Annual Education Department Assessment Report 2011-2012

INTRODUCTION

The Education Department at Columbia College has determined that all graduating

teachers will meet two essential learning goals, as follows:

Learning Goals

Students will successfully complete a portfolio demonstrating competence in the

MoSTEP Quality Indicators 1 – 11.

Students will pass the PRAXIS II Teacher’s Exam (ETS).

This set of learning goals is assessed by portfolio and PRAXIS II scores, which are reported at the

end of each semester. These scores assist program faculty in determining strengths and

weaknesses in the curriculum and clinical practices, as does a survey completed by all program

completers in the Teacher Certification Program. Students complete another survey at the

conclusion of their first year of teaching. The first-year teacher survey is now conducted by the

Missouri Department of Elementary and Secondary Education (DESE). Principals evaluate the

first year teachers using a performance-based teacher evaluation and report these results.

Data from both the first year teachers and their principals are disseminated by DESE to

individual colleges and universities with approved teacher preparation programs. Results of

these various surveys are discussed in Education Department meetings and Education Advisory

Board meetings. Decisions are made collectively to implement program improvements in order

to address any areas of concern.

For the purposes of this report, the following is a synopsis of each Quality Indicator:

1. Understand central concepts, tools of inquiry, structures of discipline

2. Understand how students learn and develop

3. Understand how students differ in approaches to learning

4. Recognize importance of long range planning and curricular development

5. Use variety of instructional strategies

6. Understanding of individual and group motivation and behavior

7. Model effective verbal, nonverbal, and media communication techniques

8. Understand and use formal/informal assessment strategies

9. Reflective practitioner who continually assesses the effects of choice and action on

others

10. Foster relationships with school colleagues, parents, and educational partners

11. Understand the theory and application of technology in educational settings

TEACHER CERTIFICATION PORTFOLIOS

The teacher certification portfolio is a culminating performance assessment that meets

DESE’s requirements for teacher preparation programs in the State of Missouri. Students write

a statement of competency for each MoSTEP Quality Indicator, supported by artifacts from

courses and clinical experiences. Two raters score each portfolio, with a third rater scoring

when there is significant disagreement. The aggregate mean scores for each Quality Indicator

are listed in the tables below.

Portfolio Scores by Quality Indicators Fall 2011

N=16 X of QI

QI 1 11.5/12

QI 2 11.1/12

QI 3 11.1/12

QI 4 11/12

QI 5 11.1/12

QI 6 10.8/12

QI 7 10.9/12

QI 8 11.2/12

QI 9 11.2/12

QI 10

11.1/12

QI 12 10.6/12

Average Total Portfolio Score: 92.2%

Portfolio Scores by Quality Indicators Spring 2012

N=22 X of QI

QI 1 10.8/12

QI 2 10.9/12

QI 3 10.5/12

QI 4 10.7/12

QI 5 10.6/12

QI 6 10.4/12

QI 7 10.1/12

QI 8 10.3/12

QI 9 10.7/12

QI 10

10.5/12

QI 11 10.2/12

Average Total Portfolio Score: 87.8%

Portfolio Scores by Quality Indicators Summer 2012

Portfolio Scores by Quality Indicators

N=3 X of QI

QI 1 11.3/12

QI 2 11/12

QI 3 10.3/12

QI 4 11/12

QI 5 10.3/12

QI 6 11.3/12

QI 7 10.3/12

QI 8 10/12

QI 9 10.7/12

QI 10

11/12

QI 12 10.7/12

Average Total Portfolio Score: 89.1%

Analysis

The portfolio scores in the last year demonstrate that Columbia College students are

completing their portfolios with success, regardless of certification area:

All of the 41 students who submitted their portfolios for evaluation were considered

program completers. (There were actually 43 students listed on the 2011-12 Title II

report as program completers, but two of those students had their portfolio counted in

the 2010-11 annual report.)

The average overall score on the portfolio for fall and spring semesters (and summer

session) was 89.7%, whereas 70% is considered a passing score.

The scores ranged from a low of 70.9.1% to 1 score of 100%.

Disaggregating this data for the average percentage score of the portfolios:

o Elementary completers (N=14) scored an average of 87.6%

o Middle school completers (N = 8) scored an average of 85.8%

o Secondary completers (N = 17) scored an average of 91.7%

o K – 12 art completer (N = 2) scored an average of 95.5%

o Special education completers (N = 1) scored 98.5%.

Comparing this data with the results from 2010-11 report, it can be concluded that

scores were fairly consistent from one reporting year to the next, but slightly lower in

most grade levels.

PRAXIS II EXAM

All teacher candidates must pass the PRAXIS II Exam for their level and content area. These

tests measure content-specific knowledge, as well as general and content-specific skills for

teaching. The table below provides a breakdown by area of Columbia College students who

took the PRAXIS II in the last year.

Supporting Data for 2011-12 PRAXIS II Scores*

Program N

Elementary 14

Art K-12 2

Middle School English/

Language Arts 1

Middle School Mathematics 1

Middle School Science 1

Middle Social Studies 5

Secondary Social Studies 7

Secondary English 3

Secondary Mathematics 3

Secondary Biology 2

Secondary Business 2

Special Education Core Knowledge and Mild to

Moderate Applications 1

Total # of Columbia College Students 42

Analysis

The PRAXIS First Time pass rate of portfolio completers was 91.3%. Four of the 42

students had to take the PRAXIS exam twice to obtain a passing score.

The PRAXIS II pass rate for Columbia College continues to compare favorably to the

state-wide pass rate in all instances. All of Columbia College students who took the

exam during this report period eventually passed the examination.

COLUMBIA COLLEGE’S ANNUAL SURVEY OF GRADUATING TEACHERS

The tables below display the average rating of graduating teachers’ self-perceptions of

their understanding of MoSTEP Quality Indicators. No discernible trends were noted within the

data or comparing this data set to last year’s.

Survey of Graduating Teachers December 2011

MOSTEP Mean of

Elem.

N=4

Mean of

Middle

School N=2

Mean of

Secondary

N=3

Mean of Art

K-12

N=2

Mean of Sp.

Ed. N=1

QI. 1 8/8 8/8 7/8 7.8/8 8/8

QI. 2 8/8 8/8 7.3/8 7.8/8 8/8

QI. 3 8/8 6.5/8 7.3/8 7/8 8/8

QI. 4 8/8 8/8 7.6/8 7.5/8 8/8

QI. 5 8/8 8/8 8/8 8/8 8/8

QI. 6 8/8 8/8 7.3/8 7.75/8 8/8

QI. 7 8/8 7.5/8 7.3/8 7.75/8 8/8

QI. 8 8/8 7/8 7/8 7/8 8/8

QI. 9 8/8 8/8 7.6/8 7.8/8 8/8

QI. 10 8/8 8/8 7.6/8 7.8/8 8/8

QI. 11 8/8 8/8 8/8 7.8/8 8/8

Survey of Graduating Teachers May 2012

MOSTEP Mean of 1st

Yr. Elem.

N=9

Mean of

Middle

School N=4

Mean of

Secondary

N=9

Mean of Sp.

Ed. K-12

N=0

Mean of Art

K-12

N=0

QI. 1 7.4/8 7.5/8 7.2/8 n/a

n/a

QI. 2 7.3/8 7.5/8 7.7/8 n/a n/a

QI. 3 7.7/8 7.25/8 7.7/8 n/a n/a

QI. 4 7/8 7.75/8 7.7/8 n/a n/a

QI. 5 7.2/8 7.5/8 7.3/8 n/a n/a

QI. 6 7.2/8 7.5/8 7.7/8 n/a n/a

QI. 7 7.2/8 7.25/8 7.7/8 n/a n/a

QI. 8 7.2/8 7.5/8 7.9/8 n/a n/a

QI. 9 7.6/8 7.75/8 7.9/8 n/a n/a

QI. 10 7.1/8 7.5/8 7.6/8 n/a n/a

QI. 11 7.1/8 7/8 7.7/8 n/a n/a

Note: This is the first full reporting cycle where EDUC 400 Senior Seminar was required to be

taken prior to student teaching.

Graduating Teacher Survey Comments – December 2011

(Comments typed as written)

Strengths:

Lots of experience, great educators to learn from.

Everything happens in steps

I have had a fantastic advisor, Kristina Miller, who has guided me through this process.

She has always been there with her door open to anything that I need.

The teachers really want to see each student be successful through mock interviews,

resume’ building, and job fairs.

Always there to answer questions.

Class size, teacher communication, knew content & strategies, & theories to incorporate

into the classroom.

One of the strengths is the excellent Education department and the many backgrounds

& experiences of the student body.

I feel very prepared to teach in any school district. I like how we have the option of

taking Ed 400 (portfolio) before Ed 420 (student teaching).

Feedback, preparation. Overall, the fact that the teachers are genuinely motivating,

caring, and disciplined is/are their greatest strength(s).

Teachers & Faculty are involved and care about their students, classes allowed me to be

well prepared for the classroom.

Instructors were very helpful & encouraging.

Courses align with what I need to know. Good, quality teachers.

Weaknesses:

A little unorganized at some times, difficult signing up for classes.

Sometimes communication was lacking. I had to keep giving information that would get

lost and I would have to send it again. This was inconvenient because I was already so

busy.

Bookwork was confusing and seemed a waste of instructional time.

More of a class on ways to teach reading to those struggling – intervention ideas.

Start writing rough drafts for portfolio in all of the Ed courses earlier on.

I would say it would be helpful to more closely monitor artifact collection.

Social Studies Methods class could be stronger. It repeated much of what was covered

in other courses, though the unit planning in the course was valuable. Also, online

Assessment course could look more at grading philosophies.

I would have liked classes to have been offered more often.

Adequate, detailed records. Lack of online courses.

Comments:

I enjoyed the entire experience. Glad I came to CC and earned my education!

My invitations to the celebration were never sent out so one of my cooperating

teachers couldn’t come.

I feel I learned valuable lessons that I use every day in the classroom.

Thank you for challenging me!

I genuinely and forever respect and appreciate my instructors for what they do and who

they are.

Thank you! I’ve been encouraging other teachers-to-be to look into the program.

There were many times I was confused on what I needed to know/have to complete my

certification. It would have been nice if I didn’t always get several answers when I asked.

Graduating Teacher Survey Comments – May 2012

(Comments typed as written)

Strengths:

Flexibility of department to content or concerns Eagerness to aid in field experience

issues

Compact – student friendly

Great teachers who do what they teach us. Great hands-on experiences

The program prepared me for my student teaching experience. The instructors were

always very helpful

Emotional support! Instructors are understanding of non-traditional students

Advisors are very helpful during student teaching. Professors are very helpful &

knowledgeable of subjects

Reflection, Quality Professors, Field Observations, flexibility with students

The 16 week st. teaching. Ed 400 semester before portfolios.

I gained a lot of experience through observation. Student teaching & practicums. Also, I

feel that I am well-rounded in all fields

Keeping us informed. Ron K. was so helpful Always emailed me back and reminded me

of needed paperwork.

Staff’s expertise is excellent.

Small class sizes, very personable & helpful instructors

excellent professors – very supportive and open to questions and helping Dr. Hanna

and Ann Forsee

knowledgable staff, community feel, staff w/ teaching experience, great availability &

advising

Great teachers – they really care that students learn. Many have great life experiences.

Dr. Hanna & Linda Bradley!

*lots of experience *good faculty

Great instructors who offered real-life examples.

teaching reading.

Great! They get you classroom ready

The strengths of the Teacher Education program include great teacher-to-student ratio,

professor availability, professors with life experience, and many field experience

opportunities.

Weaknesses:

None

At times it’s difficult to get into the classes you need when you need them

Maybe More time in the classroom

Information wasn’t always consistent throughout the program.

I think that cooperating teachers need to have someone watch them teach before

placing a student with them

Strategies in the content Areas; Hands on learning of these strategies in classrooms with

feedback

Seminar class for S. Teaching. I felt like my application could have been addressed.

Communication w/ RFS

Getting back with emails.

None

Needs a little modernization, better use of D2L Web resources

So many checklists that just keep popping up. It would be better to have all of them

upfront.

None

Organization of completing required paperwork with expectations

*Slight lack in communication between all areas.

Communication between the Education Dept. and changes to the program. I didn’t

always get notified when the program changed. Availability of classes.

teaching other content

Some weaknesses would be some classes with too much repetitive information and lack

of training for preparing to teach in your classroom for the first year (like how to creat

curriculum for a course without GLEs/CLEs, how to order supplies and where to get

them, what to expect as far as following up certification, etc.) I would also have liked

more technological training taught in classes.

Comments:

I felt as though I was a part of something amazing at Columbia College. The care and

guidance of the Program faculty was wonderful.

Its been a whirlwind

I think this program – the courses, field work, and professor is the best in town –

expectations are high and clearly stated.

Several times I emailed and never received an answer.

I thoroughly enjoyed my time and growth while in this program

A great program of which I am proud to have been a part of

No comments written

Great department! Everyone is so nice & knowledgable. Everyone is always willing to

help & advise.

I feel that Columbia College has given me the necessary skills to be a teacher. Great

instructors!

Columbia College did do a great job of preparing me for teaching.

FIRST YEAR TEACHERS SURVEY, 2011-2012

DESE provides each teacher education institution with data collected on their graduates

who are in their first year of teaching. This data appears below. In addition to these self-

reports, principals are asked to complete a survey on these first-year teachers. However, in

2012 the number of principals responding was too small and could not be reported.

Analysis

With few exceptions, Columbia College first year teachers reported that they were

adequately, well, or very well prepared throughout the survey.

92% of respondents rated their preparation at Columbia College as good or very good.

Of the 16 items asking about preparation, on only 6 items did respondents feel

inadequately prepared, which were:

o Having a thorough knowledge of the subject taught (1 person).

o Differentiating (1 person) or delivering (1 person) lessons developed for

differentiated learning.

o Curriculum goals and performance standards (1 person).

o Using professional development to enhance knowledge and skills (1 person).

o Using effective classroom management practices (1 person).

Although classroom management appeared multiple times in the open-ended items,

only 1 person responded that they felt inadequately prepared. It should be noted that

research indicates that new teachers most often rank classroom and behavior

management as their greatest challenge. Until you are completely in charge of the

classroom, it is difficult to gain the practice needed to be effective.

THE MAT PROGRAM

The assessment of the graduate program included portfolio presentations of those

students completing the Master of Arts in Teaching (MAT) degree. The portfolios are

comprised of the 5 goals from the National Board Certification process. They are as follows:

Goal I Teachers are committed to students and their learning.

Goal II Teachers know the subjects they teach and how to teach those subject to

students.

Goal III Teachers are responsible for managing and monitoring student.

Goal IV Teachers think systematically about their practice and learn from experience.

Goal V Teachers are members of learning communities.

All reported results for the MAT were exemplary, indicating a strong showing in all 5

goal areas. For Fall 2011, the average portfolio score was 96.2%, and for Spring 2012, the

average portfolio score was 96.7%. This data set includes the MAT Online degree.

Comments from Exit Interview – August to December 2011

For each MAT portfolio presentation, an exit interview is completed by students. The

following is an aggregate of the responses, typed as written:

1. What are the strengths of the MAT program at Columbia College?

a. Accessible, night classes. I feel like the professors at Columbia College have a

great deal of experience. They are knowledgeable and accessible and their

experience in teaching is a huge asset to students.

b. Small classes – adjunct professors provided a variety of views about Education

Flexible with time & location on campus vs on-line

c. The best teachers who continually strive to make us better! They never give up,

WON’T let us fail, & offer to help so much I wonder if they ever have time to

themselves. For me, it made all the difference! <3

d. adequately cover the various areas of education; portfolio adequately requires

students to Synthesize what they’ve learned variety of class choice

e. The professors are amazing; in their knowledge, delivery, & current

presentations of practice & theory Having actual teacher/administrators as CC

professors.

f. I enjoyed the personalness of the program. Class sizes where just the right size

that I was able to know professors and other classmates.

g. Eight week sessions make it easier to get your MAT in a short amount of time!

2. What are the weaknesses of the MAT program at Columbia College?

a. I feel like there is a lack of education classes on alternative forms of education –

environmental education, place-based education, Waldorf, Montessouri and all

of the various forms out there. Even a survey course of these different

philosophies would be good to see.

b. Some courses lacked depth. For example Educ 563 – Behavior was facts more

than theories. There was very little metacognitive reflection required unless

created for yourself. If it had not been my 1st course I would have gotten very

little out of it.

c. present in a “entrance” course EVERYTHING!! Tell them about portfolio’s,

student teaching time & cost, make them fill out a plan! AND please CC – be

more accurate in long-range planning. Don’t put a course in catalog then not

offer!

d. would like to walk away with a stronger “expertise” in the age of my students

e. none.

f. The biggest weakness I experienced was in the formatting of APA. It seemed

that almost every professor had their own take and ways and very little

transfered from class to class.

g. Offer more classes online – particularly for the reading specialist certification.

3. What changes would you recommend for the MAT program at Columbia College?

a. More openness to these alternative theories.

b. Not kick out of system if off for a year – I loathed having to reapply. I think some

courses could focus some on the why’s & not so much the “this is how”.

c. More technology skill learning options; APA TRAINING right from MAT

entrance. (I’m still LOST on APA.)

d. Perhaps include more specific books/content to grow teacher knowledge of the

students they teach.

e. (More field experience for those who aren’t teachers.)

f. Teach APA from beginning, maybe have the Research course first no matter if

they are MAT or Post-Bacc.

g. Present goals for 508 sooner, so students have more time to work on it,

throughout all of their courses.

4. Other

a. I feel like I have seen the educ. Dept. “get organized”. In the beginning (6 years

ago) I had my doubts about the program. However it seems much more

organized now. I have enjoyed my time here.

b. I would have loved to have Special Education tagged along behind the MAT. I

have found employers look for the area of education, especially Special

Education

c. I loved each class I took! My prof’s are now my friends, mentors, & I know they

will be there to help me whenever I may need.

Comments from Exit Interview – January to August 2012

For each MAT portfolio presentation, an exit interview is completed by students. The

following is an aggregate of the responses, typed as written:

1. What are the strengths of the MAT program at Columbia College?

a. Supportive professors LOVE the hybrid classes fantastic courses offered –I

appreciated the SpEd.

b. I enjoyed the small classes. It made class discussions more involved. Also, many

of the professors are currently in the field or not long out of the field.

c. I learned a great deal that has helped me reach all learners. I learned many

different strategies and resources that I can continue to use in my teaching

career.

d. Commitment to student achievement, professors are well knowledgable in

educational practices.

e. Wonderful

f. Flexible sequence of classes. I liked taking some online and some in-seat.

Amazing professors! Dr. Hanna and Dr. Miller were my favorites, they made

their courses interesting and connected to real life.

g. Many courses are very practical, so I can apply many things into my future

teaching.

h. Relationships – with classmates, instructors and advisor. I found most of the

materials (texts and other) relevant and enjoyable.

i. I love the care and passion that the Staff shows for the students in the MAT

program.

j. The focus on reflection is a very important theme throughout the program. I

have grown so much in my ability to reflect and critically think through my

experiences as a teacher.

k. Relevant Courses Proficient Teachers Competitive tuition.

l. Reflective thinking, classroom observations, open dialouge between professors

and students, and passionate practicioners.

m. Knolidgable professors Small classrooms

n. The professors have real world experience the bring into the classroom. The

professors have contacts in the community to help the students with their

careers etc

o. The program through Columbia College has been one of fantastic learning. The

professors know the content they are teaching and construct the classrooms in a

way that allows for deep, reflective learning. I am proud of my professors as

they “practice what you preach” and model the behaviors and teaching styles

they wish us to use within our own classrooms. I appreciated the honesty of the

faculty and willingness to stop for clarification or to meet outside of the

classroom. I had a wonderful experience!

p. To sum it up I would say the classes provide purposeful learning. They give

information, theories, and strategies that are useful in the classroom.

q. Low instructor turn over Instructors prepared and know the subjects

Instructors have been in a variety of teaching positions

r. Teachers!

s. Very student friendly. Works around busy schedules and is very understanding.

Small class sizes help build relationships which enhances learning.

2. What are the weaknesses of the MAT program at Columbia College?

a. Though the professors are always available to met, it would’ve been more

helpful to meet once a semester to create a “plan” of courses to complete when

and what semester.

b. Some of the classes were hard to get into. Either they were full or not offered

each term.

c. I don’t see any weaknesses in the program.

d. This may just be for art, but there were only 2 art education classes and they

were undergrad. Maybe one at MAT level? As for MAT, the only thing slightly

lacking is help from advisors.

e. Online instructors were not near as good as the professors at CC home campus

f. I think that each session is too short. I would like to learn more.

g. Resolved with Hybrid classes – Five hours is too long

h. Class scheduling and flow, it is hard times to get the classes in at the right order.

i. It took me a couple of classes to embrace the online component (I took some

classes in seat prior to online). I did eventually learn to uniquely enjoy them.

j. None

k. Single content requirement for Middle School certification makes it harder to

compete with UMC students with duel content requirements.

l. Informing students of what the next step is for them during program. For

example, what classes to take first.

m. having to take three classes at another college to complete my degree

n. Occasionally, I felt hindered by other classmates in my program. I know, as a

teacher, I should not be upset about individuals that have no education

background but some classes seemed very repetitive due to the answering of

repeated questions I had taken in other courses. Some sort of projected

pathway might be nice as very basic information would be effective and helpful,

to new students instead of jumping in at any random point of the program.

o. I can’t think of any.

p. The same courses are offered the same time every year

q. Registration problems

r. Requirements changed and at times knowing what was required/expected was

unclear.

3. What changes would you recommend for the MAT program at Columbia College?

a. Having a meeting before your 1st class to learn about the MAT Program and

recieve the courses required. I didn’t obtain these until my 2nd MAT course.

b. Offer classes more often.

c. I liked the switch to hybrid courses. When I first started my courses were 5-10

and I love the internet added portion in the hybrid courses.

d. Creating a path where classes are provided on a regular basis, even if just once a

year. A few classes were hardly ever offered and it was challenging to fit them

into our schedule.

e. More class choices each session

f. I hope that school changes the session to semester.

g. hold more class more often during the 8 week sessions.

h. An opportunity to meet the online students (Voluntary) at a meet & greet.

i. More reflection and dialogue about using strategies in the actual classroom and

their effectiveness – what could be done better.

j. You have already made many of those.

k. offering those courses at CC

l. The projected pathway I mentioned above…I thought the program was

extremely fantastic. I think I would enjoy seeing more use of current literature

as well within all of the courses. Sutyding theory was nice but seeing more of

what is happening with education at this very moment seems like it would be

highly beneficial. Perhaps a more in-depth course on current politics within the

education system would benefit. I suppose this might already be offered and I

did not take it but it could be very helpful!

m. Mix the courses up so that the courses do not fall the same each year.

n. None

o. Needs to be a better system of communication specific to the MAT program.

4. Other

a. I had a wonderful experience at Columbia College!

b. I have enjoyed my courses here at Columbia College and leave here with a

deeper understanding and strategies to use in my teaching. Thank you!

c. 508 was a much better course/project than the undergrad portfolio

d. n/a

e. Thank you all for a wonderful, enriching experience!

f. I will always appreciate the education department – they are knowledgeable and

passionate about education and helping me grow as a professional and as a

person.

g.

h. It would have been nice to attend a 508 presentation to better prepare myself.

i. None

j. Thank You!

Analysis

The vast majority of comments are favorable toward the faculty and coursework in the

MAT program.

Although many students commented on communication and advising issues, we have

no way of knowing whether or not these students began coursework prior to the

current program configuration. In addition, we have no way of knowing whether or not

these students sought information from their advisor. In any event, we have recently

instituted mandatory orientation meetings, and are planning a series of orientation

videos to ensure that program requirements are communicated to all students.

Moreover, the Education Department website has been redesigned during the last year

to house the important information and materials that students need.

EXTENDED CAMPUS SITES AND ONLINE

Since DESE considers the education programs at the Lake of the Ozarks and Rolla

campuses as an extension of the main campus’ program, all information for the Nationwide

campuses is included in the germane portions above. Similarly, information for MAT students

taking courses in the online venue is incorporated in the MAT section.

CONCLUSION

Overall, the 2011-2012 assessment data for the Department of Education demonstrates

that the program is meeting the needs of students and that students leave the institution well-

prepared:

1. The Department continues to meet its learning goals:

Students will successfully complete a portfolio demonstrating competence in

the MoSTEP Quality Indicators 1 – 11, as evidenced by an average score of

89.7% on students’ certification portfolios.

Students will pass the PRAXIS II Teacher’s Exam, as evidenced by a 100% pass

rate for all program completers.

2. Additionally, first year teachers continue to rate their preparation to teach at

Columbia College very favorably, with 92% of teachers (n = 13) rating their

preparation as good or very good.

3. MAT students are very satisfied with the program, and they continue to perform

exceptionally well on the culminating portfolio.

However, as DESE requirements for teacher preparation programs are in a state of

transition, the Department faculty are working toward aligning the education program with

DESE’s new expectations. Notably, we are developing a seamless assessment system that will

monitor certification students’ progress from their first course to completion of certification

requirements. The implementation of the assessment system will occur in 2013-2014.