07:04 STANDARD

APPLICABLE ASSESSMENTS FROM

SECTION II

DEVELOPMENT, LEARNING AND MOTIVATION

1. DEVELOPMENT, LEARNING AND MOTIVATION—Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young

adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

#4, #7

CURRICULUM STANDARDS

2.1 English language arts—Candidates demonstrate a high level of competence in use of English

language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help

students successfully apply their developing skills to many different situations, materials, and ideas.

#1,#2,#4,#7

2.2 Science—Candidates know, understand, and use fundamental concepts in the subject matter of

science—including physical, life, and earth and space sciences—as well as concepts in science and

technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a

base for scientific and technological literacy.

#1,#2,#4,#7

2.3 Mathematics—Candidates know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry,

measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and

manage data.

#1,#2,#4,#7

2.4 Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other

related areas —to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

#1,#2,#4,#7



APPLICABLE ASSESSMENTS FROM

SECTION II

2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of dance, music, theater, and the several visual arts as

primary media for communication, inquiry, and insight among elementary students.

#4, #7

2.6 Health education—Candidates know, understand, and use the major concepts in the subject

matter of health education to create opportunities for student development and practice of skills that

contribute to good health.

#4, #7

2.7 Physical education—Candidates know, understand, and use—as appropriate to their own

understanding and skills—human movement and physical activity as central elements to foster active,

healthy life styles and enhanced quality of life for elementary students.

#4, #7

2.8 Connections across the curriculum—Candidates know, understand, and use the connections

among concepts, procedures, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, and ideas to real world issues.

#4, #7

INSTRUCTION STANDARDS

3.1 Integrating and applying knowledge for instruction—Candidates plan and implement

instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community.

#3,#4,#5,#6,#7

3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to

diverse students.

#4,#5,#6,#7

3.3 Development of critical thinking, problem solving, performance skills—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of

critical thinking, problem solving, and performance skills.

#3,#4,#5,#6,#7

3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in

learning, self motivation, and positive social interaction and to create supportive learning environments.

#3,#4,#5,#6,#7

3.5 Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration,

and supportive interaction in the elementary classroom.

#3,#4,#6,#7

4. ASSESSMENT FOR INSTRUCTION—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous

intellectual, social, emotional, and physical development of each elementary student.

#3,#4,#5,#6,#7

5.1 Practices and behaviors of developing career teachers—Candidates understand and apply practices and behaviors that are characteristic of developing career teachers.

#3,#4,#5,#6,#7

5.2 Reflection and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the

effects of their professional decisions and actions on students, parents, and other professionals in the

learning community and actively seek out opportunities to grow professionally.

#3,#4,#5,#6,#7

5.3 Collaboration with families—Candidates know the importance of establishing and maintaining a

positive collaborative relationship with families to promote the academic, social and emotional growth of

children.

#4,#6,#7

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APPLICABLE ASSESSMENTS FROM SECTION II

5.4 Collaboration with colleagues and the community—Candidates foster relationships with school

colleagues and agencies in the larger community to support students’ learning and well-being.

#3,#4,#6,#7

SECTION IV—EVIDENCE FOR MEETING STANDARDS

KEY ASSESSMENT #1

Required CONTENT KNOWLEDGE

Data from licensure tests of content knowledge.

ASSESSMENT TOOL: PRAXIS II CONTENT EXAM (CONTENT-BASED CERTIFICATION EXAM)

1. Description

The state of South Dakota requires the Praxis II Content Exam as part of its Licensure Assessment. These tests are designed to measure knowledge of specific

subjects that teacher candidates will teach. Tests include both multiple-choice and constructed-response or essay questions. Teacher candidates at Augustana College are required to take and pass the PRAXIS II Content Exam prior to beginning the student teaching experience. Teacher candidates must take and pass

the required PRAXIS II Content Exam. The state of South Dakota has set passing cut scores for these exams.

Test Name: Elementary Education: Content Knowledge

Test Code: 0014

Time: 2 hours

Number of Questions: 120

Format: Multiple-choice questions

Test Delivery: Paper delivered

Content Categories Approximate Number of Questions

Approximate Percentage of Examination

I. Reading/Language Arts 30 25%

II. Mathematics 30 25%

III. Social Studies 30 25%

IV. Science 30 25%


2. Alignment to the Standards

The chart that follows provides information detailing how this assessment aligns with the standards for this program area.

ACEI 2.1 English Language Arts

2.2 Science

2.3 Mathematics

2.4 Social Studies

Language Arts X

Mathematics X

Social Studies X

Science X

3. Analysis of Data Findings

The data reveals a 100% pass rate on the PRAXIS II Content Exam in the four broad content areas of Language Arts, Mathematics, Social Studies, and Science.

4. Interpretation of Data as Evidence of Meeting the Standards Program completers’ scores on the PRAXIS II Content Exam document that they have the necessary content knowledge, as defined by the test, to be considered

highly qualified. The data further suggests that Augustana College teacher education candidates possess the content knowledge to meet the standards

established by the SD DOE. Teacher candidates demonstrate strength and mastery in their subject matter preparation in the four broad areas of Language Arts, Mathematics, Social Studies, and Science and thus possess the content knowledge expected of today’s elementary level classroom teacher; they are well prepared

to teach language arts, mathematics, social studies and science in the elementary classroom setting.

5. Assessment Data

PROGRAM 2008-2009 2009-2010 2010-2011

ELEMENTARY EDUCATION 100% (35/35) 100% (34/34) 100% (28/28)

KEY ASSESSMENT#2

Required

CONTENT KNOWLEDGE Assessment of content knowledge.

ASSESSMENT TOOL: CONTENT-COURSE GRADES

1. Description

All teacher candidates must complete a major in their program area which consists of a specific program of study or coursework. Candidates must follow the

prescribed program of study as outlined in institutional, departmental, and unit publications and materials, such as the undergraduate College Catalog, the college’s website, and Advising Checklists. Teacher candidates must take all required coursework for their program of study prior to the semester of student

teaching. A solid grasp of content knowledge is a critical aspect of teacher education candidates’ knowledge, skills, and dispositions and is thus a significant aspect of their program. Content knowledge has a direct impact upon the candidate’s ability to plan and organize for instruction. Candidates are assessed

according to standards and best practices within each department by the individual professor responsible for teaching the course. The college makes use of the

following grading scale:

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A+ 4.0 B+ 3.3 C+ 2.3 D+ 1.3 F 0

A 4.0 B 3.0 C 2.0 D 1.0 A- 3.7 B- 2.7 C- 1.7 D- .07

S/U: Satisfactory (C- and above) Unsatisfactory (D+ and below)

Teacher education candidates at Augustana College must earn a grade of C- or better in all courses required for the major and certification and must achieve and maintain an overall and major GPA of 2.60 to be admitted to the program, be accepted for student teaching, and to exit the program. At Augustana College,

students may take up to 2 courses on a pass/fail or S/U basis. If a course is retaken, the better grade is used in determining grade point average.



ACEI 2.1 English language arts

2.2 Science

2.3 Mathematics 2.4 Social studies

ENGL 110 X

ENGL 200 X

COMM 110 X

BIO 200 X

CHEM/PHYS 115 X

GEOG 120 X X

Math Content Courses X

HIST 120/121 X

GOVT 110 X


Teacher candidates consistently demonstrate competency in their content courses earning a grade of C or higher as required. The data reveals that the subject

area of history tends to be the area of most challenge but not to a level of concern.

4. Interpretation of Data as Evidence of Meeting the Standards Candidate performance in content courses required for their major reflects their solid preparation in the subjects they will be expected to teach in the elementary

classroom. Variables in the data occur most often when the college has different instructors in particular courses; this is clear from the data and from information known about who is teaching the courses. Aspects such as how a course is formatted as well as course requirements are out of teacher candidates’ control.

While it may appear that many students are electing to take courses on an S/U basis, this percentage also reflects candidates who transferred coursework from


other institutions or were exempt from taking the course due to exemplary performance on their ACT exam. Thus, this percentage is not concerning. The 48%

for the CHEM/PHYS 115 course in the 2010-2011 reporting year does seem high and is duly noted by faculty. Faculty will monitor the data in subsequent years to determine if this is a pattern. This course is one where candidates tend to have some level of anxiety due to the way the course is taught and many choose to

S/U the course. Overall, elementary education candidates demonstrate a mastery of the subject matter they will be expected to teach in today’s elementary classrooms.

5. Assessment Data

Course # & Name 2008-2009 35 program completers

2009-2010 34 program completers

2010-2011 28 program completers

A B C OTHER A B C OTHER A B C OTHER

ENGL 110 20% 29% 6% 45% 12% 47% 15% 26% 22% 39% 21% 18%

ENGL 200 14% 58% 11% 17% 26% 44% 12% 18% 20% 35% 31% 12%

COMM 110 49% 29% 3% 20% 32% 44% 3% 21% 20% 54% 15% 11%

BIO 200 34% 26% 14% 26% 38% 36% 9% 21% 54% 20% 11% 15%

CHEM/PHYS 115 29% 34% 17% 20% 41% 29% 12% 18% 8% 28% 16% 48%

GEOG 220 29% 29% 29% 14% 56% 21% 3% 21% 29% 37% 15% 19%

MATH 140 14% 31% 20% 34% 15% 47% 18% 21% 29% 38% 14% 19%

Math Content Course 31% 46% 9% 14% 32% 44% 18% 6% 17% 26% 48% 9%

HIST 120/121 14% 37% 34% 14% 29% 47% 15% 9% 25% 46% 29% 8%

HIST 110 14% 17% 20% 18% 9% 32% 24% 35% 16% 36% 28% 29%

GOVT 110 14% 40% 34% 11% 9% 26% 44% 21% 11% 37% 37% 15%

OTHER=Indicates a grade of S or Satisfactory; a grade of S is equivalent to a grade of C or above; also reflects exemptions and transfer courses

LANGUAGE ARTS ENGL 110 — First-Year Composition (Area 2.1A) (4 credits)

An introduction to academic writing in college. Emphasis is placed on the composition process: A well-put thesis, clarity and orderliness, sound development, the ability to relate careful analytical reading to effective writing, and elimination of major grammatical errors. By the end of the course students should be able to

express their ideas persuasively, clearly, and correctly. A grade of C- or higher is required to satisfy Area 2.1A. Offered Every Semester.

ENGL 200 — The Literary Experience: A Genre Approach (3 credits) (W – Area 2.1B and Area 3.5A) An introduction to major literary genres including fiction, nonfiction, poetry, and drama. Course themes and readings vary by section. The writing component

consists of three to five essays of analysis and an emphasis on the writing process. To be completed prior to the end of the sophomore year. Prerequisite: ENGL 110 (with a grade of C- or higher); Offered Every Semester.

COMM 110 — Introduction to Communication (Area 2.2) (3 credits) This introductory course in communication employs a blending of theory and practice. The theory dimension of the course emphasizes the role and function of

human communication in the myriad settings which the individual will encounter during their lives. This dimension explores: the nature of human communication;

the precepts which govern dyadic, small group, public address and mass communication; and the application of communication in modern society. In addition, the practicum dimension of the course provides students with various opportunities to enhance their speaking, listening and critical thinking competencies. Offered

Every Semester. SCIENCE

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BIOL 200 — Life Science (Area 3.2 for teacher certification students only) (4 credits) This course teaches life science concepts typically included in the elementary and middle school science curriculum. The course includes sections on writing skills

for teachers, assigning written work at the elementary/middle school level, and grant writing for science teachers. Prerequisite: Sophomore Standing; Offered Every Fall Semester.

CHEM 115 — Physical Science (Area 3.2) (4 credits) This survey course explores concepts in physics and chemistry, implements the scientific method, develops problem-solving skills and encourages connection of

physical science concepts to everyday life. Lab work includes hands-on exercises in both areas including written reports and some use of the computer for data

analysis. Three hours of lecture and two hours of laboratory per week. Students are encouraged to enroll as first or second year students. Cross-Listed with PHYS 115; Offered Every Spring Semester.

GEOG 220—Physical Geography and Earth Science for the Elementary Teacher SOCIAL SCIENCES

HIST 110 — Western Civilization I (Area 3.1A) (3 credits)

An introductory survey emphasizing the major economic, social, political, intellectual, and cultural developments of the Western world from the rise of civilization in the Near East to the end of the Reformation. Offered Every Semester.

HIST 120 — The American Experience to 1877 (Area 3.1B – ELED majors only) (3 credits) An interpretive survey of the events, ideas, and personalities that shaped the United States prior to 1877. Emphasis is placed on colonial beginnings, the War for

Independence, the evolution of national institutions and a uniquely American culture, the conflict between nationalism and sectionalism, territorial expansion, the Civil War, and Reconstruction. Offered Every Fall Semester.

HIST 121 — The American Experience Since 1877 (Area 3.1B – ELED majors only) (3 credits)

An interpretive survey of the events, ideas, and personalities which have shaped the United States since 1877. Emphasis is placed on the rise of big business, immigration, the closing of the frontier, American expansionism, the 1920s, the New Deal, World War II, and post-1945 diplomatic and social problems. Offered

Every Spring Semester. GOVT 110 — Introduction to Government (Area 3.3) (3 credits)

An introduction to the major concepts, theories, ideas and fields of study relating to government and politics. The course focuses on the exploration of pertinent

value questions associated with recurrent themes in the study of politics: citizenship and political participation, leadership and public policy, the quest for the ideal society, the requirements of constitutional government, the nature and causes of political tyranny, the causes and consequences of revolution, the roots of war,

the principles of world politics, and the prospects for peace. Offered Every Semester. GEOG 220—Physical Geography and Earth Science for the Elementary Teacher

KEY ASSESSMENT #3 Required

PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS Assessment that demonstrates candidates can effectively plan classroom-based instruction.

ASSESSMENT TOOL: MICROTEACHING LESSON PLAN

1. Description

Teacher education candidates complete this assessment, the Microteaching Lesson Plan, during their enrollment in EDUC 275: Teaching, Learning, and

Connecting in Today’s Classroom. This 3 c.h. course, typically taken during the sophomore year, is required for all teacher candidates and must be completed prior to program admission. Candidates are required to develop and teach a lesson to a small group of their peers. Lessons are videotaped and candidates also


provide written peer feedback for one another. Candidates are required to view the videotape of their lesson and complete a reflective self evaluation. The

course instructor also provides detailed feedback to candidates.

Expectations for this assignment are articulated in the course syllabus as follows:

There will be class time set aside for each of you to teach a 10-15 minute lesson in front of your peers. While the thought of teaching to your peers may be

intimidating, you should view the microteaching as an opportunity to learn in a safe environment. The feedback you receive from peers and from your professor will be constructive in nature. Each lesson should be carefully planned. The lesson should be planned to actively engage the students in an activity. Therefore, as

part of this requirement, a detailed lesson plan is required before you teach the lesson. This plan includes: Name, Descriptive title, Grade level, Explicitly stated objectives, Anticipatory set, Concepts to be covered, material needed, advanced planning required, description of activity with commentary where possible,

anticipated concerns, advanced set-up time needed, questions to be asked, resources needed, and other pertinent information. You are required to include district, state or national student standards that this lesson is based from. After the lesson, you will be responsible for preparing a written reflective critique of the

lesson. You may want to focus on strengths, weaknesses, and what you would do differently in the future. Peer-review will help you clarify your strengths and

weaknesses.

The rubric used to assess the Microteaching Lesson Plan follows:

RATING AREA 5 Exemplary

4 Excellent

3 Expected

2 Emerging

1 Unacceptable

Lesson Plan--Objectives Lesson objectives clearly stated in terms of student outcomes all of the time.

Lesson objectives clearly stated in terms of student outcomes most of the time.

Lesson objectives clearly stated in terms of student outcomes rarely

Lesson Plan--Materials Materials are relevant and appropriate for the lesson all of the time.

Materials are relevant and appropriate for the lesson most of the time.

Materials are relevant and appropriate for the lesson rarely.

Lesson Plan--Procedure Procedures outline a sequential and logical lesson all of the time.

Procedures outline a sequential and logical lesson most of the time.

Procedures outline a sequential and logical lesson rarely.

Lesson Plan--Guiding Questions Guiding questions are interesting and important to the content all of the time.

Guiding questions are interesting and important to the content most of the time.

Guiding questions are interesting and important to the content rarely.

Lesson Plan--Standards Alignment Alignment to state content standards is evident all of the time.

Alignment to state content standards is evident most of the time.

Alignment to state content standards is evident rarely.

Presentation--Introduction Lesson introduction engages the learners all of the time.

Lesson introduction engages the learners most of the time.

Lesson introduction engages the learners rarely.

Presentation--Classroom Organization Lesson pacing and classroom structure support the lesson all of

Lesson pacing and classroom structure support the lesson most

Lesson pacing and classroom structure support the lesson

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the time. of the time. rarely.

Presentation--Student-Centered Activity Lesson provides for active student involvement all of the time.

Lesson provides for active student involvement most of the time.

Lesson provides for active student involvement rarely.

Presentation--Knowledge of Subject Lesson demonstrates knowledge of subject matter being taught all of the time.

Lesson demonstrates knowledge of subject matter being taught most of the time.

Lesson demonstrates knowledge of subject matter being taught rarely.

Presentation--Enthusiasm Instruction reflects passion for teaching all of the time.

Instruction reflects passion for teaching most of the time.

Instruction reflects passion for teaching all of the time.

Presentation--Closure Lesson is brought to a definitive close all of the time.

Lesson is brought to a definitive close most of the time.

Lesson is brought to a definitive close rarely.

Teaching Skills--Praise Praise is used appropriately all of the time.

Praise is used appropriately most of the time.

Praise is used appropriately rarely.

Teaching Skills--Feedback to Students Feedback is specific, timely, and accurate all of the time.

Feedback is specific, timely, and accurate most of the time.

Feedback is specific, timely, and accurate rarely.

Teaching Skills--Nonverbal Behavior Nonverbal behavior is used to maintain a positive classroom environment all of the time.

Nonverbal behavior is used to maintain a positive classroom environment most of the time.

Nonverbal behavior is used to maintain a positive classroom environment rarely.

Teaching Skills--Questioning Students are engaged in higher level questioning which encourages participation all of the time.

Students are engaged in higher level questioning which encourages participation most of the time.

Students are engaged in higher level questioning which encourages participation rarely.

Teaching Skills--Checks for Understanding Teacher monitors understanding as lesson progresses all of the time.

Teacher monitors understanding as lesson progresses most of the time.

Teacher monitors understanding as lesson progresses rarely.

Reflection--Self Evaluation Self reflection exhibits understanding of strengths and weaknesses all of the time.

Self reflection exhibits understanding of strengths and weaknesses most of the time.

Self reflection exhibits understanding of strengths and weaknesses rarely.

Reflection--Collaboration Collaboration reflects a shared ownership of

Collaboration reflects a shared ownership of the

Collaboration reflects a shared ownership of the


the lesson all of the time.

lesson most of the time. lesson rarely.



ACEI 3.1 Integrating and

applying knowledge for instruction

3.2 Adaptation to

diverse students

3.3 Development of critical thinking,

problem solving, performance skills

3.4 Active engagement

in learning

3.5 Communication to foster

collaboration

4. Assessment for Instruction

5.1 Practices and

behaviors of developing career

teachers

5.2 Reflection and

evaluation

5.3 Collaboration with families

5.4 Collaboration with colleagues and

the community

Objectives X X Materials Procedure Guiding Questions X X Standards Alignment X Introduction X Classroom Organization

X

Student-centered activity

X X

Knowledge of Subject

X

Enthusiasm X Closure X Praise X Feedback to students X X Nonverbal behavior X Questioning X Checks for understanding

X

Self evaluation X X X Collaboration X X

3. Analysis of Data Findings All candidates demonstrate excellent to exemplary ratings in most all areas being scored. During the 2010-2011 reporting year the guiding questions criteria had

a mean score of 2.4 which is below the expected level. In addition, the teaching skill of praise was rated consistently in the expected range over all three data years and the skill of questioning was rated somewhat lower during the 2009-2010 reporting year.

4. Interpretation of Data as Evidence of Meeting the Standards Overall, candidates demonstrated strong performance on this key assessment thus evidencing their ability to plan, employ and reflection upon the lesson taught.

All areas were rated at the expected level or above, with the majority having a mean score in the excellent to exemplary range. The one exception to this is in the area of guiding questions which was rated at 2.4. This lower rating is not cause for alarm as this is not a pattern of candidate performance over the reporting

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years. It should be noted that during the 2010-2011 reporting year, the course where this key assessment is administered was co-taught and this may account for the lower mean rating as one professor allowed students to revise their work before scoring their final product. The teaching skill of praise was consistently

rated lower than other areas being rated and while the mean score is still within the expected range, candidate performance on this area is not as strong as the others. This teaching skill will need to be emphasized and modeled in a more deliberate and purposeful manner by the course instructor to support candidates’

mastery of it. It should also be noted that this assessment is the first formal time teacher candidates craft and teach a lesson and while the rubric is scored with this in mind, the timeline of when this occurs in the candidates’ program is noted.

5. Assessment Data

2008-2009

Mean N=37

2009-2010

Mean N=35

2010-2011

Mean N=38

Lesson Plan--Objectives 4.7 4.4 4.3

Lesson Plan--Materials 5.0 5.0 5.0

Lesson Plan--Procedure 5.0 4.8 4.7

Lesson Plan--Guiding Questions 4.1 4.2 2.4

Lesson Plan--Standards Alignment 4.6 4.7 4.1

Presentation--Introduction 4.7 4.4 4.6

Presentation--Classroom Organization 4.9 5.0 4.9

Presentation--Student-Centered Activity 4.9 4.9 4.7

Presentation--Knowledge of Subject 4.9 4.8 4.5

Presentation--Enthusiasm 4.9 5.0 4.8

Presentation--Closure 4.7 4.3 4.5

Teaching Skills--Praise 3.7 3.7 3.9

Teaching Skills--Feedback to Students 4.7 4.4 4.7

Teaching Skills--Nonverbal Behavior 4.9 4.9 5.0

Teaching Skills--Questioning 4.4 3.8 4.1

Teaching Skills--Checks for Understanding 4.6 4.3 4.5

Reflection--Self Evaluation 5.0 5.0 4.8

Reflection--Collaboration 5.0 5.0 5.0


KEY ASSESSMENT #4 Required

PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE and SKILLS Assessment that demonstrates candidates' knowledge and skills are applied effectively in practice.

ASSESSMENT TOOL: STUDENT TEACHING FINAL EVALUATION

1. Description

The Student Teaching Evaluation Form is first completed at the midterm of the student teaching placement. The Cooperating Teacher completes the evaluation as a

formative assessment tool, records the performance rating, and shares the results with the Student Teacher and College Supervisor. At the conclusion of the placement, the Cooperating Teacher completes the evaluation as a summative assessment tool, records the performance rating, and shares the results with the Student Teacher and

the College Supervisor. The completed form is forwarded to the Field Placement Coordinator. The student teaching evaluation is aligned to the 10 program competencies

articulated in the unit’s conceptual framework. These 10 competencies have been aligned to the INTASC standards as well and are also in alignment with ARSD as outlined in the table that follows:

PROGRAM COMPETENCY INTASC STANDARD ARSD 24:53:04:06

Competency #1-Knowledge of Subject Matter #1-Knowledge of Subject Matter 24:53:04:06 (1) The teacher understands the central concepts, tools of inquiry, and structures

of the discipline the teacher teaches and can create learning experiences that make these

aspects of subject matter meaningful for

students;

Competency #2-Knowledge of Human

Development and Learning

#2-Knowledge of Human Development and

Learning

24:53:04:06 (2) The teacher understands how

children learn and develop and can provide

learning opportunities that support their intellectual, social, and personal development;

Competency #3-Adapting Instruction for

Individual Needs

#3-Adapting Instruction for Individual Needs 24:53:04:06 (3) The teacher understands how

students differ in their approaches to learning and creates instructional opportunities that are

adapted to diverse learners;

Competency #4-Multiple Instructional Strategies #4-Multiple Instructional Strategies 24:53:04:06 (4) The teacher understands and uses a variety of instructional strategies to

encourage the development of critical thinking,

problem solving, and performance skills in students;

Competency #5-Classroom Management and

Motivation Skills

#5-Classroom Management and Motivation Skills 24:53:04:06 (5) The teacher uses an

understanding of individual and group motivation and behavior to create a learning environment

that encourages positive social interactions, active engagement in learning, and self-

motivation;

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Competency #6-Communication Skills #6-Communication Skills 24:53:04:06 (6) The teacher uses knowledge of effective verbal, nonverbal, and media

communication techniques to foster active

inquiry, collaboration, and supportive interaction in the classroom;

Competency #7-Instructional Planning Skills #7-Instructional Planning Skills 24:53:04:06 (7) The teacher plans instruction

based upon knowledge of subject matter, students, the community, and curriculum goals;

Competency #8-Assessment of Student Learning #8-Assessment of Student Learning 24:53:04:06 (8) The teacher understands and

uses formal and informal assessment strategies to evaluate and ensure the continuous

intellectual, social, and physical development of

students;

Competency #9-Professionalism #9-Professionalism 24:53:04:06 (9) The teacher evaluates

continually the effects of the teacher's choices

and actions on others, including students, parents, and other professionals in the learning

community. The teacher actively seeks out opportunities to grow professionally;

Competency #10-Partnerships #10-Partnerships 24:53:04:06 (10) The teacher fosters

relationships with school colleagues, parents, and agencies in the community to support student

learning and well-being.

During the 2010-2011 academic year, the 10 program competencies were organized into six broad areas as follows:

BROAD AREA ALIGNMENT TO PROGRAM COMPETENCIES

CONTENT KNOWLEDGE #1

KNOWLEDGE OF STUDENT #2, #3

CLASSROOM ENVIRONMENT #5

PLANNING FOR INSTRUCTION #4, #6, #7

ASSESSMENT #8

PROFESSIONALISM #6, #9,#10

Cooperating teachers employ a 5-point rating scale’s descriptive information is used to assess the student teacher’s performance. They are advised to consider the

student teacher’s performance within the context of this preservice experience, not as a first year teacher. The 5-point rating scale is detailed below:


5=Exemplary—this student teacher is extremely capable, independent & autonomous; always exceeds expectations; performance is inventive

& innovative; has been ready to take on own classroom from early on in the placement. Compelling, clear, convincing evidence of meeting standard

Instructional planning skills are consistently high

Goes above and beyond expectations

Professionalism exceeds expectations; demonstrates leadership qualities

Candidate requires no supervision

Candidate frequently performs additional responsibilities without prompting

4=Excellent—this student teacher is capable & independent; often exceeds expectations; performance is consistent; has been ready to take on

own classroom since at least midterm of the placement. Clear, convincing evidence of meeting standard

Instructional planning skills are high

Goes above expectations

Candidate requires minimal supervision

Displays professional behavior across environments

Candidate sometimes performs additional responsibilities without prompting

3=Expected—this student teacher is capable; meets expectations; performance is adequate; is ready to take on own classroom by the end of

the placement. Clear evidence of meeting standard

Performance is adequate

Instructional planning skills are acceptable

Meets expectations

Displays professional behavior in most environments

Candidate requires periodic supervision

Candidate performs additional responsibilities as assigned

2=Emerging—this student teacher is marginally capable and is not independent; does not meet expectations; performance is inconsistent; is

not ready to take on own classroom by the end of the placement, but could serve in an Educational Assistant/EA role.

Limited evidence of meeting standard

Instructional planning skills are inadequate

Marginally meet expectations

Displays professional behavior when prompted

Candidate requires constant supervision

Candidate fails to perform additional responsibilities as assigned

1=Unacceptable—this student teacher has not met any expectations; is not ready to take on any classroom role. No evidence of meeting standard

Instructional planning skills are extremely inadequate

Does not meet expectations

Displays unprofessional behavior

Candidate makes no effort

Please provide a brief supporting explanation or example for each area in the space provided


November 2007



ACEI 1. DEVELOPMENT, LEARNING AND

MOTIVATION

2.1 English language

arts

2.2 Science

2.3 Mathematics 2.4 Social studies

2.5 The arts

2.6 Health education

2.7 Physical education

2.8 Connections across the curriculum

#1 Knowledge of Subject Matter X X X X X X X X

#2 Knowledge of Human Development and Learning

X

#3 Adapting Instruction for Individual Students

#4 Multiple Instructional

Strategies

#5 Classroom Management and

Motivation Skills

#6 Communication Skills

#7 Instructional Planning Skills

#8 Assessment

#9 Professionalism

#10 Partnerships


applying knowledge for

instruction

3.2 Adaptation to

diverse students

3.3 Development of critical thinking,

problem solving, performance skills


in learning

3.5 Communication to

foster collaboration

4. ASSESSMENT FOR

INSTRUCTION

5.1 Practices and

behaviors of developing career

teachers

5.2 Reflection and

evaluation


5.4 Collaboration with colleagues

and the community

#1 Knowledge of Subject Matter

#2 Knowledge of Human Development and Learning

X

#3 Adapting Instruction for Individual Students

X

#4 Multiple Instructional Strategies

X

#5 Classroom Management and Motivation Skills

X X

#6 Communication Skills X X

#7 Instructional Planning Skills X X

#8 Assessment X X

#9 Professionalism X X

#10 Partnerships X X X


All candidates were extremely successful at achieving excellent to exemplary levels of performance on all areas rated.


4. Interpretation of Data as Evidence of Meeting the Standards As evidenced by the data, candidates possess the necessary knowledge, skills and dispositions necessary for today’s elementary classroom teacher. The data is

consistent across reporting years thus demonstrating a pattern of strong performance. Elementary education teacher candidates demonstrate a high level of competency regarding the knowledge, skills and dispositions necessary for today’s teacher and are well prepared for their role as a teacher. Their strong and

consistent performance means they possess the ability to create meaningful learning experiences for all students through integration of subject matter expertise

and pedagogical study. Because they are being rated by cooperating teachers who are well aware of expectations for today’s teachers, the data is a strong indicator of their solid preparation.

5. Assessment Data

ST Final Evaluation 2008-2009 2009-2010 FALL 2010

MEAN N=35

MEAN N=34

MEAN N=11

Competency #1-Knowledge of Subject Matter 5.0 4.7 4.5

Competency #2-Knowledge of Human Development and Learning 5.0 4.6 4.5

Competency #3-Adapting Instruction for Individual Needs 5.0 4.5 4.4

Competency #4-Multiple Instructional Strategies 5.0 4.5 4.4

Competency #5-Classroom Management and Motivation Skills 5.0 4.3 4.3

Competency #6-Communication Skills 5.0 4.6 4.2

Competency #7-Instructional Planning Skills 5.0 4.5 4.5

Competency #8-Assessment of Student Learning 5.0 4.4 4.2

Competency #9-Professionalism 5.0 4.6 4.5

Competency #10-Partnerships 5.0 4.3 4.4

ST Final Evaluation Spring 2011

MEAN N=17

CONTENT KNOWLEDGE (Competency #1) 4.7

KNOWLEDGE OF STUDENT (Competency #2, #3) 4.5

CLASSROOM ENVIRONMENT (Competency #5) 4.5

PLANNING FOR INSTRUCTION (Competency #4, #6, #7) 4.6

ASSESSMENT (Competency #8) 4.7

PROFESSIONALISM (Competency #6, #9, #10) 4.7

STUDENT TEACHER FINAL EVALUATION

November 2007


Cooperating Teacher__________________________ Student Teacher____________________ Semester Date__________

FOCUS AREA PERFORMANCE DESCRIPTION SUPPORTING EXPLANATION

CONTENT KNOWLEDGE

MIDTERM___ FINAL___

Understands the central concepts, tools of inquiry, and structures of the

discipline(s) s/he teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

KNOWLEDGE OF STUDENT MIDTERM___

FINAL___

Understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and personal development;

understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

CLASSROOM ENVIRONMENT

MIDTERM___ FINAL___

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.

PLANNING FOR INSTRUCTION

MIDTERM___ FINAL___

Plans instruction based upon knowledge of subject matter, students, the

community, and curriculum goals; understands and uses a variety of instructional strategies to encourage students’ development of critical thinking,

problem solving, and performance skills; makes use of technology integration where applicable and appropriate.

ASSESSMENT

MIDTERM___ FINAL___

Understands and uses formal and informal assessment strategies to evaluate

and ensure the continuous intellectual, social and physical development of the learner.

PROFESSIONALISM

MIDTERM___ FINAL___

Uses knowledge of effective verbal, and nonverbal communication techniques to

foster active inquiry, collaboration, and supportive interaction in the classroom; is a reflective practitioner who continually evaluates the effects of his/her

choices and actions on others and who actively seeks out opportunities to grow professionally; fosters relationships with school colleagues, parents, and

agencies in the larger community to support students learning and well-being.

KEY ASSESSMENT #5

Required

EFFECTS ON STUDENT LEARNING Assessment that demonstrates candidate effects on student learning.

ASSESSMENT TOOL: STUDENT TEACHING ASSESSMENT PROJECT

1. Description

The Student Teaching Assessment Project is a performance assessment which measures a teacher candidate’s impact on student learning. At Augustana College, this

project is specifically designed to dispose teacher candidates to be reflective practitioners, thoughtfully and systematically consider the impact their instruction has upon P-12 student(s), and use pre-assessment, formative assessment, and summative assessment results to inform instruction. Prior to the semester of student

teaching, typically on reading day, student teacher candidates attend an orientation where they receive information regarding this project. This project is a required

artifact for the Student Teaching Assessment Project ePortfolio and successful completion of this project is a required component of the student teaching experience.


If a candidate does not score receive a rating of Expected or “3” on each area, they must revise and resubmit the project. Early in the semester of student teaching,

candidates are to discuss the project with their cooperating teacher and college supervisor to determine the focus of and timing for teaching the unit and completing the project. The Pre-Assessment is to be administered and reflected upon well in advance of teaching the unit so that any modifications and/or adjustments to the

unit can be made. Teacher candidates are expected to adhere to the following format:

CONTEXTUAL INFORMATION

Unit Title: Grade Level: Duration of Unit:

Overall Unit Goal: Student Learning Outcomes:

Target Performance Goal _____%

Student Demographics

___# of students who are culturally diverse ___# of students with special needs ___# of students who are gifted/talented ___# of students who are Title I

___# of students who are male ___# of students who are female ___Other:__________________________________________________________________

Describe the technological resources available to you in this classroom and how you will integrate the available technology into your unit OR provide a

compelling rationale for why you are NOT making use of the available technology. Describe the attitudes toward individual differences in this classroom.

Describe the instructional methodology typically employed in this classroom.

Describe the typical approach(s) to assessment in this classroom—include diagnostic, formative, summative, standardized, informal, formal, etc.

Describe how the Circle of Courage and its four core values are reflected in this classroom.

ASSESSMENT PLAN

PRE ASSESSMENT

Describe your pre-assessment method, include a copy of it, and explain why you selected it.

Display the results of the pre-assessment via a data table* indicating individual student results in percentages—use pseudonyms to protect the identity of

your students. What did you learn from the pre-assessment?

Describe what changes/modifications will be made to your unit based upon a review of the pre-assessment results; if no changes are warranted, provide a

compelling rationale to justify this decision.

FORMATIVE ASSESSMENT Describe the formative assessment approaches used throughout the unit.

What did you learn from the formative assessments?

Describe what changes/modifications were made during the unit based upon formative assessment results.

POST ASSESSMENT

Describe your post-assessment method, include a copy of it, and explain why you selected it.

Display the results of the post-assessment via a data table (see sample) indicating individual student results in percentages—use pseudonyms to protect

the identity of your students.

November 2007


For each student in the data table, provide a brief Reflective Analysis of their performance from pre to post assessment.

What did you learn from the post-assessment?

Describe what changes/modifications will be made to this unit the next time it would be taught; if no changes are warranted, provide a compelling rationale to justify this decision.

2. Alignment to the Standards The chart that follows provides information detailing how this assessment aligns with the standards for this program area.


applying knowledge

for instruction

3.2 Adaptation to

diverse students

3.3 Development of critical thinking, problem solving,

performance skills


in learning

4. ASSESSMENT FOR INSTRUCTION

5.1 Practices and behaviors of

developing career teachers

5.2 Reflection and

evaluation

Contextual Information X X X

Pre Assessment X X

Use of Pre Assessment Data X X X X X X

Formative Assessment X X

Use of Formative Assessment Data X X X X X X

Post Assessment X X

Use of Post Assessment Data X X X X X X

Results Table X X

Analysis X X X X X


Candidates are rated in the expected to excellent levels for all areas of this key assessment.

4. Interpretation of Data as Evidence of Meeting the Standards Faculty-reviewed projects reflect consistency in application of the rubric to candidates’ final product. Continued use of the current project format may improve

scores as candidates and faculty become more familiar and comfortable with the required elements. Candidate performance, though not rated in the exemplary

area, is still strong and consistent. Teacher candidates demonstrate skill in assessing elementary student performance. Solid performance on this key assessment reflects their disposition to use assessment to inform instruction and to analyze student performance data. In addition, candidates demonstrate their ability to

reflect upon their methodology as it relates to assessment.

5. Assessment Data

Student Teaching Assessment Project Mean

2009-2010

N=34

Mean

2010-1011

N=28


Contextual Information 3.9 4.0

Pre Assessment 3.7 3.8

Use of Pre Assessment Data 3.7 3.9

Formative Assessment 3.7 4.0

Use of Formative Assessment Data 3.7 3.9

Post Assessment 3.6 3.9

Use of Post Assessment Data 3.6 3.7

Results Table 3.9 4.1

Analysis 3.8 4.1

Student Teaching Assessment Project Rubric

5

Exemplary Performance

4

Excellent Performance

3

Expected Performance

2

Emerging Performance

1

Unacceptable Performance

Criterion Performance Descriptor

Contextual Information Candidate provides a unit overview and description demonstrating an understanding of student differences and classroom contextual factors that may affect learning

Pre Assessment Pre Assessment approach explained, justified, and included

Use of Pre Assessment Data Candidate provides evidence of making appropriate modifications to the instructional plan based on pre-assessment

results and individual student needs

Formative Assessment Assessment is ongoing and includes multiple modes

Use of Formative Assessment

Data

Candidate provides evidence of making appropriate modifications to the instructional plan based on formative

assessment results and individual student needs

Post Assessment Post Assessment approach explained, justified, and included

Use of Post Assessment Data Candidate provides ideas for redesigning learning goals, assessment, and instruction and explains why these modifications would improve student learning

Results Table Data clearly presented, pseudonyms used and results recorded in percentages; target performance goal indicated

Analysis Analysis of individual student performance explores hypotheses for why individual students did or did not meet

learning goal

KEY ASSESSMENT #6

Required

November 2007


PEDAGOGY-BASED CERTIFICATION EXAM Assessment of pedagogical knowledge.

ASSESSMENT TOOL: PRAXIS II PRINCIPLES OF LEARNING AND TEACHING (PLT) EXAM

1. Description

The state of South Dakota requires the Praxis II Pedagogy Exam – Principles of Learning and Teaching or PLT - as part of its Licensure Assessment. This test is

designed to measure teacher candidate’s pedagogical knowledge, skills and dispositions in the following four broad areas: Students as Learners, Instruction and Assessment, Teacher Professionalism, and Communication Techniques. The test consists of multiple-choice questions and short constructed-response prompts

based on information provided in case studies. Teacher candidates at Augustana College are required to take and pass the PRAXIS II Pedagogy Exam prior to beginning the student teaching experience. Teacher candidates take the level of the PLT that best matches their preparation program’s grade span. The table

that follows indicates the format and test strands:

Test Name: Principles of Learning and Teaching: Grades K-6

Test Code: 0522

Time: 2 hours

Number of Questions: 12 short-answer questions and 24 multiple-choice question

Format: 4 case histories will be presented, each followed by 3 short-answer questions; 24 multiple-choice questions are included in two

sections of 12 questions each

Categories that will appear on your score report Approximate Percentage

of Total Score

I. Students as Learners (multiple-choice questions) 11%

II. Instruction and Assessment (multiple-choice questions) 11%

III. Teacher Professionalism (multiple-choice questions) 11%

IV. Students as Learners (short-answer questions) 22%

V. Instruction and Assessment (short-answer questions) 22%

VI. Communication Techniques (short-answer questions) 11%

VII. Teacher Professionalism (short-answer questions) 11%

2. Alignment to the Standards The chart that follows provides information detailing how this assessment aligns with the standards for this program area.


ACEI 3.1

Integrating and applying knowledge

for instruction

3.2

Adaptation to diverse students

3.3

Development of critical thinking,

problem

solving, performance

skills

3.4

Active engagement in learning

3.5

Communication to foster

collaboration

4. ASSESSMENT

FOR INSTRUCTION

5.1

Practices and behaviors of developing

career teachers

5.2

Reflection and evaluation

5.3

Collaboration with families

5.4 Collaboration with

colleagues and the community

Students as Learners X X X

Instruction and Assessment

X X X X X X

Teacher Professionalism X X X X X

Communication Techniques

X X X X


The data reveals a 100% pass rate on the PRAXIS II PLT Exam in the four broad categories of Students as Learners, Instruction and Assessment, Teacher Professionalism, and Communication Techniques.

4. Interpretation of Data as Evidence of Meeting the Standards Program completers’ scores on the PRAXIS II PLT Exam document that candidates have the necessary pedagogical knowledge, skills, and dispositions, as defined

by the test, to be considered highly qualified. The data further suggests that Augustana College teacher education candidates possess the pedagogical knowledge and skills to meet the standards established by the SD DOE. Teacher candidates demonstrate strength and mastery in their pedagogical knowledge, skills and

dispositions in the following four broad areas: Students as Learners, Instruction and Assessment, Teacher Professionalism, and Communication Techniques.

Teacher candidates possess the pedagogical knowledge, skills and dispositions expected of today’s elementary level classroom teacher.

5. Assessment Data

ELEMENTARY EDUCATION 2008-2009 2009-2010 2010-2011

100% (35/35) 100% (34/34) 100% (28/28)

KEY ASSESSMENT #7

OPTIONAL Additional assessment that addresses ARSD

ASSESSMENT TOOL: STUDENT TEACHING CONTENT ADDENDUM

1. Description

The Student Teaching Content Addendum is an assessment tool used to rate the level of preparedness of the student teacher candidate as aligned to the

program’s state-mandated standards. Cooperating teachers are asked to complete the Student Teaching Content Addendum throughout the student teaching experience. Cooperating teachers make use of the unit’s 5-point scale to rate the level of preparedness of student teacher candidates in relationship to the

content standards for their program area as follows: 5=Exemplary Preparation; 4=Excellent Preparation; 3=Expected Preparation; 2=Emerging Preparation;

1=Unacceptable Preparation. As experts in their field and content area, cooperating teachers are in a most appropriate position to complete this assessment.

November 2007


Their intense level of day-to-day interaction with the student teacher over an extended period of time means they are well suited to provide this kind of valuable feedback related to candidate performance.



ACEI 1. DEVELOPMENT, LEARNING

AND MOTIVATION

2.1

English language arts

2.2

Science

2.3 Mathematics 2.4

Social studies

2.5

The arts

2.6

Health education

2.7

Physical education

2.8 Connections across the

curriculum

1 X

2.1 X

2.2 X

2.3 X

2.4 X

2.5 X

2.6 X

2.7 X

2.8 X

ACEI 3.1 Integrating and applying knowledge for instruction

3.2 Adaptation to diverse students

3.3 Development

of critical thinking, problem solving,

performance skills

3.4 Active

engagement in learning

3.5 Communicatio

n to foster collaboration

4. Assessment for instruction

5.1 Practices and behaviors of developing

career teachers

5.2 Reflection and

evaluation


5.4 Collaboration with colleagues and the

community

3.1 X

3.2 X

3.3 X

3.4 X

3.5 X

4 X

5.1 X

5.2 X

5.3 X

5.4 X



Candidate performance is generally strong across all areas being rated. However, during the 2009-2010 data year, the areas of The Arts, Health Education, and

Physical Education were rated lower as compared to all other areas with the mean scores for these areas falling in the emerging range.

4. Interpretation of Data as Evidence of Meeting the Standards Generally all candidates are able to teach and deliver lessons in all areas of the elementary curriculum as reflected by the data. The lower mean ratings for The

Arts, Health Education, and Physical Education would be lower as regular classroom teachers do not teach these areas as directly on a regular basis. Elementary

health has limited exposure in the local elementary level curriculums. In addition, the lower mean ratings during the 2009-2010 reporting year do not represent a pattern of candidate performance and are thus not cause for alarm. Faculty will monitor subsequent data years for any pattern of lower candidate performance.

Overall, student teacher candidates reflect strong preparation for their role in the setting. Because they are being rated by cooperating teachers who are well aware of expectations for today’s teachers, the data is a strong indicator of their solid preparation.

5. Assessment Data

2008-2009

Mean N=35

2009-2010

Mean N=34

2010-2011

Mean N=28

DEVELOPMENT, LEARNING AND MOTIVATION 5.0 4.4 4.2

CURRICULUM STANDARDS-English language arts 4.5 4.3 4.0

CURRICULUM STANDARDS-Science 4.5 3.9 3.7

CURRICULUM STANDARDS-Mathematics 3.5 4.3 3.9

CURRICULUM STANDARDS-Social studies 3.5 3.7 4.0

CURRICULUM STANDARDS-The arts 3.0 2.9 3.3

CURRICULUM STANDARDS-Health education 3.0 2.7 3.2

CURRICULUM STANDARDS-Physical education 4.0 2.3 3.5

CURRICULUM STANDARDS-Connections across the curriculum 4.5 4.3 4.0

INSTRUCTION STANDARDS-Integrating and applying knowledge for instruction 5.0 4.4 4.1

INSTRUCTION STANDARDS-Adaptation to diverse students 4.5 4.4 4.2

INSTRUCTION STANDARDS-Development of critical thinking, problem solving, performance skills 4.5 4.4 4.2

INSTRUCTION STANDARDS-Active engagement in learning 4.5 4.5 4.0

INSTRUCTION STANDARDS-Communication to foster collaboration 4.5 4.4 4.0

ASSESSMENT FOR INSTRUCTION 5.0 4.4 4.1

Practices and behaviors of developing career teachers 5.0 4.6 4.3

November 2007


Reflection and evaluation 5.0 4.5 4.2

Collaboration with families 4.0 4.3 4.0

Collaboration with colleagues and the community 5.0 4.4 4.2

SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE CANDIDATE AND PROGRAM PERFORMANCE

Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principle findings from the evidence, the faculty’s interpretation of those findings, and changes made in (or planned for) the program as a result. Descr ibe the steps program faculty has

taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around

(1) content knowledge, (2) professional and pedagogical knowledge and skills, and (3) student learning.

Overview

The Teacher Education Program at Augustana College makes use of assessment data to make data-driven decisions. Within the unit, there is a culture of

performance-based assessment that has been established, maintained, and refined since the profession’s shift at both the national and state level to an outcome-based assessment model rather than an input-based model.

Early in this paradigm shift related to assessment and accountability, unit faculty at Augustana College participated in the Teacher Quality Enhancement Grant (TQE) opportunity made available by SD DOE. The opportunity to be involved in this process was much appreciated by unit faculty at Augustana College. Faculty

representatives from all Teacher Education Programs at the college participated in this process where the shift to a performance-based assessment system was explored and established. During this process, key assessments were identified and rubrics developed or refined. Mock Program Review Reports were drafted as

well. This process helped to dispose unit faculty with regard to the shift to a performance-based assessment model and laid the beginning groundwork for the writing of the Program Review Reports.

Unit faculty continue to be involved in assessment-related professional development opportunities when they are made available. Faculty have participated in a variety of opportunities at the state level including, but not limited to, PRAXIS score setting, program review writing, and key assessment determinations. In

addition, Unit faculty from the Education Department regularly attend national orientations related to assessment and accountability and its ePortfolio system.

The Teacher Education Program at Augustana College reviews data at the unit, program, and candidate level to ensure that there is a comprehensive and

thorough review of and consideration of all aspects of the program. Currently, an Annual Data Retreat is held each August prior to the start of the new academic year to review data and consider data-driven changes as warranted by the data review. The Annual Data Retreat is mainly focused on data related to the Unit

and its operations but also includes review of some key assessment data. A Data Packet is created for this Annual Assessment Retreat as well as a Data Review Worksheet. As Unit faculty review the previous year’s data, they complete the Data Review Worksheet which is designed to have faculty review the data and look

for trends or patterns of candidate performance as they consider any changes or modifications warranted based upon the review of the data. Faculty are also

provided with the previous years of data review to incorporate into this data review process. This established process ensures that there is a systematic review of assessment data on a regular basis.


At the Program Level, Unit faculty are provided with a data packet inclusive of data specific to their program candidates for key assessments along with the Data Review Worksheet. Mean scores for each key assessment are included for the most recent administrations of each key assessment. Faculty are expected to

review the key assessment data related to their program candidates for the previous year and articulate in writing their data analysis and interpretation. These annual review worksheets are then used as part of the process to inform the writing of state Program Review Reports as dictated by the state’s review cycle.

For some programs, the lack of or limited numbers of program completers has made this process somewhat challenging but faculty are committed to the process and to continuing to offer the education “track” to its majors. This spirit of commitment is indicative of the strong collaboration faculty in the Education

Department have with Unit faculty in the content areas. There is a sense of a shared ownership of the programs leading to teacher certification. Content faculty are formally engaged in the Teacher Preparation Program at Augustana College through their representation on the Teacher Education Committee. Each program

has a faculty representative that provides the link between the Education Department and their department. This formal collaboration is supplemented by ongoing informal communications throughout each academic year as faculty advise students and dialogue about aspects of the Teacher Education Program.

The Teacher Education Program at Augustana College has made use of Chalk and Wire’s ePortfolio system since the fall of 2005. Over the years, changes have been made to the ePortfolio system to better align with the Unit’s Assessment System. Currently, candidates must establish an ePortfolio at Program Admission

(ePortfolio #1: Program Admission), Acceptance to Student Teaching (ePortfolio #2: Pre Student Teaching, and Student Teaching (ePortfolio #3: Student Teaching Assessment Project).

Teacher candidates at Augustana College are required to pass three Chalk and Wire ePortfolio reviews as follows: Program Admission, Pre Student Teaching, and Student Teaching Assessment Project. Each ePortfolio is aligned to established candidate transition points. The 1st ePortoflio review, Program Admission

ePortfolio, asks candidates to consider their decision to pursue entrance to the Teacher Education Program. They are required to write a formal essay responding to specific prompts as well as a first draft of a professional resume and upload their microteaching lesson plan (Key Assessment #3). The 2nd ePortfolio, the Pre

Student Teaching ePortfolio, provides candidates with the opportunity to look back at their program of study and self select artifacts related to each broad area of content, professional and pedagogical knowledge. Candidates are to select artifacts which align with each broad area and to then articulate in a formal

synthesized essay their understanding of each broad area and how their self-selected artifacts provide evidence of their understanding. Prior to this, candidates

wrote an individual reflection for each artifact. The shift to one, synthesized reflection essay has meant candidates have an opportunity to step back and look more holistically at their preparation program rather than considering each broad area in isolation. The 3rd and final ePortfolio, the Student Teaching Assessment

Project ePortfolio, is completed during the semester of student teaching. Candidates are to upload their completed project (Key Assessment #5) for review by their college supervisor. All three ePortfolio reviews are aligned to candidate transition points and must be successfully passed in order for candidates to

matriculate through the Teacher Education Program. The ePortfolio reviews are one of the multiple measures employed to evidence candidates’ preparation for

their roles in today’s classrooms and educational settings.

Content Knowledge

Today’s teachers must have sufficient subject matter knowledge to help all students learn and to meet established standards for K–12 education. Student learning

is a guiding principle of the teaching profession. Candidates must have a solid grasp of the content to be taught in order to achieve this overarching goal. Overall, indicators of candidates’ content knowledge reflect their solid preparation. Performance on the PRAXIS content exam have been exemplary with 100%

pass rates noted. Candidates’ exemplary performance on this standardized exam has been verified by their strong performance in coursework required for their program of study. The Content Addendum provides another snapshot of candidates’ content knowledge. These three pieces of data, when taken together, verify

that teacher education candidates at Augustana College possess the content knowledge necessary for today’s teacher.

The Unit provides PRAXIS Preparation Workshops on a regular basis and also has study materials on reserve in the college library.

November 2007


Currently, PRAXIS results are reported in terms of the percentage of candidates passing the exam. The Unit has determined that it may be useful to track

candidate performance on the PRAXIS content exam related to their performance on each test category. Therefore, future data collection for the PRAXIS content exam will include candidate performance on subscore areas. While somewhat limited to the broad areas of the test, subscore test results may provide a more

focused picture of candidate content knowledge and thus make the results more meaningful and applicable to data-driven decision making.

Professional and Pedagogical Knowledge and Skills

In addition to possessing a solid grasp of the content to be taught, teachers must possess the professional and pedagogical knowledge and skills to be able to

create a positive learning environment where student learning can occur. Teacher candidates must be able to craft lessons to foster student learning. They must have a working knowledge of how students learn and develop and understand how to adjust their teaching to meet student needs. They must understand what

best practice instruction looks like and have mastery of a variety of assessment strategies which yield results to inform their instruction. Teachers must be

continually evaluating and reflecting upon their practice and understand the importance of collaborating with their colleagues and working with parents and other stakeholders.

Overall, teacher candidates at Augustana College have demonstrated exemplary performance on ETS’ Principles of Learning and Teaching or PLT Exam.

Candidate performance on this standardized exam reflects Augustana College’s teacher candidates’ solid pedagogical preparation.

In the spring of 2011, the Student Teacher Evaluation form completed by Cooperating Teachers during the semester of student teaching was revised to align with

the six broad areas of the Pre Student Teaching ePortfolio. The Content Addendum was added to provide a more program-specific assessment of candidates’ preparation as aligned to state and national standards. Because both of these assessments are completed by cooperating teachers who are in perhaps the best

position to evaluate student teacher candidates’ preparation, the results of this key assessment provide a strong indicator of candidates’ overall preparation.

Key Assessment #3, the Microteaching Lesson Plan, is designed to measure candidates’ ability to effectively plan classroom-based instruction. While candidate

performance on this key assessment has been solid, this key assessment will be reviewed to ensure that it is an adequate and comprehensive measure of candidates’ pedagogical knowledge and skills. Because this assessment occurs early in the candidates’ program and is assessed within that context, the results

are not easily compared to candidate performance on other key assessments which occur later in the candidates’ program of study. In addition, the course in which this Key Assessment is administered is one taken by all candidates thus there is limited opportunity to focus on subject-specific aspects and characteristics

of methodology specific to a content area. Current considerations for changes to this Key Assessment include the development of a standards-specific teaching

unit to be incorporated into upper level methods courses for all programs. Another consideration for this key assessment is to create a standards-specific ePortfolio for each program to be assessed within the Chalk and Wire ePortfolio system and to be completed during the candidates’ enrollment in their upper level

methodology course. Conversations with methods course instructors will be initiated beginning in the spring of 2012 and continue until consensus is reached across all programs for how to best approach the development of a revised Key Assessment #3.

Currently, PRAXIS PLT results are reported in terms of the percentage of candidates passing the exam. The Unit has determined that it may be useful to track

candidate performance on the PRAXIS PLT exam related to their performance on each test category. Therefore, future data collection for the PRAXIS PLT exam

will include candidate performance on subscore areas. While somewhat limited to the broad areas of the test, subscore test results may provide a more focused picture of candidate pedagogical knowledge and skills and thus make the results more meaningful and applicable to data-driven decision making.


Unit faculty are in the beginning stages of considering use of the Charlotte Danielson Framework to assess candidates’ pedagogical knowledge, skills and

dispositions during the student teaching experience. Tentative plans include a piloting of the standardized rubrics for this framework during the spring 2012 semester with selected cooperating teachers. Care will be taken to pilot the rubrics across all programs.

Student Learning

Candidates in all programs are expected to demonstrate their ability to impact student learning and to consider how assessment results, both formative and summative, impact student learning. The Student Teaching Assessment Project is specifically designed to meet this goal. Since its first administration, the

Student Teaching Assessment Project has evolved. For example, the name of this key assessment was recently changed from the Teacher Impact Upon Student Learning Project to the Student Teaching Assessment Project to better reflect the focus of this key assessment. The rubric used to evaluate this key assessment

has also undergone refinement as this key assessment has evolved. The shift in the title of this key assessment and changes to the rubric have yielded a more

defined and focused product. Candidate performance on this key assessment has been adequate, although ratings for their ability to reflect upon assessment results could be higher.

A more focused orientation for this key assessment will be provided for candidates beginning in the spring of 2012 inclusive of project exemplars to better guide

candidates in their completion of this project.

Conclusion

Overall, candidate performance on all key assessments is solid evidencing their mastery of content, pedagogical, and professional knowledge and skills necessary

for today’s teachers. Teacher candidates at Augustana College are disposed to enter the profession of teaching with a focus on student learning and to consider

the impact their teaching has upon their students. Faculty will continue to make use of assessment data to inform programmatic decision making.

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION · education, by current best practice and reform research and by the changes called for by NCATE and other learned societies.

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