Exhibit 3.11 Data Report to

Unit Assessment Committee

Spring 2008

AGENDA

• UAS Document Update

• Review Data Trends and Patterns

– Candidate Proficiencies• SPA Data (Marge) and Survey Data

– Ratings (Marge) – Open-ended comments (Molly)

• Trends in SPA Recognition Reports (Molly)

– Unit Operations• Survey Data

– Ratings (Marge)– Open-ended comments (Molly)

• AACTE Professional Data Systems (PEDS) (Molly)• Title II (Marge)• US News and World Report (Marge)

• Discussion and Recommendations (Marge and UAC)

UAS DOCUMENT

• Candidate Proficiencies – Table 1• Internal - Focal Assessments• Table 2 - Internal – Surveys

• Unit Operations – Table 2• Internal • External

• Table 3 – to be completed by UAC subcommittee for Fall 2008

FA Data Trends - Content

• Candidate Proficiencies

• MTEL Pass Rates – Table 1.3– Consistent within the 95% - 100% range over time.

• Additional Content Knowledge – Table 1.4– Overall FA #2 data

• Most teaching candidates – – proficiency at target or acceptable levels

• Aavanced teacher education candidates, a– average cumulative undergraduate GPAs clustered around 3.28 level

for candidates accepted into M.Ed and 3.49 for CAGS programs.• 99% of advanced candidates earned grades in the range of 3.0-4.0

which is the equivalent of acceptable and target. – Thus, the majority of advanced candidates either meet or exceed

standard.

Survey Data Trends – Content

• Tables 1.5, 1.6, 1.7

– 79% (F07) candidates report being very well or well prepared

– 81% (F07) supervising practitioners report high ratings in preparation

– 61% (F07) alumni themselves as having been very well or well prepared

– Combined with the SPA data, • the unit’s candidates meet or exceed subject matter standards

FA Data Trends – PCK

• FA #3 and FA#4 – Table 1.8

– Majority of programs report • candidates scoring at the Target level on FA#3 demonstrating that candidates have

knowledge of instructional strategies that draw upon content.

• FA#3 coupled with FA#4 (also high percentages of candidates at the Target level)

– demonstrates that candidates have PCK and skills that help all students learn.

• Advanced candidates grades in the coursework designated for field experiences 99% of candidates earned grades in the range of 3.0-4.0 which is the equivalent of acceptable and target.

• The majority of candidates meet or exceed standard

Survey Data Trends – PCK

• Table 1.9

• Candidates believe they are very well or well prepared in the utilization of a broad range of content related instructional strategies and meet standards for PCK (F07=63% & 78%)

• (F07=70% & 74%) of supervising practitioners rated candidates very well or well prepared in PCK

• Alumni respondents rated themselves as very well or well prepared in PCK (F07=61% & 53%)

• There is a trend of improvement in respondents’ assessments of quality in pedagogical content knowledge preparation over time.

• Overall, the survey results support the FA#3 and FA#4 results.

FA and Survey Data Trends – Technology

• FA - Candidates cannot be recommended for licensure without receiving acceptable or target ratings on technology related standards - 100% meet technology requirements

• Table 1.10 – Surveys show a trend of increased preparation over time.

– In 2002, only 35% of candidates reported themselves as very well/well prepared in the use of technology in teaching. By 2007, that increased to 57% of candidates.

– The percentage of supervising practitioners who are in a position to observe candidate use of technology during practicum has also increased from 52% in 2002 to 63% in Fall 2007.

– Forty-six percent of 2007 alumni compared to 28% of 2002 alumni also

indicated a trend of improvement in the preparation to use technology in teaching.

FA and Survey Data Trends - PPKS

• Table 1.11 – 100% of candidates score at acceptable or target levels on PPA (required for

licensure recommendation), however, scores are lower in classroom climate and operation standards

• Table 1.12 and 1.13 – Survey data from supervising practitioners, candidates and alumni provide

confirming evidence that candidates gain competency in the professional and pedagogical knowledge and skills expected by the unit.

• Means for PPKS stay in the 3.5 – 4.5 range for most items.

• Consistently lower mean ratings occur across groups, across time on the item related to candidate’s abilities to deal effectively with classroom management and student behavior

• Paired with data the PPA data above, it is clear that there is room for growth in the area of classroom management.

FA Data Trends - Dispositions

• Tables 1.8 & 1.11

– 99% to 100% of candidates meet or exceed

dispositions standards. Ed Admin (71%) and School Psychology (100%)

• Unit-wide dispositions inventory in pilot round

Survey Data Trends - Dispositions

• Table 1.14

– Survey data support FA information.

• Candidate and alumni data on disposition related items are similar and both groups rate their preparation lower than supervising practitioners rate it.

– Candidates (F07=57%, 88% & 55%)– Alumni (F07=56%, 73% % 49%)– Supervising Practitioners (F07=72%, 93%, 65%)

• The lowest ratings across all groups over time relate to the item “interacting positively with students’ families”.

– This item aligns to MA Standards for Teachers E.5, Conceptual Framework.5 and INTASC.2, 3, and 8.

• 57% of Candidates and 56% of alumni report having been prepared in sensitivity to and preparation for integrating linguistic and cultural diversity into the curriculum.

• 72% of supervising practitioners see candidates as well or very well prepared in this area

FA and Survey Data Trends – Student Learning

• Table 1.15 • The majority of the unit’s candidates meet the standards at either the target or

acceptable levels.

• Table 1.16 • Survey data match FA data. Majority of all groups rate preparation as well or very

well in terms of assessment and facilitation of student learning• Candidates (F07=70%,65%,& 80%)• Supervising Practitioners (60%, 77%, & 91%)• Alumni (F07=63%, 63%, & 68%)

– Means over the past three years are rather consistent in this area, although the general trend is that ratings are improving each year.

• Table 1.17 – Advanced candidates’ grades in the range of 3.0-4.0 which is the equivalent of acceptable

and target.

• Table 1.18 OSP meets or exceeds standards– Table 1.18 – OSP meets or exceeds standards

Summary of Survey Open-Ended Comments

Candidate Proficiencies

Useful Aspects of Educator Licensure Program• People: Students/cohort, faculty, university supervisors, supervising

practitioners• Other factors: courses, assessments, duration of practicum.

Use of Technology in Instruction

Category Numbers Percentage

Teaching 28 65.1%

Research 7 16.3%

Preparation 6 14.0%

Collaboration 2 4.7%

N = 43

SPA Recognition Reports – Trends

Basic Stats

SPA Recognition Status Percentages

Nationally Recognized 20%

Nationally Recognized with Conditions

46.67%

Further Development Required 33.33%

SPA Recognition Reports – Trends

Common Issues PercentagesInsufficient data to substantiate claim of meeting standards 40%

Aligning rubrics to standards 33%

Duration of data collection too short 26.67%

Articulation of Scoring Guide unclear/lack specificity 20%

Articulation of indicators of candidate meeting criteria unclear 20%

Clear distinction between assessments (i.e. no overlap) 20%

Provide data for routes/strands within programs separately 20%

Candidates not completing assessments 13.33%

Lack of sufficient evidence to substantiate candidate impact on P-12 students learning

13.33%

Aligning rubrics to appropriate standards and indicators 13.33%

Include internship evaluation to strengthen evidence 13.33%

So What?

• Many strengths across programs

• Consistently weak items across programs – classroom management and dealing with student behavior– Interacting positively with students’ families

• Alumni ratings in all categories are lower than the other two groups

• What else?

• Break!!!!!!!!!!!!!!!

Unit Operations – Survey Data

• Advising – Candidates and Alumni– Means up and down over years– Dissatisfied with support in seeking employment

• Practicum– General satisfaction overall – Dissatisfied somewhat with pre-practicum arrangements

• Supervising Practitioners– Overall general satisfaction with arrangements, communication,

meetings, evaluation– Continually somewhat dissatisfied with incentives/rewards

received

Unit Operations – Survey Data

Unit Operations

• Positive: Faculty, supervising practitioner, program administration, practicum, program length.

• Negative: Program administration, program information, advising, communication with faculty and administration.

Unit Operations Surveys

– Dissatisfied with support in seeking employment

– Dissatisfied somewhat with pre-practicum arrangements

– Continually somewhat dissatisfied with incentives/rewards received (Sup Prac)

AACTE PEDS Trends

Institutional Undergraduate and Graduate Enrollment

– on the rise between 2003 and 2006.

• Undergraduate students in Ed. Program: 0.22% of total institutional undergraduate enrollment.

• Graduate students in Ed. Program: 16.8% of total institutional graduate enrollment (average).

• Graduate students in Non Ed. Program: 0.44% of total institutional graduate enrollment (average).

AACTE PEDS Trends

2003 2004 2005 2006Averag

e

Men Total (Full, Part & Adjunct) 54 52 42 39 46.75

Women Total (Full, Part & Adjunct) 56 50 62 46 53.5

Faculty Total 110 102 104 85 100.25

Professional Education Faculty

More External Data

• Title II– Numbers of takers and passers somewhat

consistent – above the 80% cut off

• US News and World Report– Tied for 45th with 10 other universities (we

moved up!)

Discussion and Recommendations

• What needs to be done about the lower ratings on some items?– Classroom management– Working with families– Support for employment– Prepracticum arrangements– Incentives for supervising practitioners– Others?

• How shall we handle the lower alumni ratings across items?

• What else?

• What next?