2008-2009 FAMOUS ASSESSMENT PLANNING FORM · • Use his/her breadth of subject matter knowledge to interrelate topics from a variety of perspectives, interests, and points of view

Assessment Planning Form for Instructional Programs - Revised Spring 2009 1

FAMOUS ASSESSMENT PLANNING FORM

Instructional Programs (IP) Elementary Education

SECTION I -GENERAL INFORMATION

Degree Program Elementary Education K-6/ESOL/Reading Endorsed College/School Education

Contact Person(s) Dr. Mary E. Newell

Academic Year 2009 - 2010 Date Submitted, Steps 1-3 September 15, 2009

Date Submitted, Steps 4-5 October 30, 2010

Date Submitted, Step 6 October 30, 2010

SECTION II-INSTITUTIONAL MISSION/GOALS CONNECTION

Excerpt(s) Citing Linkage to University Mission

Statement

Florida Agricultural and Mechanical University (FAMU) is dedicated to the advancement of knowledge, resolution of complex issues and the empowerment of citizens and communities. The faculty is committed to preparing graduates to apply their knowledge, critical thinking skills and creativity in their service to society. Scholarship, diversity and ethics are among the values that the University holds essential to the achievement of its mission. The Elementary Education K-6/ESOL/Reading endorsed program is linked to the University’s mission. The program curriculum is aligned with the Florida Educator Accomplished Practices (including subject matter, diversity and ethics) and provides carefully planned experiences in rural and urban settings where graduates can demonstrate mastery of state and institutional standards. These experiences ultimately result in the development of competent teachers to work in Florida schools and the nation.

Excerpt(s) Citing Linkage to

University Goal (s) Statements

The Elementary Education Program is committed through its curriculum and field clinical experiences, to the development of pre-service teachers who will demonstrate the core values of the university: Scholarship, excellence, openness, fiscal responsibility, accountability, collaboration, diversity, fairness, courage, service, Integrity/ethics, respect, collegiality and freedom. These values are conducive to the development of highly qualified teachers.

Program Mission/Goals

o Demonstrate mastery of the institutional standards: Diversity, Technology,

Values, Critical Thinking, Professionalism and Urban and Rural Education.

o Demonstrate mastery of the Core Curriculum standards: the Florida Educator Accomplished Practices (FEAPs) and Professional Education Competencies (PECs), FTCE Competencies and Skills, ESOL standards/competencies and Reading Competencies.


Program Expected Outcomes

1) Assessment – At least 80% of candidates collects and uses data gathered from a variety of sources. 2) Communication – At least 80% of candidates will acquire and use effective communication techniques with students and all other stakeholders. 3) Continuous Improvement - At least 80% of candidates will recognize professional improvement as a lifelong process. 4) Critical Thinking – At least 80% of candidates will be able to understand a variety of instructional/professional strategies to encourage students development of critical thinking and performance; use a variety of instructional/professional strategies to encourage students’ development of critical thinking and performance; value critical thinking and self-directed learning as habits of mind; acquire performance assessment techniques and strategies that measure higher order thinking skills of student; and demonstrate the use of higher order thinking skills. 5) Diversity – At least 80% of candidates will be able to use teaching and learning strategies that show each student’s understanding of diverse backgrounds of individuals; acquisition of the skills & dispositions to understand & support diverse student learning; acceptance of and ability to foster diversity, ability to practice strategies such as: acceptance, tolerance, mediation & resolution; and ability to establish a comfortable environment in which all students can learn. 6) Ethics – At least 80% of candidates will demonstrate the ability to work with colleagues in a professional manner, show respect for students, families and other stakeholders in an ethical and moral fashion 7) Human Development and Learning. At least 80% of candidates will understand theories and concepts on growth and development and how they relate to instructional activities. 8) Knowledge/Subject Matter -. At least 80% of candidates will be able to know the content; use the appropriate pedagogy to provide all students with the opportunity to learn.; demonstrate commitment to professional growth & development; use major concepts, principles, theories & research related to the development of children; construct learning opportunities that support student development & acquisition of knowledge & motivation.; display effective verbal & non-verbal communication techniques to foster valuable interaction in the classroom; and display appropriate code of conduct including dress, language, and respective behavior. 9) Learning Environments – At least 80% of candidates will be able to establish effective environments conducive to teaching and learning. 10) Planning – At least 80% of candidates will be able to design appropriate learning experiences 11) Role of the Teacher – At least 80% of candidates will work with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students.


12) Technology –At least 80% of candidates will be able to use available technology and software to support student learning; use technology to manage, evaluate and improve instruction; understand fundamental concepts in technology; use fundamental concepts in technology; facilitate access to technology for students; and facilitate the use of technology by students.

SECTION III-FAMOUS SIX STEPS

EXPECTED EDUCATIONAL OUTCOME #1 Subject Matter (Professionalism)

Step 1 Formulate Objective

The teacher candidate will be able to: • Communicate accurate knowledge of subject matter in a comprehensible

manner using language and style appropriate to the learner. • Use his/her breadth of subject matter knowledge to interrelate topics from a

variety of perspectives, interests, and points of view. • Demonstrate a breadth of subject matter that enables candidates to

collaborate with colleagues from other subject fields in the integration of instruction.

• Use references, materials, and technologies of the subject field in a manner appropriate.

• Students will demonstrate an understanding of how to integrate content knowledge, pedagogical knowledge and teaching skills to assure that all students learn.

• Candidates will demonstrate understanding of how to integrate ESOL (English for Speakers of Other Languages) pedagogical knowledge with language and content subject knowledge and skills to ensure the PreK-12 students learn.

Step 2

Ascertain Criteria for

Success

Direct Criteria for Success: • At least 90% of the teacher candidates will earn passing scores on the

Florida Teacher Certification Subject Area and Professional Subtests. • In these courses: EDE 4940, MAE 3210, RED 3013, RED 4519, RED

3333, SSE 3811, SCE 3811, EEX 4601, EEX 3011, LAE 3414, LAE 3314, 80% will earn a final grade of “C” or higher.

• 74% of the teacher candidates will earn a grade of “C” of higher on the Professional Development Assignment in RED 3013.

• At least 80 % of the teacher candidates will pass corrective reading program report with a letter grade of C or higher RED 4519.

• 90% of the teacher candidates will pass the assessment portion of the Corrective Reading Program Report

• 85% of the pre-service teachers will demonstrate satisfactory knowledge of teaching reading in their content area by scoring 75% or higher on a reading lesson plan for their specific content area and SCE 3811.

• 80% of the candidates will demonstrate a moderate to high level of knowledge, skills, and disposition through class presentations of learning activities for varying developmental levels of language and literacy.

• 80% of the candidates will demonstrate a moderate to high level of


satisfactory use of formal and alternative assessment strategies through activities to teach Prek-12 ELLs.

• Each teacher candidate will earn a rating of 3 or greater on the subject area (FEAP) E-Portfolio Final Assessment

• At least 70 % or greater of the candidates will score above 70 on oral presentations related to specific mathematics content.

• 90% of candidates will develop and implement a behavior change plan for a pupil and earn the specified 65 pts. in EEX 4601.

• 90% of candidates will complete the Accessibility/Accommodations report in EEX 3011.

• 80% of the teacher candidates will pass the post test in MAE 3210. Indirect Criteria for Success: • More than 80% of candidates will transfer elements of the knowledge base

gained in class directly to lesson planning and activity development through coaching and critical thinking applications.

• 100% of the teacher candidates will participate in multiple questions and answer sessions about the reading process scheduled at the beginning of class.

• 100% of candidates will complete their learning portfolio in RED 3013 and RED 4519.

• Candidates will write in their entry journal, their feelings about aspects of mathematics, their confidence in their understanding, or their fears of being wrong.

• 100% of the candidates will write, gather, organize and clarify thoughts as ways of justifying that they have developed relational understanding of mathematical skills.

• Pre-service teachers will submit their reflection journals on assigned content area reading assignment to demonstrate they have mastered the material

• Reflections will be submitted in SCE 3811- Science for Elementary Teachers

• More than 90 % of teacher candidates will participate in the Exit Interview indicated that they are satisfied with the curriculum and their ability and skills to perform effectively as a teacher.

• 100% of candidates will receive positive comments on the Cooperating Teacher Candidate Summative evaluation.

Step 3

Measure Performance Using Direct and Indirect Methods of Assessment

Direct Assessment Method(s): • FTCE Score Report • Class pretest and posttest • Class quizzes • Grades on assignments • Behavior Change Plan w/rubric • Accessibility Report w/rubric • Article critique • Oral presentations w/rubric • Corrective Reading Report w/protocols • Lesson plans w/rubric

Indirect Assessment Method(s): • SUS evaluation with a result of 4 or higher • Contributions to discussions and in class activities Questions and Answers


• Anecdotal comments & notes on students regarding increasing knowledge of subject.

• Reflections in portfolios or journals • Cooperating Teacher Candidate Summative evaluation

Step 4 Observe and

Summarize Results

Direct Criteria for Success: • (42)100% of the teacher candidates passed the Florida Teacher

Certification Examination. • In these courses: EDE 4940, MAE 3210, RED 3013, RED 4519, RED

3333, SSE 3811, SCE 3811, EEX 4601, EEX 3011, LAE 3414, LAE 3314, more than 80% of candidates earned a final grade of “C” or higher.

• (20) 47% of the teacher candidates rated favorable-4; (7) 16% rated acceptable-3; (10) 23% rated marginal-2; and (5) 11% rated unacceptable-1 on the Professional Development Assignment in RED 3013.

• (6) 30% of the teacher candidates rated 4 favorable; (6) 30% rated acceptable; (3) 15% rated 2-marginal; and (4) 20% rated 1-unacceptable on the corrective reading program report RED 4519.

• 90% of the teacher candidates passed (rated 2-marginal to4favorable) the assessment portion of the Corrective Reading Program Report

• 95% of the teacher candidates demonstrated satisfactory knowledge of teaching reading in their content area by scoring 75% or higher on a reading lesson plan for their specific content area and in SCE 3811.

• According to the frequency distribution / item analysis, at least 80% of the candidates in TSL 4345scored consistently above the 70% expectation on each of the comprehensive quizzes to determine the level of content knowledge for attainment.

• The philosophy rubric and other related rubrics measuring candidates’ dispositions for working with ELLs, revealed a positive disposition greater that 90%.

• 90 % of the candidates demonstrated a high level of satisfactory use of formal and alternative assessment strategies through demonstration of activities to teach Prek-12 ELLs.

• 80% of the candidates demonstrated a moderate to high level of knowledge, skills, and dispositions through class presentations of learning activities for varying developmental levels of language and literacy.

• Out of 25candidates, 76% earned a rating of 4-favorable; 16% rated 3- acceptable on subject area of the (FEAP) E-Portfolio Final Assessment fall 2009.

• (3) 11.5% of candidates rated 4-favorable; 13(50%) rated 3-acceptable; (8) 30.8% rated 1-marginal and (2) 7.7% rated 1-unacceptable on oral presentations/research project related to specific mathematics content.

• (21)100% of candidates developed and implemented a behavior change plan for a pupil; (10) 47.6% earned a favorable rating-4; (1) 4.76% earned an acceptable rating-3; (1) 4.76% earned marginal rating-2;and (9)42.8% earned an unacceptable -1 rating. in EEX 4601.

• 100% of candidates completed the Accessibility/Accommodations report in EEX 3011.

• Out of 26 candidates, 73.8% performed in the marginal (1-rating to acceptable (3-rating) range with 53.8% in the unacceptable range in EEX 3011.

• 80% of the teacher candidates passed the post test in MAE 3210. Indirect Criteria for Success: • More than 80% of candidates transferred elements of the knowledge base

gained in class directly to lesson planning and activity development


through coaching and critical thinking applications. • 100% of the teacher candidates participated in multiple questions and

answer sessions about the reading process scheduled at the beginning of class.

• 100% of the candidates completed their learning portfolio in RED 3013 and RED 4519.

• 100% of the candidates wrote in their entry journal, their feelings about aspects of mathematics, their confidence in their understanding, or their fears of being wrong.

• 100% of the candidates wrote, gathered, organized and clarified thoughts as ways of justifying that they have developed relational understanding of mathematical skills.

• Pre-service teachers submitted their reflection journals on assigned content area reading assignment to demonstrate they have mastered the material

• Candidates submitted reflections in SCE 3811- Science for Elementary Teachers.

• 80% of candidates progressively and consistently transferred elements of the knowledge base gained in class directly to lesson planning and activity development noted through presentations, class discussions. Of the remaining 20% (two students), half made gains toward the goal, but the remaining fifty percent still needed to give more time and efforts to make satisfactory gains.

• 100% of teacher candidates participated in the Exit Interview and indicated that they are satisfied with the curriculum and their ability and skills to perform effectively as a teacher.

• 100% of candidates received positive comments on the Cooperating Teacher Candidate Summative evaluation.

Step 5

Use of Results for

Improvement (Implemented)

• Faculty indicated that more than half of the candidates who earned marginal or unacceptable ratings were due to their failure to submit complete assignments. Improvements: identify ways to motivate candidates to complete assignments in all subject matter areas; continue the research assignments with additional use of strategies to help candidates improve their critical thinking skills; and provide additional activities in which manipulatives can be used to enhance candidates’ understanding of math concepts. For TSL 4345, Continue to work with candidates who fall behind and monitor progress in critical knowledge gains.

Step 6 Strengthening

Unit Services (Action Plan)

• Faculty will incorporate areas identified through the data in specific courses and continue to use strategies that were successful.

SECTION III- FAMOUS SIX STEPS

EXPECTED EDUCATIONAL OUTCOME #2 Communication


The teacher candidate will be able to: • Establish positive interaction in the learning environment that uses

incentives and consequences for students to promote excellence. • Establish positive interactions between teacher and student in all areas. • Communicate procedures/behaviors effectively, in both verbal and

nonverbal styles, with all students, including those with disabilities and those of varying cultural and linguistic backgrounds.


• Use effective communication techniques with Pre-K-12 students based on their English language acquisition and developmental levels to improve the attainment of Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency.

• Develop and utilize experiential and interactive language and literacy strategies for English language learners using information on linguistic and cognitive processes.

• Develop and demonstrate lessons, unit plans and activities to meet specific language needs of the English language learners within the context of the classroom.

• Articulate the appropriateness and utilize materials and relevant resources in ESOL methodologies and assessment.

Step 2


Success

Direct Criteria for Success: • 90% of the candidates will make oral and written presentations of

learning activities utilizing ESOL appropriate pedagogical language to express knowledge, demonstrate skills, and dispositions related to expectations for the various levels of language development receiving a moderate to high rating inclusive of corrective feedback.

• At least 85% of the teacher candidates will earn a score of 70 or higher on the research paper dedicated to explaining how to develop an effective reading program.

• 85% of the teacher candidates will earn a score of 76 or higher when participating in a mock interview with the primary topic of conversation is reading instruction.

• Candidates will receive 70 % or better on their Communications Folio which is a teacher-parent folio to include a parent letter, an open house agenda, a field trip notice, newsletters and or other pertinent documents related to parent teacher relationships.

• Each teacher candidate will earn a rating of 3 on the communication (FEAP) E-Portfolio Final Assessment.

• Seventy-one percent of the candidates will score70 or greater on oral presentation relate to specific mathematics content.

• 85% of the candidates will demonstrate proficiency in oral communication by scoring 75 percent or higher on the oral presentation in content reading (RED 3333).

Indirect Criteria for Success: • 100% of teacher candidates will demonstrate the appropriate way to

answer a question about reading instruction when queried. (RED 3013, RED 4519)

• 100% of teacher candidates will review and give feedback on samples of well written documents to help them with their own writing skills in RED 4519.

• 90% of candidates will transfer their ability to communicate ESOL content learned in focus group discussions designed to reflect on their learning in TSL 4345.

• Pre-service teacher candidates will rate their presentations by using focus groups in providing feedback to presenter as to their ability to present oral and written.

Step 3

Measure Performance Using Direct and Indirect Methods of

Direct Assessment Method(s): • Communication portfolio w/rubric • Thematic unit/lesson plans w/rubric • Oral and written presentations w/rubric • E-Portfolio w/rubric


Assessment • Mock Interview scoring guide • Research papers w/rubric

Indirect Assessment Method(s):

Step 4 Observe and

Summarize Results

Direct Criteria for Success: • 100% of candidates made oral presentations of learning activities through

Learning Centers demonstrating a high level of ESOL appropriate pedagogical knowledge. 10% (2) of the candidates needed to take corrective measures and repeat the presentation of the learning center with additional coaching for areas needing improvement as indicated on the grading rubric.

• 17(40%) of the teacher candidates rated 4-favorable; 11(26%) rated acceptable-3; 4(10% rated 2-marginal; and 10(23%) rated 1-unacceptable on the research paper dedicated to explaining how to develop an effective reading program.

• More than 80% of the teacher candidates earned a score of 76 or higher when participating in a mock interview with the primary topic of conversation is reading instruction.

• 3(18%) of the candidates rated favorable-4; 7(41%) rated acceptable; 6(35%) rated marginal; and 1(.06%) rated 1-unacceptable on their Communications Folio which is a teacher-parent Folio to include a parent letter, an open house agenda, a field trip notice, newsletters and or other pertinent documents related to parent teacher relationships.

• At least 90% of the candidate earned a rating of favorable-4 on the communication section (FEAP) E-Portfolio Final Assessment.

• (3) 11.5% of candidates rated 4-favorable; 13(50%) rated 3-acceptable; (8) 30.8% rated 1-marginal and (2) 7.7% rated 1-unacceptable on oral presentations/research project related to specific mathematics content.

• 85% of the candidates demonstrated proficiency in oral communication by scoring 75 percent or higher on oral presentation in content reading (RED 3333).

• 17(40%) of candidates rated favorable-4; 11(26%) rated acceptable; 4(10%) rated marginal and 10(33%) rated unacceptable on the reach paper dedicated to developing a reading program.

Indirect Criteria for Success: • 100%t of teacher candidates demonstrated the appropriate way to answer a

question about reading instruction when queried. (RED 3013, RED 4519). • 100% of teacher candidates reviewed and gave feedback on samples of well

written documents to help them with their own writing skills in RED 4519. • Initially, only 75% of the students transferred knowledge in their ability to

communicate ESOL content in focus groups, but with specific coaching of lower achieving and nonparticipating candidates, participation increased to at least 90%.

• Pre-service teachers rated their presentations by using focus groups in providing feedback to presenter as to their ability to present oral and written.

Step 5

Use of Results for


• Continue to coach and provide constructive feedback to under-performing students


Step 6 Strengthening Unit Services (Action Plan)

• Continue to involve the class in corrective feedback to improve learning for all candidates



EXPECTED EDUCATIONAL OUTCOME #3 Critical Thinking


The teacher candidate will be able to: • Analyze student performance standards to identify associated higher-order

thinking skills, and designs learning and performance strategies to evoke these higher-order skills.

• Choose varied teaching strategies, materials, and technologies to expand students’ thinking abilities.

• Assist students in selecting projects and assignments that involve the need to gather information and solve problems.

• Pose problems, dilemmas, and questions in lessons that involve value knowledge and that require evaluative thinking.

• Develop cognitive skills, knowledge, attitudes and application skills that will foster the thinking process.

• Utilize the Sunshine State Standards for ESOL making a connection between the strands, standards, benchmarks and objectives to teach the K-12 ELLs.

• Utilize various graphic organizers and pneumatic devises to make learning comprehensible for the second language learners.

Step 2


Success

Direct Criteria for Success: • At least 70 percent of candidates will earn 80 percent or greater on article

critiques /reviews. MAE 3210 • Candidates will score 70 or more points on Integrated Thematic Units and

lesson plans. • Candidates will receive a score of 70 or greater for their participation in

writer’s workshop. • At least ninety percent of teacher candidates will earn a minimum score of

3 out of 4 on the Critical Thinking Section on the E-Portfolio Final Assessment.

• Ninety-five percent of the teacher candidates scored 80 or above on an ethics assignment that requires them to analyze the actions of another teacher and determine what could have been done better in RED 3013 and RED 4519.

• Candidates will write one question at each level of Bloom’s taxonomy for a selected children’s picture book in LAE 3414.

• Candidates will score 70 or more points on Integrated Thematic Units and lesson plans. 90% of the candidates will articulate a clear understanding of the connecting points and building blocks of various types of lesson plans (Madelyn Hunter’s format, parallel lesson plans, etc.) for teaching English language learners.

• 90% of the candidates will utilize specific Behaviors in Bloom

• 90% of candidates will utilize various graphic organizers and processes for teaching language concepts as a result of a well designed behavioral objective and the use of multiple sources for planning

to identify language terms matching the expected behaviors at specific language developmental levels to write instructional objectives while connecting the objective to a specific benchmark taken from Language Arts Through ESOL (Sunshine State Standard).

Indirect Criteria for Success: • Critical thinking activities conducted during internship and rated on the


Critical Thinking Problem Solving section of the University Supervisor’s Observation Form.

• When expressing opinions about education, 80 percent of the teacher candidates will be able to demonstrate the use of higher order thinking skills in RED 3013

• When asking the instructor questions, 80 percent of the teacher candidates will be able to ask a higher order level question in RED 4519 and RED 3013.

• Eighty-five percent of candidates will demonstrate critical thinking and analytical skills during classroom discussions.

• Ninety percent of the candidates will express inclusive views of the effective utilization of standard-based learning in classroom with ELLs through the use of multiple sources for teaching ELLs in TSL 4345.

Step 3


Direct Assessment Method(s): • E-portfolio w/rubric • Assignments w/rubrics • Article review/critique w/rubric • Book reviews w/rubric • Unit and lesson plans w/rubric Indirect Assessment Method(s): • Peer evaluations • Self-evaluations • Class discussions w/instructor feedback • University Supervisor’s Observation Form

Step 4 Observe and

Summarize Results

• 3 (11.5%) of the candidates rated 4-favorable; 13(50%) rated acceptable-3;

8(30.8%) rated marginal and 2(7.7%) rated unacceptable on the research project in MAE 3210.

• Candidates scored 70 or more points on Integrated Thematic Units and lesson plans.

• Candidates received a score of 70 or greater for their participation in writer’s workshop.

• 85% of the teacher candidates will score 78 or above on the grant writing assignment.

• At least 90% candidates rated acceptable-3 or greater on the Critical Thinking Section on the E-Portfolio Final Assessment.

• 16(38%) of the teacher candidates rated 4-favorable; 19(45%) rated acceptable-3; 1(23%) rated margina-2l and 6(14%) rated unacceptable-1on an ethics assignment that requires them to analyze the actions of another teacher and determine what could have been done better in RED 3013 and RED 4519.

• 90% of the candidates articulated clear understanding of the connecting points and building blocks for lesson planning. Initially 10% (2) candidates achieve the standards at a lower rate and needed to improve upon the planning process to meet the expectation. However, 10% (2) of the candidates chose not to complete the assignment.

• 90% of the candidates consistently utilized specific Behaviors in Bloom to identify language terms matching the expected behaviors at specific language developmental levels to write instructional objectives while connecting the objective to a specific benchmark taken from Language Arts through ESOL (Sunshine State Standard).

• 90% of candidates successfully utilized various graphic organizers and


processes for teaching language concepts as a result of a well designed behavioral objective and the use of multiple sources for planning and teaching aspects of listening, speaking, reading and/or writing.

Indirect Criteria for Success: • Critical thinking activities conducted during internship were rated

favorable on the Critical Thinking Problem Solving section of the University Supervisor’s Observation Form.

• When expressing opinions about education, 90 percent of the teacher candidates demonstrated the use of higher order thinking skills in RED 3013

• When asking the instructor questions, 95 percent of the teacher candidates asked a higher order level question in RED 4519 and RED 3013.

• 80% of candidates demonstrated critical thinking and analytical skills during classroom discussions.

• 90% of candidates were able to transfer knowledge and utilize select graphic organizers to the development and utilization in specific circumstances as assigned by the instructor making the graphic organizer appropriate for teaching specific language and content for English language learners.

Step 5

Use of Results for


• Continue to increase activities in classes to provide opportunities for applying critical thinking.


• No Action (Continue current practices)



EXPECTED EDUCATIONAL OUTCOME #4 Diversity


The teacher candidate will be able to: • Accept and value students from diverse cultures and linguistic backgrounds

and treat all students equitably. • Use the cultural and linguistic diversity and experiences of individual

students to enrich instruction for the whole group. • Provide a range of activities to meet the various students’ learning styles

and cultural and linguistic backgrounds. • Use appropriate teaching techniques and strategies to effectively instruct all

students • Plan and evaluate instructional outcomes to meet the diverse cultural and

linguistic needs of Prek-12 students. • Utilize various inventories to determine learning styles, developmental

levels, indicators of learning disabilities, and language needs. • Develop a repertoire of culturally responsive factors and or behaviors that

are applicable to diverse groups in the learning environment. • Use teaching and learning strategies that reflect culture, learning styles,

special needs, and socio-economic and language backgrounds of PreK-12 students particularly the English language learners and their families.

Step 2


Success

Direct Criteria for Success: • Eighty percent of the teacher candidates will earn a mean score of 80 or

greater on final examinations in EEX 3011, SSE 3113. • Eighty percent of students will score moderate to high on planning

activities and discussions related to working with parents and other school personnel including parent-teacher conferences and consultation with peers in EDE 4940.

• Ninety percent of candidates will score moderate to high on the development of a personal philosophy for working with ESOL students and the larger learning community that is inclusive of a positive disposition for embracing diversity in TSL 4345.

• Ninety percent of candidates will develop a classroom schematic that embodies 21st

• Seventy percent of the candidates will score 70 percent or higher on their Multiple Intelligences Surveys and Reports in EDE 3940.

Century classroom philosophy of teaching and learning with elements that are responsive to English language learners in TSL 4345.

• Candidates will earn a rating of 3 ‘acceptable’ or greater on the Diversity section of the E-Portfolio final assessment.

• At least 85% of the teacher candidates will be able to score 70 or higher on writing a lesson plan that includes accommodations for ESOL students. (Found in the Professional Development Assignment PDA) in RED3013.

• At least 84 percent of the teacher candidates will score 70 or higher on writing a lesson plan for a corrective reader in RED 3013.

• Eighty-five percent of candidates will demonstrate satisfactory development of interpersonal skills among diverse, interdisciplinary groups by scoring 75% or higher on group projects assigned by the professor

Indirect Criteria for Success: • Candidates will write reflections on culturally responsive pedagogy

in their Field/Clinical Reflection Journal. EDE 3940


• At 75 % of the teacher candidates will be able to discuss the Florida Consent Decree and apply it to reading instruction in RED 3013.

• 80% of the teacher candidates will be able to discuss which best practices to select to help improve the reading proficiency of a corrective reader in RED 4519.

• Candidates will read a variety of children’s literature books that represent a wide variety of diverse authors, characters, and illustrators and record their reflections.

• 90% of the candidates will express inclusive views of diversity in focus group discussions and whole class sessions in TSL 4345.

Step 3


Direct Assessment Method(s): • Lesson plan w/rubric • Multiple Intelligences Report w/rubric • Exams • Group projects w/rubric • E-Portfolio w/rubric • Learning center w/rubric • Class assignments w/rubrics

Indirect Assessment Method(s): • Comments made by students in Field/Clinical Journals • Focus group discussions • Observation of interaction and reflections during focus groups

Step 4 Observe and

Summarize Results

Direct Criteria for Success: • 70% of the teacher candidates earned a mean score of 80 or greater on final

examinations in EEX 3011, SSE 3113. • 90% of the candidates scored moderate to high on areas of the philosophy

demonstrating a positive disposition for working with ELLs. 10% (2) of the candidates chose not to complete the assignment.

• 86% of the candidates developed a classroom schematic that embodied 21st

• 6(35%) of candidates rated favorable-4; 5(29%) acceptable-3; 6(35%) marginal-2; on the Multiple Intelligences Surveys and Reports in EDE 3940.

century philosophy for teaching ELL. 14% (3) candidates chose not to complete the assignment as designed (2 did not complete the work and 1 needed coaching for improvement of content rather than poor dispositions toward teaching ELLs).

• 25(84%) of candidates earned a rating of 4-favorable; 8% acceptable-3 on the Diversity section of the E-Portfolio final assessment. (fall 2009)

• 10(50%) of candidates rated 4-favorable; 2(10%) rated acceptale-3; 1(7%) rated marginal-2 and 7(35%) rated unacceptable on writing a lesson plan that includes accommodations for ESOL students. (Found in the writing a lesson plan for a corrective reader in RED 4919.

• 20(47%) of candidates rated favorable-4; 7(16%) rated acceptable-3; 10(23%) rated marginal-2 and 5(11%) rated unacceptable-1 on the Professional Development Assignment PDA) in RED3013.

• 85% of candidates demonstrated satisfactory development of interpersonal skills among diverse, interdisciplinary groups by scoring 75% or higher on group projects assigned by the professor


Indirect Criteria for Success: • 100% of the candidates wrote reflections on culturally responsive pedagogy

in their Field/Clinical Reflection Journal. EDE 3940. • 85%of the teacher candidates discussed the Florida Consent Decree and

apply it to reading instruction in RED 3013. • 90% of the teacher candidates discussed which best practices to select to

help improve the reading proficiency of a corrective reader in RED 4519. • 100% of candidates read a variety of children’s literature books that

represent a wide variety of diverse authors, characters, and illustrators and record their reflections.

• 100% of the candidates expressed inclusive views of diversity in focus groups and class discussions as well as positive views of ELLs in the context of teaching and learning.

Step 5

Use of Results for


• Continue to coach and encourage the use of rubrics and specific rubric companions to assist candidates in developing their working philosophy for teaching ELLs.


• No Action (Continue current practices)

SECTION III- FAMOUS SIX STEPS EXPECTED EDUCATIONAL OUTCOME #5

Role of the Teacher (Planning/learning Environments)


The teacher candidate will be able to: • Demonstrate knowledge of the content • Use appropriate pedagogy to provide all students with the opportunity to

learn. • Use major concepts, principles, theories and research related to the

development of children • Demonstrate commitment to professional growth and development. • Construct learning opportunities that support student’s development and

acquisition of knowledge and motivation. • Participate in a field experience in a classroom with an ESOL endorsed

teacher where ELLs are served. • Develop a portfolio including reflections, lesson plans, activities, and

assessment measures used with ELLs. • Students will demonstrate effective communication and parent

conferencing skills including verbal and nonverbal, questioning and summarizing skills.

• Each student will receive 70% or better on their Communications Folio which is a teacher-parent portfolio that includes parent letters, an open house agenda, newsletters and other pertinent documents related to parent teacher relationships


Step 2


Success

Direct Criteria for Success: • Ninety percent of the teacher candidates will pass the Florida Teacher

Certification Professional Education subtest. • Candidates will demonstrate 90% or higher in acceptable level of

performance in working directly with ELL during the field experience through the school’s program inquiry report.

• Candidates will demonstrate 90% or higher in acceptable level of performance in working directly with ELL on the lesson plan/activity developed and used while teaching a specific concept to the ESOL student.

• Candidates will demonstrate 90% or higher on the error analysis of the work product of a select student, errors made by the students, and strategies to correct the problems noted.

• Candidates will receive 70 percent of better on their Communication Folio which is a teacher-parent Folio to include a parent letter, an open house agenda, a field trip notice, newsletters and or other pertinent documents related to parent teacher relationships.

• Candidates will earn a rating of 3 ‘acceptable’ or greater on the Role of the Teacher section of the FEAPs E-Portfolio final assessment

• Candidates will earn a rating of 3 ‘acceptable’ or greater on the Planning section of the FEAPs E-Portfolio final assessment

• Candidates will earn a rating of 3 ‘acceptable’ or greater on the Learning Environment section of the FEAPs E-Portfolio final assessment

• At least 80 percent in (RED 4519 and 80 percent in RED 3013) of the teacher candidates will score 70 or higher on planning a reading lesson.

• At least 80 percent in (RED 4519 and 80 percent in RED 3013) of the teacher candidates will score 70 or higher on executing a planned reading lesson.

• 84% of the teacher candidates will score 70 or higher on planning and implementing an action research report.

• 80 percent in (RED 4519 and RED 3013) of the teacher candidates will score 70 or higher on planning a Power Point presentation on reading instruction.

Indirect Criteria for Success: • 100% of the teacher candidates will work in groups to determine the most

effective lesson plan with activities that should be used to teach a particular reading strategy.

• Ninety percent or above of the students will report positive experiences during the culminating internship leading to graduation.

• Responding to the Exit Interview conducted by the Office of Student Teaching, 90 percent of the candidates will indicate that they are satisfied with their knowledge of the role of the teacher

• At least 90 percent of the teacher candidates will receive favorable responses on the Employers’ Satisfaction Survey.

• Ninety percent of the candidates will receive positive comments on the Directing Teacher Candidate Summative Evaluation form regarding their knowledge of Role of the teacher.

• Ninety percent of the field experience reports will reveal the candidates increasing positive disposition in working directly with ESOL students which will be carried forward into class debriefing following the field experience.


Step 3


Direct Assessment Method(s): • FTCE Score Report • Field Experience • Lesson plan w/rubric • Power point presentations w/rubric • Communications Folios w/rubric • E-Portfolio w/rubric • Error Analysis assignment w/rubric • Class assignments w/rubrics

Indirect Assessment Method(s): • Reflections in field/clinical journals on the communication strategies of the

teacher both within and outside of the classroom • Anecdotal notes and comments made by students in their Field/Clinical Journals w/teacher’s communication techniques

Step 4 Observe and

Summarize Results

• 42(100% )of the teacher candidates passed the Florida Teacher

Certification Professional Education subtest. • 90% of the candidates in the course demonstrated a high rate of critical

analysis in the reporting of the field experience, as demonstrated by the grading rubric, related to classroom organization, teaching and learning, professionalism, and assessment. 10% (2) candidates will need to repeat the course due to various deficiencies related to incomplete assignments.

• 3(18%) of the candidates rated favorable-4; 7(41%) rated acceptable; 6(35%) rated marginal; and 1(.06%) rated 1-unacceptable on their Communications Folio which is a teacher-parent Folio to include a parent letter, an open house agenda, a field trip notice, newsletters and or other pertinent documents related to parent teacher relationships.

• Out of 25 candidates, 72% earned a rating of 4-favorable and 24% rated – acceptable on the Role of the Teacher section of the FEAPs E-Portfolio final assessment fall 2009.

• Out of 25 candidates 80% earned a rating of 4-favorable; 16% rated 3- acceptable on the Planning section of the FEAPs E-Portfolio final assessment fall 2009.

• Out of 25 candidates, 72% earned a rating of favorable-4 and 72% earned a rating of 3-acceptable’ on the Learning Environment section of the FEAPs E-Portfolio final assessment fall 2009.

• 10(50%) of candidates rated 4-favorable; 2(10%) rated acceptale-3; 1(7%) rated marginal-2 and 7(35%) rated unacceptable on writing a lesson plan that includes accommodations for ESOL students. (Found in the writing a lesson plan for a corrective reader in RED 4919.

• 20(47%) of candidates rated favorable-4; 7(16%) rated acceptable-3; 10(23%) rated marginal-2 and 5(11%) rated unacceptable-1 on the Professional Development Assignment PDA) in RED3013.

• 9(45%) of candidates rated favorable-4; 2(10%) rated acceptable-3; 5(25%) rated marginal-1; and 4(20%) rated unacceptable-1 on planning and implementing an action research report.

Indirect Criteria for Success: • 90% of the teacher candidates worked in groups to determine the most

effective lesson plan with activities that should be used to teach a particular reading strategy.

• Responding to the Exit Interview conducted by the Office of Student


Teaching, 100% of candidate indicated that they were satisfied with their knowledge of the role of the teacher

• At least 90 percent of candidates received favorable responses on the Employers’ Satisfaction Survey. (No data reported to date)

• 100% of the candidates received positive comments on the Directing Teacher Candidate Summative Evaluation form regarding their knowledge of Role of the teacher.

• 90% of the reflections analyzed, revealed that the candidates increasingly demonstrated a positive disposition in working with ESOL students which was carried forward into focus group discussions in the class by those present.

Step 5

Use of Results for


• Continue to coach students through critical analysis of the field

experience activities. • Continue to use the rubric as a guide for grading and analyzing the

achievement of the candidates.


• No new action required.


EXPECTED EDUCATIONAL OUTCOME # 6 Technology


The graduate will be able to: • Use technology to manage, evaluate and improve instruction. • Demonstrate knowledge of fundamental concepts in technology. • Train students to use available computers and other forms of technology • Facilitate access to electronic resources for students

Step 2


Success

Direct Criteria for Success: • At least ninety percent of the teacher candidates will demonstrate

acceptable performance (rating of 3) on the E-Portfolio Final Assessment technology section.

• At least ninety percent of the teacher candidates will earn a mean score of 80 or greater on class projects or products.

• Candidates will score at least 35 points out of a possible 50 points on their reviews of educational technology.

• Eighty-five percent of candidates will demonstrate satisfactory achievement of technological skill development and comprehension by scoring 75% or higher on technology assignments in RED 3333.

Indirect Criteria for Success: • Responding to the Exit Interview conducted by the Office of Student

Teaching, 98 percent of the candidates will indicate that they are satisfied with the curriculum and their knowledge of technology.

• Ninety percent of the candidates will receive positive comments on the Directing Teacher Candidate Summative Evaluation form regarding their knowledge of technology.

• Candidates will use Web Destinations on the Resources links or web activities to engage in further learning about reading in the content area


topic in the course.

Step 3


Direct Assessment Method(s): • E-portfolio rubric/Task Streaming • Power Point presentations • Technology reviews w/rubric • Class assignments w/rubrics

Indirect Assessment Method(s): • The pre-service teacher self evaluation. • Interview guide • Directing Teacher Candidate Summative Evaluation

Step 4 Observe and

Summarize Results

Direct Criteria for Success: • 96% of the teacher candidates demonstrated acceptable performance (rating

of 3) on the E-Portfolio Final Assessment technology section. • 12(46.2%) of candidates rated favorale-4; 9(34.6%) rated acceptable-3;

3(11.5%) rated marginal-2; and 2(7.7%) rated unacceptable-1 on a technology assignment in MAE 3210.

• 85% of candidates demonstrated satisfactory achievement of technological skill development and comprehension by scoring 75% or higher on technology assignments in RED 3333.


Teaching, 100% of the candidates indicated that they are satisfied with the curriculum and their knowledge of technology.

• More than 90% of the candidates received positive comments on the Directing Teacher Candidate Summative Evaluation form regarding their knowledge of technology.

• Candidates used Web Destinations on the Resources links or web activities to engage in further learning about reading in the content area topics in the course.

Step 5

Use of Results for


• Continue to require candidates to integrate technology in assignments; require candidates to incorporate more technology in their lesson plans and other class work during internship.


• Faculty will continue to maintain and/or increase candidates’

performance through monitoring instructional delivery and intervention strategies


EXPECTED EDUCATIONAL OUTCOME #7 Urban and Rural Education/Learning Environment


The teacher candidate will be able to: • Develop lesson plans that meet cognitive, linguistic, and affective needs


• Create and maintain a positive learning environment in which students are actively engaged in learning, social interaction, cooperative learning, and self-motivation.

• Demonstrate an understanding of factors in the home environment that may influence the students’ life and learning.

• Understand the plight of both rural and urban students. • Demonstrate knowledge of behavioral interventions by developing and

implementing a behavior change plan during field experience. • Communicate effectively with students, parents and the community.

Step 2


Success

Direct Criteria for Success: • At least 90 percent of the teacher candidates will demonstrate acceptable

performance in managing the classroom and behavior. (rating of 3 or greater) on the E-Portfolio/rubric Final Assessment learning environment section.

• 70% of the teacher candidates will earn a mean score of 85 percent or greater on class projects or products in their professional courses.

• 90 % of the teacher candidates will pass the Florida Teacher Certification General Knowledge Subject.

• 70 % of the teacher candidates will earn a mean score of 85 percent or greater on written assignments.

• 70% of the candidates will earn a mean score of 70 percent or greater on field experience assignments in math.


Teaching, at least 90 percent of the candidates will indicate that they are satisfied with the curriculum and their knowledge of Learning Environments

Step 3


Direct Assessment Method(s): • E-Portfolio w/rubric • Grades on assignments, projects w/rubrics • FTCE Score Report • Behavior Change Plan w/rubric • Classroom Management System w/rubric • Token Economy Plan w/rubric • Written assignments w/rubrics • Field Experience assignments w/rubrics

Indirect Assessment Method(s) • Interview form w/rubric • Reflections –Behavior Change Plan

Step 4 Observe and

Summarize Results

. Direct Criteria for Success: • More than 90% of the candidates demonstrated acceptable performance in

managing the classroom and behavior. (rating of 3 or greater) on the E-Portfolio/rubric Final Assessment learning environment section.

• 70% of the teacher candidates earned a mean score of 85 percent or greater on class projects or products in their professional courses.

• 100 % of the teacher candidates passed the Florida Teacher Certification Professional Education subtest.

• 7(33%) of candidates rated favorable-4; 3(14.2%) rated acceptable; 4(19.05%) rated marginal-1; and 7(33%) rated unacceptable on the


classroom management system assignment in EEX 4601. • 11(52%) of candidates rated favorable-4; 3(14.2%) rated acceptable-2;

4(19.05%) rated marginal-2 and 3(14.2%) rated unacceptable-1 on the token economy assignment in EEX 4601.

• (21)100% of candidates developed and implemented a behavior change plan for a pupil; (10) 47.6% earned a favorable rating-4; (1) 4.76% earned an acceptable rating-3; (1) 4.76% earned marginal rating-2;and (9)42.8% earned an unacceptable -1 rating. in EEX 4601.


Teaching, 100% of the candidates indicated satisfaction with the curriculum and their knowledge of Learning Environments

Step 5

Use of Results for


• Continue to implement instruction to increase candidates’ knowledge of the learning environment and provide field/clinical experiences to assist candidates in acquiring skills to manage the environment.


• Faculty will continue to maintain and/or increase performance

through monitoring students’ performance, instructional delivery and intervention strategies.


EXPECTED EDUCATIONAL OUTCOME# 8 Values/Ethics


The Teacher candidate will: • Demonstrate how to work with colleagues in a professional manner • Interact with students, families and other stakeholders in a manner that

reflects ethical and moral standards • Demonstrate respect for varied (groups) talents and perspectives • Exhibit commitment to individual excellence • Demonstrate recognition of the importance of peer relationships in

establishing a climate for learning.

Step 2


Success

Direct Criteria for Success: • At least 90% of the teacher candidates will demonstrate acceptable

performance Ethics (rating of 3 or greater) on the E-Portfolio/rubric Final Assessment Ethics section.

• Ninety percent of candidates will receive a mean score of 70 percent or greater on assignments related to values/ethics based on an appropriate rubric

Indirect Criteria for Success: • Ninety percent of the candidates will demonstrate an understanding of

ethics during student teaching experience by receiving a satisfactory rating on the College Supervisor’s Evaluation Form on criteria relating to ethics.

• Ninety percent of candidates will indicate satisfaction with their pre-professional education in regard to ethics during the Student Teacher’s Exit Interview.


Step 3


Direct Assessment Method(s): • E-Portfolio w/rubric • Grades on assignments/activities Indirect Assessment Method(s): • University Supervisor’s Evaluation Form • Exit Interview Form

Step 4 Observe and

Summarize Results

• Out of 25 candidates, 88% rated favorable-4 and 88% rated 88% rated acceptable-3on the E-Portfolio/rubric Final Assessment Ethics section.

• 16(38%) of candidates rated favorale-4: 19(45%) rated acceptale-3; 1(23%) rated marginal and 6(14%) rated unacceptable on the ethics assignment in RED 3013.

Indirect Criteria for Success: • More than 90% of the candidates demonstrated an understanding of ethics

during student teaching experience by receiving a satisfactory rating on the College Supervisor’s Evaluation Form on criteria relating to ethics.

• 100% of the candidates indicated satisfaction with their pre-professional education in regard to ethics during the Student Teacher’s Exit Interview

Step 5

Use of Results for


• Continue to plan activities that will increase candidates’ knowledge of ethics/values and provide field/clinical experiences for demonstration.


• Faculty will maintain and/or increase performance through monitoring candidates’ performance, instructional delivery and intervention strategies.


Documents

2008-2009 FAMOUS ASSESSMENT PLANNING FORM · • Use his/her breadth of subject matter knowledge to interrelate topics from a variety of perspectives, interests, and points of view