Report on Teaching Effectiveness - unomaha.edu · Nebraska Clinical Practice Evaluation Rubric 2017-18 Advanced (4 pt) Proficient (3 pt) Developing (2 pt) Below Standard (1 pt) Standard

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Report on Teaching Effectiveness 2017-2018

University of Nebraska at Omaha

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Narrative on Final Clinical Experience Data The Clinical Experience Assessment occurs during student teaching in the candidates’ final semester in the program. A four (4) level scale of 4 = Advanced; 3 = Proficient; 2 = Developing; and 1 = Below Standard is used with this assessment. Candidates should be performing at the Proficient level (3) on all indicators to demonstrate competency. Included in the packet is the rubric that aligns with the clinical assessment instrument along with data charts for Fall 2017 and Spring 2018. Data charts include the number of candidates in each subject area, the range of scores for the individual indicator, and the mean score for each indicator based on the assessment completed by the University Supervisors. All data are disaggregated by content area as required by CAEP. Multi-grade level endorsements (Elementary, Early Childhood, Early Childhood Inclusive, Special Education, and TAP) are group together as well as PK-12 endorsements (Art, Music, Health and Physical Education, and English as a Second Language [ESL]), and secondary content areas (Business, Mathematics, Science, Social Science, Language Arts, and World Languages). This assessment is an indirect final summary evaluation based on candidates’ overall performance during the semester. This is the required assessment by the Nebraska Department of Education (NDE) and content validity was established by the state along with reliability. Beginning in fall of 2019, an additional direct observation assessment is required by the NDE and will be included as part of the final data analysis in the next 8 Annual Measures Report.

Nebraska Clinical Practice Evaluation Rubric 2017-18 Advanced (4 pt) Proficient (3 pt) Developing (2 pt) Below Standard (1 pt) Standard 1: Learner Development Uses knowledge of students to meet needs (1.000, 6%) CAEP.1.1 | INTASC2013.1

Uses data about students and their development to adjust teaching and build on student strengths resulting in student learning.

Uses data about students and their development to adjust teaching.

Collects data about students and their development but does not adjust teaching.

Lacks evidence of data collection and use related to students and their development.

Standard 2: Learner Differences Differentiates instruction to meet student needs (1.000, 6%) CAEP.1.1 | INTASC2013.2

Identifies students’ needs for differentiation and responds with individualized instruction, flexible grouping, and varied learning experiences to include bringing multiple perspectives and cultural resources to the discussion of content.

Identifies students’ needs for differentiation and responds with individualized instruction, flexible grouping, and varied learning experiences.

Identifies students’ needs for differentiation.

Does not identify students’ needs for differentiation.

Standard 3: Learning Environments Promotes a positive classroom environment through clear expectations (1.000, 6%) CAEP.1.1 | INTASC2013.3

Communicates and reinforces clear task and behavior expectations to students, develops routines that support expectations and minimizes the loss of instructional time.

Communicates and reinforces clear task and behavior expectations to students and follows routines that support expectations for the learning environment.

Communicates and reinforces clear task and behavior expectations to students.

Attempts to communicate and reinforces clear task and behavior expectations to students.

Standard 4: Content Knowledge Uses accurate content and academic vocabulary (1.000, 6%) CAEP.1.1 | INTASC2013.4

Communicates accurate content, uses academic vocabulary correctly, provides relevant opportunities for students to demonstrate understanding and uses knowledge of common misconceptions to create accurate understanding in the content area.

Communicates accurate content, uses academic vocabulary correctly and provides relevant opportunities for students to demonstrate understanding.

Communicates content and uses academic vocabulary, yet does not consistently provide relevant opportunities for students to demonstrate understanding.

Communicates inaccurate content, academic vocabulary and/or provides irrelevant opportunities for students to demonstrate understanding.

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Standard 5: Application of Content Engages students in critical thinking and collaborative problem solving (1.000, 6%) CAEP.1.1 | INTASC2013.5

Links concepts to help students make connections and engages students in applying methods of inquiry in the discipline to engage learners in critical thinking.

Links concepts to help students make connections and engages students in applying methods of inquiry in the discipline.

Links concepts to help students make connections in the discipline.

Does not assist students in making connections in the discipline.

Standard 5: Application of Content Develops literacy and communication skills through content (1.000, 6%) CAEP.1.1 | INTASC2013.5

Engages students to utilize literacy and communication skills from a variety of resources and perspectives to address targeted purposes and audiences.

Engages students to utilize literacy and communication skills by accessing a variety of resources and perspectives to show understanding of content.

Engages students in developing literacy and communication skills.

Provides few opportunities for students to develop literacy and communication skills.

Standard 6: Assessment Uses classroom assessment (1.000, 6%) CAEP.1.1 | INTASC2013.6

Uses classroom formative and summative assessments that match objectives and inform instructional decisions to guide implementation of differentiated instructional strategies to include designing and/or adapting interventions as a result.

Uses classroom formative and summative assessments that match objectives and inform instructional decisions to guide implementation of differentiated instructional strategies.

Uses classroom formative and summative assessments that match objectives and inform instructional decisions.

Uses classroom formative and summative assessments but may not match objectives and/or inform instructional decisions.

Standard 6: Assessment Assesses for learning (1.000, 6%) CAEP.1.1 | INTASC2013.6

Uses student performance data and knowledge of students to identify interventions that support and/or advance learning through a series of differentiated assessment practices that positively impact learning.

Uses student performance data and knowledge of students to identify interventions that support and/or advance students to positively impact learning.

Uses student performance data and knowledge of students to identify interventions that support students.

Does not use student performance data and/or knowledge of students to identify interventions that support students.

Standard 7: Planning for Instruction Plans for instruction (1.000, 6%) CAEP.1.1 | INTASC2013.7

Sequences learning experiences linked to the learning objectives, performance tasks and assessments to provide multiple ways for students to demonstrate knowledge and skills to include using data to adjust for recurring learning needs throughout planning.

Sequences learning experiences linked to the learning objectives, performance tasks and assessments to provide multiple ways for students to demonstrate knowledge and skills.

Sequences learning experiences linked to the learning objectives, performance tasks and assessments.

Provides little or no evidence of sequenced learning experiences and/or experiences are not linked to the learning objectives, performance tasks and/or assessments.

Standard 8: Instructional Strategies Incorporates digital tools into instruction (1.000, 6%) CAEP.1.1 | INTASC2013.8

Designs or adapts relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Provides relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Provides relevant learning experiences that incorporate digital tools to stimulate interest.

Provides learning experiences that incorporate digital tools infrequently or ineffectively.

Standard 8: Instructional Strategies Uses research-based

Uses a broad range of evidence–based strategies to support

Uses evidence–based strategies to support learning in the content

Uses evidence–based strategies to support learning in the content

Uses strategies and poses questions.

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instructional strategies (1.000, 6%) CAEP.1.1 | INTASC2013.8

learning in the content area and poses questions and concepts that elicit students' critical thinking skills.

area and poses questions that elicit student thinking and support critical thinking skills.

area and poses questions that elicit student thinking.

Standard 8: Instructional Strategies Uses engagement to enhance learning (1.000, 6%) CAEP.1.1 | INTASC2013.8

Organizes and manages the learning environment for student engagement and personal accountability using strategies that provide opportunities for students to process and articulate new knowledge.

Organizes and manages the learning environment for student engagement using strategies that provide opportunities for students to process and articulate new knowledge.

Manages the learning environment for student engagement.

Attempts to manage the learning environment for student engagement.

Standard 9: Professional Learning and Ethical Practice Accepts critique and input regarding performance (1.000, 6%) CAEP.1.1 | INTASC2013.9

Invites constructive feedback, responds positively, independently sets and implements goals to improve practice.

Invites constructive feedback, responds positively, with support sets and implements goals to improve practice.

Invites constructive feedback, responds positively, but inconsistently implements goals to improve practice.

May resist constructive feedback or fail to implement goals to improve practice.

Standard 10: Leadership and Collaboration Conveys professional demeanor (1.000, 6%) CAEP.1.1 | INTASC2013.10

Conveys a confident, professional decorum when interacting with learners, peers, colleagues and the community in small and large group situations to include seeking out leadership opportunities in the school and/or community.

Conveys a confident, professional decorum when interacting with learners, peers, colleagues and the community in small and large group situations.

Conveys professional decorum when interacting with learners, peers, colleagues and the community in small and large group situations. Any minor lapses have been addressed.

Conveys a lack of professional decorum when interacting.

Standard 10: Leadership and Collaboration Uses professional communication (1.000, 6%) CAEP.1.1 | INTASC2013.10

Demonstrates professional oral, written and electronic communication, responds to people, problems and crises effectively and communicates with families through a variety of means (i.e. notes home, e-mails or websites, phone calls, conferences, meetings).

Demonstrates professional oral, written and electronic communication, responds to people, problems and crises effectively.

Demonstrates professional oral, written and electronic communication, responds to people, problems and crises effectively with additional assistance.

Demonstrates unprofessional oral, written and/or electronic communication and/or responds to people, problems and crises ineffectively.

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The Data Indicator

Advanced - 4 | Proficient - 3 | Developing -2 | Below Standard - 1 Elementary Early Childhood Early Childhood Inclusive Special Education TAP

F'17 S'18 F'17 S'18 S'18 F'17 S'18 S'18

1 Learner Development - Uses knowledge of students to meet needs

CAEP.1.1 INTASC2013.1

N 39 37 5 13 5 5 11 11 R 3-4 3-4 3-4 3-4 3-4 3-4 3-4 3-4 M 3.72 3.59 3.8 3.69 3.6 3.2 3.73 3.82

2 Learner Differences - Differentiates instruction to meet student needs


N 39 37 5 13 5 5 11 11 R 3-4 3-4 3-4 3-4 3-4 3-4 3-4 3-4 M 3.38 3.46 3.8 3.54 3.4 3.6 3.55 3.45

3 Learning Environments - Promotes a positive classroom environment through clear expectations


N 39 37 5 13 5 5 11 11 R 3-4 2-4 3-4 3-4 3-4 3-4 2-4 3-4 M 3.51 3.59 3.6 3.62 3.6 3.6 3.36 3.45

4 Content Knowledge - Uses accurate content and academic vocabulary


N 39 37 5 13 5 5 11 11 R 3-4 3-4 3-4 3-4 3-4 3 2-4 4 M 3.77 3.59 3.8 3.77 3.4 3 3.36 4

5 Application of Content - Engages students in critical thinking and collaborative problem solving


N 39 37 5 13 5 5 11 11 R 3-4 3-4 3-4 3-4 3-4 3-4 3-4 4 M 3.62 3.57 3.2 3.69 3.4 3.2 3.27 4

6 Application of Content - Develops literacy and communication skills through content


N 39 37 5 13 5 5 11 11 R 3-4 3-4 3-4 3-4 3-4 3-4 3-4 3-4 M 3.51 3.54 3.2 3.54 3.6 3.2 3.55 3.36

7 Assessment - Uses classroom assessment


N 39 37 5 13 5 5 11 11 R 3-4 3-4 3-4 3-4 3-4 3-4 3-4 3-4 M 3.38 3.49 3.2 3.54 3.4 3.2 3.45 3.27

8 Assessment - Assesses for learning CAEP.1.1 INTASC2013.6

N 39 37 5 13 5 5 11 11 R 2-4 2-4 2-4 3-4 3-4 3-4 3-4 2-4 M 3.41 3.46 3.4 3.54 3.6 3.2 3.55 3.09

9 Planning for Instruction - Plans for instruction


N 39 37 5 13 5 5 11 11 R 2-4 3-4 3-4 3-4 4 3-4 3-4 4 M 3.77 3.73 3 3.92 4 3.2 3.45 4

10 Instructional Strategies - Incorporates digital tools into instruction


N 39 37 5 13 5 5 11 11 R 2-4 3-4 3-4 3-4 3-4 3-4 3-4 3-4 M 3.49 3.62 3.4 3.62 3.8 3.4 3.36 3.91

11 N 39 37 5 13 5 5 11 11

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Instructional Strategies - Uses research-based instructional strategies


R 3-4 3-4 3-4 3-4 3-4 3-4 3-4 4

M 3.64 3.59 3.4 3.62 3.4 3.2 3.45 4

12 Instructional Strategies - Uses engagement to enhance learning


N 39 37 5 13 5 5 11 11 R 3-4 3-4 3-4 3-4 3-4 3-4 3-4 4 M 3.77 3.81 3.4 3.85 3.8 3.2 3.64 4

13 Professional Learning and Ethical Practice - Accepts critique and input regarding performance


N 39 37 5 13 5 5 11 11 R 3-4 3-4 3-4 3-4 4 3-4 3-4 4 M 3.85 3.97 3.8 3.92 4 3.2 3.91 4

14 Leadership and Collaboration - Conveys professional demeanor


N 39 37 5 13 5 5 11 11 R 3-4 3-4 3-4 3-4 4 4 3-4 4 M 3.85 3.76 3.8 3.85 4 4 3.91 4

15 Leadership and Collaboration - Uses professional communication


N 39 37 5 13 5 5 11 11 R 3-4 3-4 3-4 3-4 4 4 3-4 4 M 3.77 3.78 3.8 3.85 4 4 3.45 4

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Indicator Advanced - 4 | Proficient - 3 | Developing -2 | Below Standard - 1

K-12 Art K-12 Music K-12 Health & PE K-12 ESL

F'17 S'18 F'17 S'18 F'17 S'18 F'17



N 5 3 2 4 3 5 5 R 3-4 3-4 3 4 3 4 3-4 M 3.8 3.67 3.0 4.0 3.0 4.0 3.8



N 5 3 2 4 3 5 5 R 3-4 3-4 3 4 3 4 3-4 M 3.8 3.67 3.0 4.0 3.0 4.0 3.6



N 5 3 2 4 3 5 5 R 4 3-4 4 3-4 3-4 4 4 M 4 3.67 4.0 3.5 3.67 4.0 4



N 5 3 2 4 3 5 5 R 4 3-4 4 4 4 4 4 M 4 3.330 4.0 4.0 4 4.0 4



N 5 3 2 4 3 5 5 R 4 3-4 4 4 3 3-4 4 M 4 3.67 4.0 4.0 3 3.6 4



N 5 3 2 4 3 5 5 R 4 3-4 4 4 3-4 3-4 4 M 4 3.67 4.0 4.0 3.33 3.6 4

7 Assessment - Uses classroom assessment CAEP.1.1 INTASC2013.6

N 5 3 2 4 3 5 5 R 3-4 3-4 3 4 2-3 4 3-4 M 3.8 3.67 3.0 4.0 2.67 4.0 3.6


N 5 3 2 4 3 5 5 R 3-4 3-4 4 3-4 3 4 3-4 M 3.8 3.67 4.0 3.75 3.0 4.0 3.6

9 Planning for Instruction - Plans for instruction CAEP.1.1 INTASC2013.7

N 5 3 2 4 3 5 5 R 4 4 3-4 4 4 4 4 M 4 4 3.5 4.0 4.0 4.0 4

10 N 5 3 2 4 3 5 5

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Instructional Strategies - Incorporates digital tools into instruction


R 4 3-4 3-4 4 3-4 3-4 4 M 4 3.67 3.5 4.0 3.67 3.6 4

11 Instructional Strategies - Uses research-based instructional strategies


N 5 3 2 4 3 5 5 R 4 3-4 4 3-4 3-4 4 3-4 M 4 3.330 4.0 3.75 3.33 4.0 3.8

12 Instructional Strategies - Uses engagement to enhance learning CAEP.1.1 INTASC2013.8

N 5 3 2 4 3 5 5 R 4 3-4 4 4 3-4 4 4 M 4 3.670 4.0 4.0 3.67 4.0 4



N 5 3 2 4 3 5 5 R 4 4 4 3-4 4 4 4 M 4 4 4.0 3.75 4.0 4.0 4

14 Leadership and Collaboration - Conveys professional demeanor CAEP.1.1 INTASC2013.10

N 5 3 2 4 3 5 5 R 4 3-4 3 3-4 4 4 3-4 M 4 3.67 3.0 3.75 4.0 4.0 3.8



N 5 3 2 4 3 5 5 R 3-4 3-4 4 4 4 4 3-4 M 3.8 3.67 4.0 4.0 4.0 4.0 3.6

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Indicator Advanced - 4 | Proficient - 3 | Developing -2 | Below Standard - 1

Secondary Business

Secondary Mathematics

Secondary Science

Secondary Social Science

Secondary Language Arts

Secondary World Languages

S'18 F'17 S'18 S'18 F'17 S'18 F'17 S'18 S'18



N 9 3 12 13 1 8 2 17 6 R 3-4 4 3-4 3-4 4 2-4 2-3 3-4 4 M 3.78 4 3.67 3.85 4 3.62 2.5 3.82 4.0



N 9 3 12 13 1 8 2 17 6 R 3-4 4 2-4 3-4 4 3-4 3 3-4 3-4 M 3.56 4 3.33 3.62 4 3.88 3.0 3.41 3.83



N 9 3 12 13 1 8 2 17 6 R 3-4 3-4 3-4 3-4 4 2-4 2-3 2-4 4 M 3.78 3.67 3.50 3.46 4 3.62 2.5 3.47 4.0



N 9 3 12 13 1 8 2 17 6 R 4 4 3-4 4 4 3-4 3 3-4 3-4 M 4.0 4 3.92 4.00 4 3.88 3.0 3.76 3.67



N 9 3 12 13 1 8 2 17 6 R 3-4 3-4 3-4 3-4 4 2-4 2-3 3-4 2-4 M 3.89 3.67 3.75 3.77 4 3.50 2.5 3.65 3.0



N 9 3 12 13 1 8 2 17 6 R 3-4 4 3-4 3-4 4 3-4 2-3 3-4 3-4 M 3.56 4 3.75 3.54 4 3.75 2.5 3.76 3.50

7 Assessment - Uses classroom assessment


N 9 3 12 13 1 8 2 17 6 R 3-4 4 3-4 3-4 4 2-4 2-3 3-4 3-4 M 3.22 4 3.83 3.69 4 3.50 2.5 3.59 3.83


N 9 3 12 13 1 8 2 17 6 R 3-4 4 2-4 3-4 4 2-4 2-3 3-4 3-4 M 3.33 4 3.50 3.62 4 3.38 2.5 3.53 3.83

9 Planning for Instruction - Plans for instruction


N 9 3 12 13 1 8 2 17 6 R 4 4 3-4 4 4 3-4 3 3-4 3-4 M 4.0 4 3.92 4.00 4 3.75 3.0 3.71 3.80

10 N 9 3 12 13 1 8 2 17 6

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Instructional Strategies - Incorporates digital tools into instruction


R 3-4 4 3-4 3-4 4 3-4 2-3 3-4 3-4

M 3.89 4 3.67 3.92 4 3.88 2.5 3.88 3.83

11 Instructional Strategies - Uses research-based instructional strategies


N 9 3 12 13 1 8 2 17 6 R 3-4 3-4 3-4 3-4 4 2-4 3 3-4 2-4 M 3.78 3.67 3.92 3.85 4 3.50 3.0 3.65 2.83

12 Instructional Strategies - Uses engagement to enhance learning


N 9 3 12 13 1 8 2 17 6 R 3-4 4 3-4 3-4 4 3-4 2-3 3-4 4 M 3.78 4 3.83 3.92 4 3.62 2.5 3.82 4.0



N 9 3 12 13 1 8 2 17 6 R 4 4 3-4 4 4 3-4 2-3 3-4 3-4 M 4.0 4 3.92 4.0 4 3.88 2.5 3.82 3.67

14 Leadership and Collaboration - Conveys professional demeanor


N 9 3 12 13 1 8 2 17 6 R 4 4 3-4 4 4 4 3 2-4 3-4 M 4.0 4 3.75 4.0 4 4.0 3.0 3.71 3.83



N 9 3 12 13 1 8 2 17 6 R 4 4 3-4 3-4 4 3-4 2-3 2-4 4 M 4.0 4 3.92 3.85 4 3.88 2.5 3.71 4.0

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Data Analysis on Final Clinical Experience: Data were disaggregated by categories with the first set specific to Elementary, Early Childhood, Early Childhood Inclusive, Special Education, and TAP. The second category included K-12 certification programs of physical education and health, music, art, and ELL with the third category specific to content areas at the secondary level (e.g., math, social science, business, etc.). These categories were established to facilitate the review of similar programs without sacrificing the analysis overall. Although data are reported by semesters, the graphs are based on the means for the year. Since the number of candidates in the fall is always lower than candidates in the spring, the means on the graph accounted for these differences. Also, care was taken in using data where the Ns were below 10 for the year. Reviewers found the graphs were too busy to be helpful when each semester was represented in a graph. Overall, 95% or above of the candidates performed at the 3.0 level (proficiency level) or better across all ten items included on the state required assessment based on the evaluation of university supervisors. The two lowest indicators across all content areas were 7 (Use of Assessment in Classrooms) with a mean of 3.49 and 8 (Assesses for Learning) with a mean of 3.53. While both are above the required 3.0 level, it is an area that needs to be tracked over the next cycle of data. Two indicators showing the most fluctuation were 5 (Application of Content – critical thinking and problem solving) with a mean of 3.59 and 2 (Learner Development) with a mean of 3.58. Since this is summative, indirect assessment, only university supervisors’ scores were used. Next year, this summative assessment will be completed collaboratively with the mentor teacher and the university supervisors to allow for calibration of the scores. This will allow the mentor teacher and University Supervisors to discuss candidate performance on each indicator and come to an agreement on the final performance evaluation. Comparisons across content areas found the following:

• Music and Health and Physical Education scored higher on indicators 4 (Content Knowledge) and 15 (Leadership and Collaboration) • Health and Physical Education scoring lower on indicator 5 (Application of Content) • Music scored lower on indicator 14 (Leadership and Collaboration) • All secondary content areas scored higher on indicators 1 (Learner Development) and 4 (Content Knowledge) • TAP candidates scored higher on indicators 4(Content Knowledge), 5 (Application of Content), 9 (Planning for Instruction), 10

(Instructional Strategies – incorporating digital tools), 11 (Instructional Strategies – Research-based), 12 (Instructional Strategies – Student engagement), 13 (Professional Learning/Instructional Practice), 14 (Leadership and Collaboration – Professional demeanor) and 15 (Leadership and Collaboration – Professional communication). Since TAP candidates are non-traditional and are actively working in their assigned schools for the entire year, it is expected there would be overall higher performance.

• TAP candidates two lowest indicators were 7 (Use of Assessment in the Classroom) and 8 (Assesses for Learning) • World Language had the most variation in scores but scored higher on indicator 3 (Learning Environments) and 12 (Instructional

Strategies – Student engagement). Candidates were lower on indicators 5 (Application of Content) and 11 (Instructional Strategies – Research-based.

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• Business candidates performed lower on indicator 7 (Uses of Assessment in Classroom) Next Steps based on Data Analysis: Assessment needs to be tracked over the next two data cycles to determine if there is a trend across all programs. The following suggestions/inquiries were made by reviewers specific to weaknesses identified in the area of assessment:

• Determine what is currently being done to strengthen teacher candidates’ use of assessment in each content area. • Is it possible for teacher candidates to have access to or an understanding of the assessments within the classroom he/she is placed? For

example, can they get information before starting the clinical experience? • Strengthen teacher candidates’ ability to differentiate assessment.

The following suggestions were made by reviewers specific to differentiation of instruction:

• Determine what is being taught specifically to differentiation. • What does differentiated instruction mean across all content areas? • What specific strategies are being taught? • Do teacher candidates have opportunities to practice differentiation strategies during coursework?

Suggestions for Improving Data Presentation:

• Report the data by year on the chart to provide larger Ns for each content area • Provide the mentor teacher evaluations using the same assessment

NOTE: Beginning next year, the second set of data based on direct observation of candidates will be provided to the review group. Mentor teachers and university supervisors will complete a final direct observation of candidate performance near the end of the clinical experience. The Nebraska Department of Education this direct observation assessment. During the clinical experience, the university supervisor will complete 5 of these observations during the semester and the cooperating teacher two. The final direct observation assessment will be recorded by both the mentor teacher and university supervisor. Earlier observations will serve as formative feedback for candidates. Direct observation data will be analyzed in conjunction with the indirect, summative assessment for each candidate.

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Advanced Practicum Advanced Practicum is required of all candidates in the teacher education. This is an early clinical experience for candidates and allows the EPP to gain insight on their early preparation. The Advanced Practicum is taken in conjunction with a course typically taken the second semester of their junior year after acceptance into the teacher education program. This is an indirect measure of candidate performance in a 5 week clinical experience with mentor teachers, course instructors, instructional coaches or content specialists providing feedback and guidance. The final evaluation reported in the datasheet is based on course instructors overall candidate performance based on criteria identified on the rubric. This is not an observational instrument, but an overview of candidate progress. Final evaluations are based on a preponderance of evidence and professional judgment of course instructors. The rubric is cumulative and not based on any one observation. Attached to this sheet are data for the academic year of fall 2017 and spring 2018 with candidates’ performance in Advanced Practicum. This assessment is scored on a three (3) level scale of 3 = Target; 2 = Approaching Target, and 1 = Below Target is used with this assessment. Candidates should strive to achieve Target level (3) on all indicators to demonstrate competency in this early experience. Since this is an early clinical experience, the expectation is that candidates will be below target level on at least some indicators. Included in the packet is the rubric that aligns with the Advanced Practicum instrument along with a data chart for Fall 2017 and Spring 2018. Data charts include the number of candidates in each level, the range of scores for the individual indicator, and the mean score for each indicator based on the evaluation of course instructors. This data is only disaggregated by Elementary and Secondary level which limits the analysis. Beginning in the fall of 2019, a revised observation instrument will replace this instrument so direct measures of candidates’ competency can be included as part of the data analysis. The revised instrument was piloted in the spring of 2019. Moving forward, data will be disaggregated by content area as required by CAEP.

Advanced Practicum Field Performance Rubric

Behavioral examples are provided, but decisions are made based on a preponderance of evidence and the professional judgment of faculty and mentor teachers. The rubric is cumulative in nature. If a candidate performs at TARGET, it is assumed that he/she has mastered the positive behaviors listed in approaching and below. Advanced Level Expectations

Target - 3 Intermediate Level Expectations

Approaching Target - 2 Below Target - 1

Uses knowledge of students and their

development to make instructional decisions (Learner Development

InTASC 1)

Uses information from at least one source about students to plan for and adjust teaching Behaviors may include: • Engages in conversations to learn more about students • Determines what student know, need to know, and

want to know (KWL, interest inventories, etc.) • Recognizes learning styles and interests, needs or

abilities • Connects lessons to students’ personal experiences,

backgrounds or topics of interest to make instructional decisions

Gathers information about students to use in planning Behaviors may include: • Engages in conversations to learn more

about students • Determines what student know, need to

know, and want to know (KWL, interest inventories, etc.)

• Recognizes learning styles and interests, needs or abilities

Gathers information about students but there is no evidence of use in planning and/or during instruction Behaviors may include: • Engages in conversations to

learn more about students

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• Uses information about students to support student learning

Differentiates instruction to meet

student needs (Learner Differences

InTASC 2)

Uses UDL (Universal Design for Learning) to differentiate instruction to meet student needs Behaviors may include: • Presents information in multiple ways (what) • Varies the ways that students express what they know

(how) • Provides rationale for the lesson to the students (why) • Responds to identified student needs • Activates prior knowledge

Uses UDL (Universal Design for Learning) to differentiate instruction Behaviors may include: • Presents information in multiple ways

(what) • Varies the ways that students express

what they know (how) • Provides rationale for the lesson to the

students (why)

Uses UDL (Universal Design for Learning) to differentiate instruction insufficiently Behaviors may include: • Presents information in one way • Allows student to express what

they know in a single way

Demonstrates awareness of the

learning environment (Learning Environment

InTASC 3)

Demonstrates an awareness of student needs and behaviors in the classroom environment and adjusts instruction in response to student needs and behaviors Behaviors may include: • Notices off task behavior • Uses proximity with intentionality • Scans the room and makes eye contact with students • Acknowledges positive behavior • Addresses behavioral concerns • Redirects students using nonverbal and verbal cues • Adjusts the pacing of the lesson • Rephrases as necessary • Revisits rules as needed

Demonstrates an awareness of student needs and behaviors in the classroom environment Behaviors may include: • Notices off task behavior • Uses proximity control • Scans the room • Acknowledges positive behavior

Teaches despite student needs and behaviors Behaviors may include: • Continues to teach when

students are talking or off task • Remains in one place • Looks at materials rather than

students • Unaware of off task behavior • Focuses on negative behavior

Uses transitions during instruction

(Learning Environment InTASC 3)

Uses transitions to maximize instructional time Behaviors may include: • Manages materials efficiently throughout the lesson • Organizes students for grouping • Structures transitions before, during and after the

lesson • Preserves instructional time • Plans for and organizes students for grouping

Uses relevant transitions during instruction Behaviors may include: • Manages materials throughout the

lesson • Organizes students for grouping • Structures transitions before, during and

after the lesson • Preserves instructional time • Organizes students for grouping

Plans for transitions Behaviors may include: • Manages materials throughout

the lesson • Organizes students for grouping

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Communicates effectively verbally and

nonverbally (Learning Environment

InTASC 3)

Communicates verbally and nonverbally in ways that show respect and responsiveness to students Behaviors may include: • Uses voice variation and projects voice • Effective use of body posture and facial expressions • Allows for adequate wait time • Maintains the attention of the classroom • Responds with confidence and control and considers

the needs of individual students • Engages students with actions and movement

Communicates verbally and nonverbally in ways that show respect to students Behaviors may include: • Uses voice variation and projects voice • Uses effective body posture and facial

expressions • Provides for wait time, but it may be too

short or too long • Maintains the attention of the

classroom

Communicates ineffectively with students Behaviors may include: • Uses voice variation and projects

voice • Uses effective body posture and

facial expressions • Vocabulary is too easy or too

hard

Communicates task and behavior expectations (Learning Environment

InTASC 3)

Communicates and reinforces clear task and behavior expectations to students Behaviors may include: • Provides directions that lead to student response • Communicates expectations clearly and in multiple

ways (verbal, visual, nonverbal, etc.) • Reinforces expectations for student behavior • Communicates when students are on and off task

Communicates clear task and behaviors expectations to students Behaviors may include: • Provides directions that students follow

as intended • Communicates expectations clearly and

in multiple ways (verbal, visual, nonverbal, etc.)

Communicates task or behavior expectations in an unclear or vague manner Behaviors may include: • Behavior expectations are

unclear or vague • Communication is unclear or

vague Uses accurate content

and academic vocabulary to promote

learning (Content Knowledge

InTASC 4)

Communicates accurate content, uses appropriate content vocabulary and provides opportunities for students to demonstrate understanding Behaviors may include: • Uses accurate academic vocabulary and within the

correct context • Models for students • Provides opportunities for students to practice • Assists students in making connections • Recognizes and attempts to address when students

lack understanding

Presents accurate content including content vocabulary and provides opportunities for students to demonstrate understanding Behaviors may include: • Uses accurate academic vocabulary and

within the correct context • Models for students • Provides opportunities for students to

practice • Assists students in making connections

Presents accurate content including content vocabulary Behaviors may include: • Uses accurate academic

vocabulary and within the correct context

Aligns objectives to standards

(Content Knowledge InTASC 4)

Aligns and connects the objective(s) to the appropriate state standards and lesson learning experiences Behaviors may include: • Aligns objective to the most appropriate standard • States and/or posts objectives • Aligns objective to the learning experiences

States and/or visually displays aligned objective(s) during instruction Behaviors may include: • Aligns objective to the most appropriate

standard • States and/or posts objectives

Aligns the objective(s) to the appropriate state standards Behaviors may include: • Aligns objective to the most

appropriate standard

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Engages students in critical thinking or

collaborative problem solving

(Application of Content InTASC 5)

Connects developmentally appropriate content in a manner that engages students in collaboration or critical thinking in the discipline Behaviors may include: • Plans interactions among students to support learning • Encourages students to ask questions • Facilitates collaborative problem solving • Offers differing approaches to solving problems (ie.

model making, visual illustration, metaphor, choice boards, analogies, journals, etc.)

• Provides reading and writing opportunities across content areas

Connects content in a manner that engages students in critical thinking or collaboration in the discipline Behaviors may include: • Plans interactions among students to

support learning • Encourages students to ask questions • Facilitates collaborative problem solving

Plans for learning activities that engage student in critical thinking or collaboration Behaviors may include: • Plans interactions among

students to support learning

Uses assessment to inform instruction

(Assessment InTASC 6)

*formal and informal was thought to further

clarify for mentor teachers

Uses multiple formative assessments (formal and informal) that match objective(s) throughout the lesson Behaviors may include: • Matches the formative assessment to the objective(s) • Checks for student understanding throughout the

lesson • Monitors individual student understanding through

multiple practice opportunities • Uses multiple formative assessments to assess

objectives throughout the lesson • Tracks individual student understanding

Uses a minimum of one formative assessment (formal and informal) that matches the objective(s) Behaviors may include: • Matches the formative assessment to

the objective(s) • Checks for student understanding

throughout the lesson • Monitors individual student

understanding

Uses a technique that does not assess individual students Behaviors may include: • Assessment is generalized, not

allowing for additional information - Thumbs up, thumbs down / Does everyone understand?

Plans for instruction (Planning for Instruction

InTASC 7)

This assesses only the lesson plans, not the

implementation.

Lesson plans align learning objective(s), instructional strategies, and assessments Behaviors may include: • Lesson plans align strategies and activities to the

content and objective(s) • Lesson plans scaffold learning experiences • Learning experiences and instructional strategies

within the lesson plan match the same cognitive demands as the objective

• Lesson plans include transitions and management strategies to support the objective

Lesson plans align learning objective(s) with strategies or assessment(s) Behaviors may include: • Lesson plans align strategies and

activities to the content and objective(s) • Lesson plans scaffold learning

experiences

Lesson plans lack alignment to objective(s) and assessments Behaviors may include: • Lesson plans do not align

strategies and activities within a lesson to the objective

Uses research-based instructional strategies (Instructional Strategies

InTASC 8)

Uses relevant evidence-based instructional strategies that allow students to apply content area concepts Behaviors may include:

Uses evidence-based instructional strategies that allow students to apply content area concepts Behaviors may include:

Uses evidence-based instructional strategies Behaviors may include:

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• Evidences components of gradual release (or a similar structure that supports learning)

• Chooses strategies that support learning and fit the content

• Involves students in the learning using active engagement strategies (e.g. Kagan, Marzano, Cooperative Learning, etc.)

• Asks varied levels of questions to assess student understanding (eg. Socratic Method, Blooms, Spiraled Questioning, Revoicing, etc.)



• Involves students in the learning using active engagement strategies (e.g. Kagan, Marzano, Cooperative Learning, etc.)



Accepts critique and input regarding

performance (Professional Learning

and Ethical Practice InTASC 9)

Accepts constructive feedback, responds positively, sets and implements goals to improve practice based on the feedback Behaviors may include: • Reflects on lessons and views teaching as a learning

process • Accepts and applies feedback from previous teaching

experiences in a positive manner to demonstrate growth and understanding

• Sets and implements goals independently

Accepts constructive feedback, responds positively; with support sets and implements goals to improve practice based on the feedback Behaviors may include: • Reflects on lessons and views teaching

as a learning process • Accepts and applies feedback from

previous teaching experiences to demonstrate growth and understanding

• Needs guidance to set and implement goals

Accepts constructive feedback and input regarding performance Behaviors may include: • Reflects on lessons and views

teaching as a learning process • Accepts feedback from prior

conversations or experiences

Conveys professional decorum

(Leadership and Collaboration InTASC 10)

Conveys a confident, professional decorum when interacting with students, peers, and colleagues Behaviors may include: • Models ethical practice • Demonstrates tactfulness and/or confidentiality • Meets deadlines, keeps professional commitments to

colleagues and students • Maintains the professional appearance required for

the setting • Speaks and acts in a professional manner and makes

appropriate adjustments per audience (ie. grammar, tone, etc.)

• Displays confidence when interacting with learners, peers, and colleagues in small and large group situations

Conveys professional decorum when interacting with students, peers, and colleagues Behaviors may include: • Models ethical practice • Demonstrates tactfulness and/or

confidentiality • Meets deadlines, keeps professional

commitments to colleagues and students

• Maintains the professional appearance required for the setting

Lacks professional decorum in certain situations Behaviors may include: • Lacks ethical practice,

tactfulness and/or confidentiality on a select occasion

• Lacks the professional appearance required for the setting on a select occasion

• Did not meet a deadline and/or kept a professional commitment on a select occasion

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The Data Indicator

Target – 3 | Approaching Target – 2 | Below Target - 1 Elementary Secondary - All

F'17 S'18 F'17 S'18

1 Uses knowledge of students and their development to make instructional decisions

Learner Development CAEP 1.1 | InTASC 1

N 69 261 52 133 R 1-3 2-3 2-3 2-3 M 2.657 2.858 2.673 2.767

2 Differentiates instruction to meet student needs

Learner Differences CAEP 1.1, 1.4 | InTASC 2

N 69 261 52 133 R 1-3 2-3 2-3 2-3 M 2.623 2.770 2.529 2.583

3 Demonstrates awareness of the learning environment

Learning Environment CAEP 1.1 |InTASC 3

N 69 261 52 133 R 1-3 1-3 1-3 2-3 M 2.718 2.731 2.654 2.677

4 Uses transitions during instruction Learning Environment CAEP 1.1 | InTASC 3

N 69 261 52 133 R 2-3 2-3 1-3 1-3 M 2.562 2.612 2.346 2.351

5 Communicates effectively verbally and nonverbally

Learning Environment CAEP 1.1 | InTASC 3

N 69 261 52 133 R 1-3 2-3 1-3 2-3 M 2.859 2.928 2.712 2.842

6 Communicates task and behavior expectations

Learning Environment CAEP 1.1 | InTASC 3

N 69 261 52 133 R 1-3 1-3 1-3 2-3 M 2.676 2.705 2.404 2.624

7 Uses accurate content and academic vocabulary to promote learning

Content Knowledge CAEP 1.1 | InTASC 4

N 69 261 52 133 R 1-3 1-3 1-3 2-3 M 2.69 2.769 2.673 2.857

8 Aligns objectives to standards Content Knowledge CAEP 1.1 | InTASC 4

N 69 261 52 133 R 1-3 2-3 1-3 1-3 M 2.657 2.896 2.692 2.767

9 Engages students in critical thinking or collaborative problem solving

Application of Content CAEP 1.4 | InTASC 5

N 69 261 52 133 R 1-3 2-3 1-3 2-3 M 2.718 2.758 2.577 2.729

10 Uses assessment to inform instruction Assessment CAEP 1.1 | InTASC 6

N 69 261 52 133 R 1-3 2-3 1-3 2-3 M 2.612 2.772 2.442 2.473

11 Plans for instruction Planning for Instruction CAEP 1.1 | InTASC 7

N 69 261 52 133 R 1-3 1-3 1-3 1-3

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M 2.716 2.878 2.75 2.699

12 Uses research-based instructional strategies Instructional Strategies CAEP 1.2 | InTASC 8

N 69 261 52 133 R 1-3 2-3 1-3 2-3 M 2.629 2.789 2.596 2.857

13 Accepts critique and input regarding performance

Professional Learning and Ethical Practice

CAEP 1.1 | InTASC 9

N 69 261 52 133 R 1-3 2-3 1-3 2-3 M 2.901 2.966 2.808 2.902

14 Conveys professional decorum Leadership and Collaboration

CAEP 1.1 | InTASC 10

N 69 261 52 133 R 2-3 1-3 2-3 2-3 M 2.901 2.939 2.827 2.880

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Advanced Practicum – Analysis and Interpretation of Data: Data were disaggregated by two levels (elementary and secondary) which limit the analysis that can be completed specific to programs. The two highest indicators were “Accepts critique and input regarding performance” and “Conveys professional decorum” with all four cycles above 2.8. These three indicators were scored below the 2.5 threshold at the secondary level – “Using transition during instruction”; “Using assessment to inform instruction”; and “Communicates task and behavior expectations”. The other 11 indicators were above the 2.5 threshold for all secondary candidates. All 13 indicators were above the 2.5 threshold for elementary candidates. The three lowest means for the elementary candidates were – “Using transitions during instruction”; “Communicates task and behavior expectations”; and “Demonstrates awareness of the learning environment”. It was noted by reviewers that is often harder to see transitions for secondary candidates during a lesson which may account for lower performance on that indicator. Of interest to reviewers were the two common indicators at both levels where candidates demonstrated lesser competency (“Using transitions during instruction” and “Communicates task and behavior expectations”). Reviewers will review data over the next two years to determine if this is a trend in the data or limited to this year. Other indicators were candidates performed well included “Communicates effectively verbally and non-verbally”; “Aligns objectives to standards”; and “Plans for instruction.” Data support that candidates are demonstrating effective teaching skills in this early practicum experience. Next Steps Based on Data Analysis: 1. Watch for trends in the data over the next two years to determine if any action needs to be taken. 2. Disaggregate data by content area for the next review cycle. 3. Include direct observation data from the revised observation instrument in addition to the current summary instrument. 4. Complete the summary assessment in conjunction with the mentor teacher.

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Strategies for EPP The Strategies Projects is required of all candidates in teacher education. A description of the assignment is included with this packet. Candidates are assessed on their application of various instructional strategies, ability to implement and articulate identified instructional strategies, use of technology to track student learning, analyze assessment data to guide planning and instruction, use of data to measure/monitor student progress and adapt/differentiate learning experiences, and use technology to illustrate and convey data to stakeholders. Attached to this sheet are data for the academic year of fall 2017 and spring 2018 with candidates’ performance on the Strategies Project. This assessment occurs during student teaching in the candidates’ final semester in the program. A three (3) level scale of 3 = Target; 2 = Approaching Target; and 1 = Below Target is used with this assessment. Candidates should be performing on most items at the Target level (3) on all indicators to demonstrate competency. Included in the packet is the rubric that aligns with the Strategies Project instrument along with data charts for Fall 2017 and Spring 2018. No candidates’ student teaches in the summer. Data charts include the number of candidates in each subject area, the range of scores for the individual indicator, and the mean score for each indicator based on the assessment of two separate reviewers. When the performance level scores are not adjacent on any rubric indicator, the recording of the Strategies Projects is scored by a third evaluator, and the coordinator of field experiences reconciles the scores. The mean of the two scores is reported for each indicator if the scores are adjacent. All data are disaggregated by content area as required by CAEP. Subject area scores are grouped by multi-grade level endorsements (Elementary, Early Childhood, Early Childhood Inclusive, Special Education, TAP), PK-12 endorsements (Art, Music, Health and PE, ESL,), and secondary content areas (Business, Mathematics, Science, Social Studies, Language Arts, and World Languages). Below the data charts are graphs of the mean data for each subject area and indicator. Graphs were provided to aid in your analysis and interpretation of data.

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Rubric for Evaluation Target - 3 Approaching Target - 2 Below Target - 1 1. Instruction to

support content INTASC 8 CAEP 1.1

Applies and identifies a variety of instructional strategies through which students can learn content and/or build skills. Behaviors may include, but are not limited to: • Candidate provided students multiple and varied practice

opportunities • Candidate aligned strategies with objectives that represented varied

cognitive levels • Candidate connected content to students’ existing knowledge • During the presentation, candidate explained the strategy shown in

the video

Identifies a variety of instructional strategies through which students can learn content and/or build skills.

Identifies a variety of instructional strategies some of which are not well-matched to content or skills being taught.

2. Instruction to engage learners

INTASC 8 CAEP 1.1

Adapts and applies a variety of instructional strategies to engage learners. Behaviors may include, but are not limited to: • Candidate provided students choice within the lesson sequence • Students applied content to real-world scenarios/examples • Students discussed content with each other • Candidate differentiated examples to be relevant for students in

his/her classroom • Candidate purposefully grouped students to maximize collaborative

learning opportunities

Applies a variety of instructional strategies to engage learners.

Identifies a variety of instructional strategies to engage learners.

3. Assessment for planning & instruction

INTASC 6 CAEP 1.1

Analyzes assessment data to describe patterns and/or gaps in learning and provides one or more examples of how analysis guided planning and instruction. Behaviors may include, but are not limited to: • Candidate used a pre-test or other method to determine students’

existing knowledge • Candidate analyzed data from multiple perspectives to determine

how to plan instruction for the class and individual students • During the presentation, the candidate gave explicit student

examples – noted how teaching was planned and delivered to meet a specific student need

Applies assessment data to describe patterns and/or gaps in learning but provides no examples of how data guided planning or instruction.

Reviews assessment data but provides no examples of how data guided planning or instruction.

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• During the presentation, the candidate gave explicit content examples – noted how instruction was planned and delivered to address objectives of the lesson sequence

4. Research- supported instruction

CAEP 1.1, 1.2 INTASC 8

Implements and articulates evidence-based instructional strategies. Behaviors may include, but are not limited to: During the presentation the candidate: • Stated the specific instructional strategy • Described the strategy as presented in the research • Described how the strategy was adapted within the context of the

specific lesson sequence

Articulates evidence-based instructional strategies.

Fails to articulate evidence-based instructional strategies or implements strategies which are not based in research.

5. Technology-supported instruction


Uses multiple technology tools to enhance student learning during the planning and/or delivery instruction. Behaviors may include, but are not limited to: • Candidate and/or students accessed content via technology • Students interacted with content via technology • Students completed learning tasks using technology • Students collaborated with other via technology to complete learning

task

Uses at least one technology tool to enhance student learning during the planning and/or delivery of instruction.

Uses technology in a manner which distracts from student learning or does not use technology.

6. Assessment to measure learner progress

INTASC 6 CAEP 1.1

Applies multiple assessment measures to identify impact on student learning and student progress within differentiated learning experiences. Behaviors may include, but are not limited to: • Candidate described how formative assessments were used in each

lesson • Candidate compared baseline student performance information with

data from assessments during and at the completion of the lesson sequence

• During the presentations, candidate described why assessments were appropriate to individual students and specific objectives

Applies multiple assessment measures to identify student progress.

Applies a single or no assessment measure to identify student progress.

7. Assessment to monitor & engage learners

INTASC 6 CAEP 1.1

Monitors impact on student learning to guide instruction and to engage learners in their own progress. Behaviors may include, but are not limited to: • Candidate provided summative assessment criteria to students at the

beginning of lesson sequence • Candidate provided specific feedback to individual students

Monitors student learning and uses it to guide instruction.

Monitors student learning.

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• Assessment tool provided feedback to student • Students engaged in creating assessment • Students engaged in peer or self-assessment • Candidate systematically recorded student progress

8. Research- supported assessment


Implements and articulates evidence-based assessment strategies. Behaviors may include, but are not limited to: During the presentation, the candidate: • Stated the specific instructional strategy • Described the strategy as presented in the research • Described how the strategy was adapted within the context of the

specific lesson sequence

Articulates evidence-based assessment strategies.

Fails to articulate evidence base of the assessment strategies used or implements strategies which are not based in research.

9. Technology to monitor student learning


Uses technology to track data related to student learning before, during, and after instruction and uses this to make instructional decisions. Behaviors may include, but are not limited to: • Candidate recorded performance data in a digital format • Candidate used technology to analyze patterns or gaps in student

learning and described how teaching was adjusted based on this

Uses technology to track data related to student learning before, during and/or after instruction.

Uses technology to track data, but data gathered is insufficient to monitor student learning.

10. Technology to communicate assessment results


Uses technology to illustrate and convey data representing student learning with parents, students, or colleagues. Behaviors may include, but are not limited to: • During the presentation, candidate provided graphic representations

of student performance • Students or parents accessed assessment results via technology

Uses technology to illustrate data representing student learning.

Uses technology to illustrate data in a manner which misrepresents student learning.

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The Data

Indicator Target – 3 | Approaching Target – 2 | Below Target – 1

Elementary Early Childhood Early Childhood Inclusive

Special Education TAP

F'17 S'18 F'17 S'18 F'17 S'18 F'17 S'18 S'18

1 Applies and identifies a variety of instructional strategies through which students can learn content and/or build skills.

CAEP 1.1 InTASC 8

N 40 32 5 26 5 5 5 9 11 R 2-3 2-3 3 3 3 3 3 3 2-3 M 2.987 2.984 3.0 3.0 3 3.0 3.0 3.0 2.864

2 Adapts and applies a variety of instructional strategies to engage learners.

CAEP 1.1 InTASC 8

N 40 32 5 26 5 5 5 9 22 R 2-3 2-3 2-3 2-3 2-3 3 3 3 2-3 M 2.938 2.984 2.9 2.962 2.9 3.0 3.0 3.0 2.864

3 Analyzes assessment data to describe patterns and/or gaps in learning and provides one or more examples of how analysis guided planning and instruction.

CAEP 1.1 InTASC 8

N 40 32 5 26 5 5 5 9 22 R 2-3 2-3 2-3 2-3 2-3 2-3 2-3 2-3 2-3 M 2.775 2.844 2.8 2.846 2.8 2.8 2.800 2.889 2.909

4 Implements and articulates evidence-based instructional strategies.

CAEP 1.1, 1.2 InTASC 8

N 40 32 5 26 5 5 5 9 22 R 2-3 2-3 2-3 2-3 2-3 3 3 3 2-3 M 2.95 2.969 2.8 2.923 2.8 3.0 3.0 3.0 3.0

5 Uses multiple technology tools to enhance student learning during the planning and/or delivery of instruction.


N 40 32 5 26 5 5 5 9 22 R 2-3 2-3 2-3 2-3 2.4 3 3 2-3 2-3 M 2.925 2.969 2.9 2.962 2.9 3.0 3.0 2.944 2.955

6 Applies multiple assessment measures to identify student progress within differentiated learning experiences.

CAEP 1.1 InTASC 6

N 40 32 5 26 5 5 5 9 22 R 2-3 2-3 2-3 2-3 2-3 2-3 3 3 2-3 M 2.9 2.875 2.7 2.923 2.7 2.9 3.0 3.0 2.909

7 Monitors student learning to guide instruction and to engage learners in their own progress.

CAEP 1.1 InTASC 6

N 40 32 5 26 5 5 5 9 22 R 2-3 2-3 2-3 2-3 2-3 3 3 3 1-3 M 2.875 2.797 2.8 2.615 2.8 3.0 3.0 3.0 2.818

8 Implements and articulates evidence-based assessment strategies.

CAEP1.1, 1.2 InTASC 6

N 40 32 5 26 5 5 5 9 22 R 2-3 2-3 3 2-3 3 3 3 3 2-3 M 2.95 2.859 3 2.846 3 3.0 3.0 3.0 2.909

9 Uses technology to track data related to student learning before, during, and after instruction and uses this to make instructional decisions.

CAEP 1.1, 1.5 InTASC 6, 9

N 40 32 5 26 5 5 5 9 22 R 2-3 2-3 2-3 2-3 2-3 2-3 3 3 2-3 M 2.925 2.906 2.7 2.923 2.7 2.6 3.0 3.0 2.952

10 Uses technology to illustrate and convey data representing student learning with parents, students, or colleagues.


N 40 32 5 26 5 5 5 9 22 R 2-3 2-3 3 2-3 3 3 2-3 2-3 3 M 2.95 2.953 3 3.0 3 3.0 2.800 2.889 3.000

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Elementary had the lowest mean scores on Indicators 2 (Adapts and Applies a Variety of Instructional Strategies, 3 (Analysis of Assessment Data), and 7 (Monitoring Student Learning). All means were above the 2.5 benchmark. Early childhood had the lowest mean scores on Indicators 3 (Analysis of Assessment Data), 7 (Monitoring Student Learning), and 8 (Evidence-based Assessment Strategies). All means were above the 2.5 benchmark. Early Childhood Inclusive had the lowest mean scores on Indicators 3 (Analysis of Assessment Data), 6 (Applies Multiple Assessments), and 9 (Uses Technology to Track Student Progress). All means were above the 2.5 benchmark. Special Education had the lowest mean scores on Indicators 3 (Analysis of Assessment Data) and 10 (Uses Technology to Illustrate and Convey Data). All means were above the 2.5 benchmark. TAP had the lowest mean scores on Indicators 3 (Analysis of Assessment Data) and 7 (Monitoring Student Learning). All means were above the 2.5 benchmark.

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Indicator

Target – 3 | Approaching Target – 2 | Below Target – 1 K-12 Art K-12 Music K-12 Health & PE K-12 ESL

F'17 S'18 F'17 S'18 F'17 S'18 F'17


CAEP 1.1 InTASC 8

N 4 3 2 3 3 3 5 R 3 3 3 3 3 3 3 M 3.0 3.0 3.0 3.0 3.0 3.0 3.0


CAEP 1.1 InTASC 8

N 4 3 2 3 3 3 5 R 3 3 3 3 3 3 3 M 3.0 3.0 3.0 3.0 3.0 3.0 3.0


CAEP 1.1 InTASC 8

N 4 3 2 3 3 3 5 R 3 3 3 3 2-3 3 3 M 3.0 3.0 3.0 3.0 2.667 3.0 3.0

4 Implements and articulates evidence-based instructional strategies. CAEP 1.1, 1.2 InTASC 8

N 4 3 2 3 3 3 5 R 2-3 2-3 3 2-3 3 3 3 M 2.875 2.333 3.0 2.333 3.0 3.0 3.0



N 4 3 2 3 3 3 5 R 2-3 3 3 3 3 2-3 3 M 2.875 3.0 3.0 3.0 3.0 2.833 3.0


CAEP 1.1 InTASC 6

N 4 3 2 3 3 3 5 R 3 3 3 3 2-3 3 3 M 3.0 3.0 3.0 3.0 2.833 3.0 3.0


CAEP 1.1 InTASC 6

N 4 3 2 3 3 3 5 R 3 3 3 3 3 3 3 M 3.0 3.0 3.0 3.0 3.0 3.0 3.0

8 Implements and articulates evidence-based assessment strategies. CAEP1.1, 1.2 InTASC 6

N 4 3 2 3 3 3 5 R 2-3 3 3 2-3 3 3 3 M 2.875 3.0 3.0 2.667 3.0 3.0 3.0

9 Uses Technology to track data related to student learning before, during, and after instruction and uses this to make instructional decisions.


N 4 3 2 3 3 3 5 R 2-3 3 3 2-3 3 3 3 M 2.875 3.0 3.0 2.667 3.0 3.0 3.0



N 4 3 2 3 3 3 5 R 3 3 3 3 2-3 3 3 M 3.0 3.0 3.0 3.0 2.667 3.0 3.0

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K-12 Art had the lowest mean score on Indicator 4 (Implements and Articulates Evidence-based Instruction). All means were above the 2.5 benchmark with N=7. K-12 Music had the lowest mean score on Indicator 4 (Implements and Articulates Evidence-based Instruction). All means were above the 2.5 benchmark with N=5. K-12 Health and Physical Education had the lowest mean on Indicator 3 (Analyzes Assessment Data). All means were above the 2.5 benchmark with an N=6. K-12 ESL candidates scored at the target level for all indicators with N=5.

33

Indicator Target – 3 | Approaching Target – 2 | Below Target – 1

Secondary Business

Secondary Mathematics

Secondary Science

Secondary Social

Studies

Secondary Language Arts

Secondary World

Languages S'18 F'17 S'18 F'17 S'18 F'17 S'18 F'17 S'18 S'18


CAEP 1.1 InTASC 8

N 8 3 14 1 15 2 10 2 17 5 R 2-3 3 2-3 3 3 3 2-3 3 3 2-3 M 2.812 3.0 2.964 3.0 3.0 3.0 2.9 3.0 3.0 2.6


CAEP 1.1 InTASC 8

N 8 3 14 1 15 2 10 2 17 5 R 2-3 2-3 2-3 2-3 3 3 2-3 3 2-3 2-3 M 2.875 2.833 2.964 2.5 3.0 3.0 2.7 3.0 2.824 2.6


CAEP 1.1 InTASC 8

N 8 3 14 1 15 2 10 2 17 5 R 1-3 2-3 2-3 2-3 2-3 3 1-3 3 2-3 2-3 M 2.688 2.833 2.821 2.5 2.933 3.0 2.45 3.0 2.794 2.5

4 Implements and articulates evidence-based instructional strategies.


N 8 3 14 1 15 2 10 2 17 5 R 3 2-3 2-3 3 3 2-3 2-3 3 2-3 2-3 M 3.0 2.833 2.929 3.0 3.0 2.750 2.75 3.0 2.882 2.7



N 8 3 14 1 15 2 10 2 17 5 R 2-3 3 2-3 3 2-3 3 2-3 3 1-3 2-3 M 2.875 3.0 2.964 3.0 2.933 3.0 2.85 3.0 2.853 2.6


CAEP 1.1 InTASC 6

N 8 3 14 1 15 2 10 2 17 5 R 2-3 2-3 2-3 2-3 2-3 2-3 2-3 3 1-3 2-3 M 2.938 2.5 2.857 2.0 2.867 2.750 2.5 3.0 2.618 2.3


CAEP 1.1 InTASC 6

N 8 3 14 1 15 2 10 2 17 5 R 2-3 2-3 2-3 3 2-3 2-3 1-3 3 1-3 2-3 M 2.750 2.833 2.893 3.0 2.933 2.750 2.65 3.0 2.764 2.2

8 Implements and articulates evidence-based assessment strategies.

CAEP1.1, 1.2 InTASC 6

N 8 3 14 1 15 2 10 2 17 5 R 2-3 2-3 2-3 3 2-3 3 2-3 3 1-3 2-3 M 2.750 2.833 2.929 3.0 2.967 3.0 2.8 3.0 2.735 2.8

9 Uses technology to track data related to student learning before, during, and after instruction and uses this to make instructional decisions.


N 8 3 14 1 15 2 10 2 17 5 R 2-3 3 2-3 3 2-3 3 2-3 3 1-3 2-3 M 2.8 3.0 2.750 3.0 2.833 3.0 2.65 3.0 2.676 2.5



N 8 3 14 1 15 2 10 2 17 5 R 3 3 2-3 3 3 3 2-3 3 2-3 2-3 M 3.0 3.0 2.929 3.0 3.0 3.0 2.6 3.0 2.971 2.7

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Business had the lowest mean scores on Indicators 3 (Analysis of Assessment Data), 7 (Monitors Student Learning), and 8 (Evidence-based Assessment Strategies). All scores were above the 2.5 benchmark with N=8. Mathematics had the lowest mean score on Indicator 6 (Applies Multiple Assessments). All scores were above the 2.5 benchmark with N=17. Science had no indicators below 2.8 with an N=16. Social Studies had the lowest mean scores on Indicators 3 (Analysis of Assessment Data), and 6 (Applies Multiple Assessments). All scores were above the 2.5 benchmark with N=12. Language Arts had the lowest mean score on Indicator 6 (Applies Multiple Assessments). All scores were above the 2.5 benchmark with N=19. World Languages had the lowest mean scores on Indicators 3 (Analysis of Assessment Data), 6 (Applies Multiple Assessments), 7 (Monitors Student Learning), and 9 (Uses Technology to Track Student Learning). Indicators 6 (Applies Multiple Assessments) and 7 (Monitors Student Learning) were below the benchmark of 2.5 with N=5. Data Analysis for Strategies Project:

35

In the spring of 2017, a pilot of a revised description of the assignment and an eight-level rubric were used to gather data specific to the Strategies Project. Based on feedback from the pilot, both the description of the assignment and a rubric were revised. The revised description of the assignment and rubric were used to evaluate candidates’ performance on the Strategies Project in the fall of 2017 and spring of 2018. Since the rubric was revised (from 8 to 10 indicators), only two data collections were available with small Ns for specific content areas. The small Ns in content areas coupled with only two data sets (spring and fall) limits the data analysis that can occur. Content validity was established for the Strategies Project assessment via a Panel of Experts. Over the next two years, more data will be available for analysis which allow trends to be identified. Based on mean scores on the 10 indicators for the Strategies Project, teacher candidates are performing above the benchmark of 2.5 on all ten indicators with a few exceptions. Early Childhood and Early Childhood Inclusive were at the 2.5 benchmark for Indicators 7 (Monitoring Student Learning) and 9 (Uses Technology to Track Student Progress). Secondary World Language was at or below the benchmark for Indicators 6 (Applies Multiple Assessments) and 7 (Monitoring Student Learning). In spring 18, both Music and Art were below the benchmark on Indicator 4 (Evidence-based Instructional Strategies), but performed above the benchmark in fall 2018. While other content areas were above the benchmark, there was a trend on specific indicators scoring below the 2.7 mark consistently across programs. Indicator 3 (Analysis of Assessment Data) was cited consistently as lower performing while still above the required benchmark for all programs in Category 1 (Elementary, Early Childhood, Early Childhood Inclusive, Special Education, and TAP). Math and Science consistently performed at a high level with all mean scores on the 10 indicators between 2.8 and 3.0. In addition, ESL had all candidates performing at the target level on all 10 indicators. Next Steps:

1. Continue to track candidate performance over the next two years to determine if a pattern exists in the data across programs for any specific indicators.

2. Based on this first data collection, track performance on indicators specific to the analysis of data, use of multiple assessments, and applies multiple assessments.

3. Based on lower performance overall by Elementary, Early Childhood, Early Childhood Inclusive, Special Education and TAP programs, investigate if the rubric allows for non-traditional assessments often used in these programs to evaluate student progress. Does the current rubric allow enough flexibility in assessment for these programs?

36

CAEP Standards for Advanced Programs Progress Report

Standard A.1 - Currently all programs (Education Leadership, School Counseling, and School Psychology) and all graduate level endorsements area are reviewing key assessments providing evidence for Standard A.1. These key assessments are in the beginning processes of establishing content validity for each new or revised assessment used for evaluating candidate progress towards meeting the Standard. Since each program and endorsement area is unique at the advanced level, data will be reported by program and endorsement area. In fall of 2019, the new or revised assessments for Standard A.1 will be piloted. Based on the transition timeline published by CAEP for Advanced Level Programs, UNO will need to submit a plan for meeting the Standard along with one cycle of data. UNO is on target to meet these requirements. In the 2018-2019 CAEP Annual Report, UNO will report pilot data from the new or revised assessments. In addition, the School Librarian degree program and the School Psychology program are submitting SPA reports in the fall of 2019. Standard A.4.1 – Data were collected specifically to Employer Satisfaction for the Education Leadership and School Psychology programs via an online survey sent to graduates of these programs over the last three years. Beginning in the summer of 2019, School Counseling will be included in the survey process. There were 10 common questions specific to CAEP Standards and program specific questions were added to each survey based on discipline-specific standards. Results are reported below: Standard A.4.2 – Data were collected specifically to the satisfaction of Completers for the Education Leadership and School Psychology programs via an online survey sent to graduates of these programs over the last three years. Begin in the summer of 2019; School Counseling will be included in the survey process. There were 10 common questions specific to CAEP Standards and program specific questions were added to each survey based on discipline-specific standards. Results are reported below.

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Education Leadership Completer Survey (spring 2018) Number of respondents = 17 out of 42 returned surveys (40% return rate) Q11 - UNO graduate program prepared me to use data appropriately and effectively to guide decision making. (A.1.1 application of data literacy)

# Field Minimum Maximum Mean Std Deviation Variance Count

1 UNO graduate program prepared me to use data appropriately and effectively to guide decision making. (A.1.1 application of data literacy) 2.00 5.00 4.12 0.83 0.69 17

# Answer % Count

1 Strongly disagree 0.00% 0

2 Disagree 5.88% 1

3 Neutral 11.76% 2

4 Agree 47.06% 8

5 Strongly agree 35.29% 6

6 Do not want to respond 0.00% 0

Total 100% 17

Q13 - UNO graduate program prepared me in my content area with both knowledge and skills. (A.1.2 has content knowledge)

38

# Field Minimum

Mean Std Deviation Variance Count

1 UNO graduate program prepared me in my content area with both knowledge and skills. (A.1.2 has content knowledge) 3.00 5.00 4.35 0.59 0.35 17

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 5.88% 1

4 Agree 52.94% 9



Total 100% 17

39

Q15 - UNO graduate program prepared to meet the challenges and responsibilities in my discipline. (A.1.2 application of content knowledge)


1 UNO graduate program prepared to meet the challenges and responsibilities in my discipline. (A.1.2 application of content knowledge) 2.00 5.00 4.18 0.86 0.73 17

# Answer % Count


2 Disagree 5.88% 1

3 Neutral 11.76% 2

4 Agree 41.18% 7



Total 100% 17

40

Q17 - UNO graduate program prepared me to use and apply research and other forms of evidence to substantiate decision making. (A.1.1 use of research)

Field Minimum Maximum Mean Std

Deviation Variance Count

1 UNO graduate program prepared me to use and apply research and other forms of evidence to substantiate decision making. (A.1.1 use of research) 3.00 5.00 4.29 0.67 0.44 17

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 11.76% 2

4 Agree 47.06% 8



Total 100% 17

41

Q19 - UNO graduate program prepared me to use data and data analysis to ensure a supportive and safe environment. (A.1.1 data analysis for school environment)


1 UNO graduate program prepared me to use data and data analysis to ensure a supportive and safe environment. (A.1.1 data analysis for school environment) 2.00 5.00 3.71 0.96 0.91 17

# Answer % Count


2 Disagree 17.65% 3

3 Neutral 11.76% 2

4 Agree 52.94% 9



Total 100% 17

42

Q21 - UNO graduate program prepared me to be a productive member and/or to lead collaborative activities. (A.1.1 collaboration)


1 UNO graduate program prepared me to be a productive member and/or to lead collaborative activities. (A.1.1 collaboration) 2.00 5.00 4.29 0.82 0.68 17

# Answer % Count


2 Disagree 5.88% 1

3 Neutral 5.88% 1

4 Agree 41.18% 7



Total 100% 17

43

Q23 - UNO graduate program prepared me to effectively use technology appropriately to track progress and communicate with stakeholders.(A.1.1 technology)


1 UNO graduate program prepared me to effectively and to use technology appropriately to track progress and communicate with stakeholders.(A.1.1 technology) 2.00 5.00 3.71 0.89 0.80 17

# Answer % Count


2 Disagree 17.65% 3

3 Neutral 5.88% 1

4 Agree 64.71% 11



Total 100% 17

44

Q25 - UNO graduate program provided me with the knowledge and understanding of the ethical codes of conduct for my discipline.(A.1.1 professionalism)


1 UNO graduate program provided me with the knowledge and understanding of the ethical codes of conduct for my discipline.(A.1.1 professionalism) 4.00 5.00 4.59 0.49 0.24 17

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 41.18% 7



Total 100% 17

45

Q27 - UNO graduate program provided me with the knowledge and understanding of relevant laws and policies specific to my discipline.(A.1.1 professionalism)


1 UNO graduate program provided me with the knowledge and understanding of relevant laws and policies specific to my discipline.(A.1.1 professionalism) 2.00 5.00 4.24 0.81 0.65 17

# Answer % Count


2 Disagree 5.88% 1

3 Neutral 5.88% 1

4 Agree 47.06% 8



Total 100% 17

46

Q29 - UNO graduate program prepared me for my roles and responsibilities in my discipline.


1 UNO graduate program prepared me for my roles and responsibilities in my discipline. 3.00 5.00 4.18 0.78 0.62 17

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 23.53% 4

4 Agree 35.29% 6



Total 100% 17

47

Education Leadership Employer Survey (Spring 2018) No of responses = 20 out of 33 surveys were returned (60% return rate) Q3 - UNO graduate uses data appropriately and effectively to guide decision making.(A.1.1 application of data literacy)


1 UNO graduate uses data appropriately and effectively to guide decision making.(A.1.1 application of data literacy) 4.00 5.00 4.45 0.50 0.25 20

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 55.00% 11


6 No opportunity to observe 0.00% 0

Total 100% 20

48

Q5 - UNO graduate demonstrates command of their content knowledge. (A.1.2 has content knowledge)


1 UNO graduate demonstrates command of their content knowledge. (A.1.2 has content knowledge) 4.00 5.00 4.60 0.49 0.24 20

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 40.00% 8



Total 100% 20

49

Q7 - UNO graduate applies content knowledge to meet challenges and fulfill responsibilities.(A.1.2 application of content knowledge)


1 UNO graduate applies content knowledge to meet challenges and fulfill responsibilities.(A.1.2 application of content knowledge) 4.00 5.00 4.70 0.46 0.21 20

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 30.00% 6



Total 100% 20

50

Q9 - UNO graduate appropriately seeks and applies research and other forms of evidence to substantiate decision making. (A.1.1 use of research)


1 UNO graduate appropriately seeks and applies research and other forms of evidence to substantiate decision making.(A.1.1 use of research) 3.00 5.00 4.30 0.64 0.41 20

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 10.00% 2

4 Agree 50.00% 10



Total 100% 20

51

Q11 - UNO graduate uses data and analysis to create supportive environments. (A.1.1 data analysis for school environment)


1 UNO graduate uses data and analysis to create supportive environments. (A.1.1 data analysis for school environment) 3.00 6.00 4.55 0.67 0.45 20

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 5.00% 1

4 Agree 40.00% 8



Total 100% 20

52

Q13 - UNO graduate demonstrates the ability to participate in and/or lead collaborative activities. (A.1.1 collaboration)


1 UNO graduate demonstrates the ability to participate in and/or lead collaborative activities. (A.1.1 collaboration) 3.00 5.00 4.70 0.56 0.31 20

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 5.00% 1

4 Agree 20.00% 4



Total 100% 20

53

Q15 - UNO graduate demonstrates the ability to utilize technology appropriately for tracking progress and communicating with stakeholders.(A.1.1 technology)


1 UNO graduate demonstrates the ability to utilize technology appropriately for tracking progress and communicating with stakeholders.(A.1.1 technology) 3.00 5.00 4.40 0.58 0.34 20

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 5.00% 1

4 Agree 50.00% 10



Total 100% 20

54

Q17 - UNO graduate adheres to ethical codes of conduct. (A.1.1 professionalism)


1 UNO graduate adheres to ethical codes of conduct. (A.1.1 professionalism) 3.00 5.00 4.70 0.56 0.31 20

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 5.00% 1

4 Agree 20.00% 4



Total 100% 20

55

Q19 - UNO graduate adheres to relevant laws and policies. (A.1.1 professionalism)


1 UNO graduate adheres to relevant laws and policies. (A.1.1 professionalism) 4.00 5.00 4.75 0.43 0.19 20

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 25.00% 5



Total 100% 20

56

Q21 - UNO graduate was prepared for her/his roles and responsibilities.


1 UNO graduate was prepared for her/his roles and responsibilities. 4.00 5.00 4.65 0.48 0.23 20

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 35.00% 7



Total 100% 20

57

Analysis of Education Leadership Survey Data (Completer and Employer) The two indicators where 90% or more of the completers over the last three years (N=17) rated UNO at the strongly agree or agree levels were “UNO graduate program provided me with the knowledge and understanding of the ethical codes of conduct for my discipline” and “UNO graduate program prepared me to my content area with both knowledge and skills.” There were five indicators were between 85% and 89% of the completers rated UNO at the strongly agree and agree levels. These indicators were “UNO graduate program provided me with the knowledge and understanding of relevant laws and policies specific to my discipline”; “UNO graduate program prepared me to be a productive member and/or to lead collaborative activities”; “UNO graduate program prepared me to use and apply research and other forms of evidence to substantiate decision making”; UNO graduate program prepared me to meet the challenges and responsibilities in my discipline”; and “UNO graduate program prepared me to use data appropriately and effectively to guide decision making.” There were three indicators where 23% to 29% completers rated UNO at the neutral or disagree levels. These three indicators were “UNO graduate program prepared me for my roles and responsibilities in my discipline”; “UNO graduate program prepared me to effectively use technology appropriately to track progress and communicate with stakeholders”; and “UNO prepared me to use data and data analysis to ensure a supportive and safe environment.” Employers (N=20) rated completers consistently at the strongly agree or agree levels on all indicators with no employer rating any completer at the disagree or strongly disagree level on the survey. There were five indicators were 100% of employers rated candidates at the strongly agree or agree levels. These indicators were “UNO graduate was prepared for her/his roles and responsibilities”; “UNO graduate adheres to relevant laws and policies”; UNO graduate applies content knowledge to meet challenges and fulfill responsibilities”; “UNO graduate demonstrates command of their content knowledge”; and “UNO graduate uses data appropriately and effectively to guide decision making.” Since this was the first year for this specific survey, no trends can be identified or firm conclusions drawn. It is clear from this survey that employers are satisfied with the preparation of completers they hired over the last three years. Completers did express concerns specific to their preparation in data literacy, roles and responsibilities, and use of technology. The program will track results over the next two years to verify this as a trend or an ongoing concern.

58

CAEP Advanced Standards: School Psychology Completer Survey (spring 2018) Number of responses = 12 out of 18 (return rate of 66%) Q1 - UNO graduate program prepared me to use data appropriately and effectively to guide decision making. (A.1.1 application of data literacy)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 0.00% 0



Total 100% 11

59

Q2 - UNO graduate program prepared me in my content area with both knowledge and skills. (A.1.2 has content knowledge)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 27.27% 3



Total 100% 11

60

Q3 - UNO graduate program prepared to meet the challenges and responsibilities in my discipline. (A.1.2 application of content knowledge)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 27.27% 3



Total 100% 11

61

Q4 - UNO graduate program prepared me to use and apply research and other forms of evidence to substantiate decision making. (A.1.1 use of research)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 36.36% 4



Total 100% 11

62

Q5 - UNO graduate program prepared me to use data and data analysis to ensure a supportive and safe environment. (A.1.1 data analysis for school environment)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 9.09% 1



Total 100% 11

63

Q6 - UNO graduate program prepared me to be a productive member and/or to lead collaborative activities. (A.1.1 collaboration)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 9.09% 1

4 Agree 9.09% 1



Total 100% 11

64

Q7 - UNO graduate program prepared me to effectively use technology appropriately to track progress and communicate with stakeholders. (A.1.1 technology)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 27.27% 3



Total 100% 11

65

Q8 - UNO graduate program provided me with the knowledge and understanding of the ethical codes of conduct for my discipline. (A.1.1 professionalism)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 18.18% 2



Total 100% 11

66

Q9 - UNO graduate program provided me with the knowledge and understanding of relevant laws and policies specific to my discipline. (A.1.1 professionalism)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 36.36% 4



Total 100% 11

67

Q10 - UNO graduate program prepared me for my roles and responsibilities in my discipline.

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 27.27% 3



Total 100% 11

68

CAEP Advanced Standards: School Psychology Employer Survey (spring 2018) No of responses = 4 Q3 - UNO graduate uses data appropriately and effectively to guide decision making.(A.1.1 application of data literacy)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 50.00% 2



Total 100% 4

69

Q5 - UNO graduate demonstrates command of their content knowledge. (A.1.2 has content knowledge)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 50.00% 2



Total 100% 4

70

Q7 - UNO graduate applies content knowledge to meet challenges and fulfill responsibilities.(A.1.2 application of content knowledge)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 50.00% 2



Total 100% 4

71

Q9 - UNO graduate appropriately seeks and applies research and other forms of evidence to substantiate decision making.(A.1.1 use of research)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 50.00% 2



Total 100% 4

72

Q11 - UNO graduate uses data and analysis to create supportive environments. (A.1.1 data analysis for school environment)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 50.00% 2



Total 100% 4

73

Q13 - UNO graduate demonstrates the ability to participate in and/or lead collaborative activities. (A.1.1 collaboration)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 25.00% 1

4 Agree 50.00% 2



Total 100% 4

74

Q15 - UNO graduate demonstrates the ability to utilize technology appropriately for tracking progress and communicating with stakeholders.(A.1.1 technology)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 25.00% 1



Total 100% 4

75

Q17 - UNO graduate adheres to ethical codes of conduct. (A.1.1 professionalism)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 25.00% 1



Total 100% 4

76

Q19 - UNO graduate adheres to relevant laws and policies. (A.1.1 professionalism)

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 0.00% 0

4 Agree 50.00% 2



Total 100% 4

77

Q21 - UNO graduate was prepared for her/his roles and responsibilities.

# Answer % Count


2 Disagree 0.00% 0

3 Neutral 25.00% 1

4 Agree 25.00% 1



Total 100% 4

78

Analysis of School Psychology Survey Data (Completer and Employer) The School Psychology program graduates from 8 to 6 candidates each year. The Completer survey (N=12) was sent to graduates from the last three years, and 12 completers returned the survey. On 9 of the 10 indicators, 100% of the completers rated UNO at the strongly agree or agree level. There was one indicator that one completer rated as neutral. This indicator was “UNO graduate program prepared me to be a productive member and/or lead collaborative activities.” Based on this limited amount of data, completers support that they were well-prepared on all 10 indicators included in the survey. Other indicators on the survey were specific to SPA requirements and SPA specific data are available in the SPA report. Only four employers returned the employer satisfaction survey. On 8 of the 10 indicators, 100% of the employers rated UNO graduates at the strongly agree or agree level. Two indicators had at least one employer rate it at the neutral level. These two indicators were “UNO graduate was prepared for her/his roles and responsibilities,” and “UNO graduate demonstrates the ability to participate in and/or lead collaborative activities.” Since this was the first year for this specific survey, no trends can be identified or firm conclusions drawn. It is clear from these surveys that completers and employers are satisfied with the preparation of school counselors. The program will continue to track results over the next two years to identify any trends or concerns.

Report on Teaching Effectiveness - unomaha.edu · Nebraska Clinical Practice Evaluation Rubric 2017-18 Advanced (4 pt) Proficient (3 pt) Developing (2 pt) Below Standard (1 pt) Standard

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