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1
Martha Dickerson Eriksson
College of Education
2015 to 2016
Data Book
2
Contents
Page(s)
Contents..………………………………………………………………………………………………..………………. 2-3
Clinical Teaching Exit Survey Exit Demographics Fall 2015.....…………….…………………………………… 4
Clinical Teaching Exit Survey Fall 2015……………………………………………….…………………………….. 5
Clinical Teaching Exit Survey Demographics Spring 2016…………………....…………………….………….. 6
Clinical Teaching Exit Survey Spring 2016………………………………………………………………………….. 7
Clinical Teaching Evaluations Fall 2015………………………………………………………………….………… 8-9
Clinical Teaching Evaluations Disaggregated by License Fall 2015………………….……………………… 10-11
Clinical Teaching Evaluations Spring 2016………………………………………………………………...……… 12-13
Clinical Teaching Evaluations Disaggregated by License Spring 2016……………………………………... 14-15
Class and Field Experience Dispositions……………………………………………………………………………. 16
Milestone I Breakdown Fall 2015-2016…………………………………………………………………………….... 17
Milestone II Review by Program Fall 2015………………………………………………………………………….. 18
Milestone II Review by Program Spring 2016…………………………………………………………………….... 19
ETS Results Statistics Undergraduate Program Licensure Fall 2015……………………………………………. 20
ETS Results Statistics MAT Program Licensure Fall 2015…….……………………………………………………. 21
ETS Results Statistics Undergraduate Program Licensure Spring 2016………………………………………... 22
ETS Results Statistics MAT Program Licensure Spring 2016………………………………………………………. 23
Praxis Average Passing Rates for All Test Takers and Completers 2015-2016…………………………….…. 24
edTPA Scores Fall 2015……………………………………………………………………………………...……….... 25-31
edTPA Scores Spring 2016…………………………………………………………………………………….………. 32-39
Analysis of 2015 State Report Card…………………………………………………………………………………. 40-50
Diversity of K-12 Students Observed in Field Experiences………………………………………………………. 51
Licenses Awarded 2015-2016………………………………………………………………………………..………. 52
Licenses Awarded by Gender and Ethnicity (initial)…………………………………………………………….. 53
Licensure Trends 2012-2016……………………………………………………………………………..……………. 54
First Five Years of Teaching Survey 2016………………………………………………………………………….... 55
3
Contents Continued...
Page(s)
School Partner Survey-Principals and Admin……………………………………………………………………... 56
School Partner Survey– Mentor Teachers………………………………………………………………………….. 57
Evaluation of Partnership………………………………………………………………………..……………………. 58
Graduation Totals for Graduate Programs 2009-2016………………………………….……………………….. 59
Special Group Licenses Fall 2015-Spring 2016…………………………………………….………………………. 59
Capstone Project Review 2015-2016…………………………………………….…………………………………. 60
Capstone Project Review Advanced Studies 2015-2016………………………………………………………. 61
EDUC 6005 Project Fall 2015-Spring 2016…………………………………………………………….…………….. 62
School Counseling Trainee Clinical Evaluation…………………………………………………………………... 63
Decision Points for School Counseling Program 2015-2016…………………………………………………….. 64-67
4
Number of Respondents N = 44
Respondent Demographics: Percentages by Categories
Note: Item percentages may not total 100% because of missing input from some respondents.
Austin Peay State University
Clinical Teaching Exit Survey Demographics
Fall 2015
Gender
Female 84.1
Male 13.6
Age
Under 21 0.0
21-30 68.2
31-40 22.7
41-50 9.1
Over 50 0.0
Race/Ethnicity
American Indian or Alaskan Native 0.0
Asian 0.0
Black or African American 6.8
Hispanic or Latino 2.3
Native Hawaiian or Other Pacific Islander 0.0
White 88.6
Two or More Races 2.3
Some Other Race 0.0
5
How Well Prepared Were You
% Very
Well Pre-
pared
% Ade-
quately
Prepared
% Some-
what Pre-
pared
% Not Pre-
pared
Strong academic content knowledge
aligned with Tennessee curriculum standards. 54.5 45.5 0.0 0.0
Development of clear learning objectives
and instruction plans for lessons. 68.2 31.8 0.0 0.0
Differentiation of instruction to meet all stu-
dents' learning needs. 50.0 43.2 6.8 0.0
Management of classroom behavior through
established techniques and procedures. 52.3 45.5 2.3 0.0
Scaffolding of and support for the academic
needs of students. 43.2 50.0 6.8 0.0
Formative assessment to monitor students'
progress and adjust instruction accordingly. 61.4 34.1 4.5 0.0
Summative assessment of student work and
achievement in varied ways. 52.3 38.6 9.1 0.0
Adjustment to pacing and timing mandates
of the school/district. 47.7 38.6 13.6 0.0
Collaboration with mentors and identified su-
pervisors. 79.5 20.5 0.0 0.0
Understanding of and respect for the cultural
and individual diversity of students. 72.7 22.7 4.5 0.0
Development of parent-student-teacher re-
lationships. 43.2 43.2 13.6 0.0
Clinical Teaching Exit Survey Fall 2015
6
Number of Respondents N = 80
Respondent Demographics: Percentages by Categories
Note: Item percentages may not total 100% because of missing input from some respondents.
Austin Peay State University
Clinical Teaching Exit Survey Demographics
Spring 16
Gender
Female 72.5
Male 17.5
Age
Under 21 2.5
21-30 71.3
31-40 10.0
41-50 3.8
Over 50 2.5
Race/Ethnicity
American Indian or Alaskan Native 0.0
Asian 0.0
Black or African American 0.0
Hispanic or Latino 1.3
Native Hawaiian or Other Pacific Islander 0.0
White 85.0
Two or More Races 2.5
Some Other Race 0.0
7
Clinical Teaching Exit Survey Spring 2016
How Well Prepared Were You
% Very
Well Pre-
pared
% Ade-
quately
Prepared
% Some-
what Pre-
pared
% Not Pre-
pared
Strong academic content knowledge
aligned with Tennessee curriculum
standards.
65.0 20.0 6.3 0.0
Development of clear learning objec-
tives and instruction plans for lessons. 66.3 17.5 7.5 0.0
Differentiation of instruction to meet
all students' learning needs. 51.3 30.0 8.8 0.0
Management of classroom behavior
through established techniques and
procedures.
57.5 22.5 8.8 2.5
Scaffolding of and support for the ac-
ademic needs of students. 61.3 25.0 5.0 0.0
Formative assessment to monitor stu-
dents' progress and adjust instruction
accordingly.
61.3 25.0 5.0 0.0
Summative assessment of student
work and achievement in varied
ways.
53.8 27.5 8.8 0.0
Adjustment to pacing and timing
mandates of the school/district. 55.0 25.0 7.5 3.8
Collaboration with mentors and iden-
tified supervisors. 70.0 18.8 1.3 1.3
Understanding of and respect for the
cultural and individual diversity of stu-
dents.
68.8 18.8 2.5 1.3
Development of parent-student-
teacher relationships. 50.0 25.0 11.3 5.0
8
Clinical Teacher Evaluations Fall 2015
Outstanding = 3 Target = 2 Needs Work = 1 NO = Not Observed
# Knowledge, Skill or Attitude Average N=53
Average Mentor Teacher
Average Univ. Mentor
1 Learning objective and state standards are communicated 2.72 2.76 2.68
2 Learning objectives are connected to prior learning 2.76 2.76 2.76
3 Expectations for student performance are clear 2.64 2.70 2.58
4 Use of visuals to establish purpose of lesson 2.78 2.79 2.78
5 Modeling is used to demonstrate performance expectations 2.70 2.76 2.64
6 Clear and concise communication is used 2.69 2.71 2.67
7 Lesson is logically sequenced and segmented 2.84 2.84 2.83
8 Lesson starts promptly 2.86 2.86 2.86
9 Lesson’s structure – has beginning, middle, and end 2.72 2.72 2.72
10 Pacing is appropriate and provides opportunities for students who progress at differ-ent rates
2.71 2.86 2.56
11 Transition periods are handled effectively 2.59 2.60 2.57
12 Support the lesson objectives 2.86 2.91 2.82
13 Are relevant to students’ lives 2.67 2.74 2.60
14 Incorporate multimedia and technology 2.69 2.74 2.64
15 Sustain students’ attention 2.65 2.63 2.66
16 Elicit a variety of thinking 2.56 2.63 2.50
17 Incorporate resources beyond the school text 2.84 2.85 2.82
18 Varied and high quality 2.52 2.58 2.46
19 Calls on volunteers and non-volunteers, and a balance of ability and gender 2.70 2.71 2.69
20 Require active responses (whole-class, choral responses, or group/individual answers. 2.74 2.81 2.68
21 Demonstrates accurate content knowledge 2.86 2.85 2.87
22 Implements subject-specific instructional strategies to enhance student learning 2.76 2.80 2.72
23 Is focused, frequent, and high quality 2.64 2.72 2.56
24 Circulates during lesson to support and monitor student work 2.81 2.87 2.76
25 Feedback is used to monitor and adjust instruction 2.73 2.79 2.67
26 Effort is reinforced and rewarded 2.71 2.79 2.63
27 analyze, compare/contrast, evaluate, explain (analytical thinking) 2.64 2.66 2.62
28 use, apply, and implement (practical thinking) 2.69 2.72 2.66
29 create, design, imagine, and suppose (creative thinking) 2.55 2.59 2.52
30 explore and review ideas, models, and solutions (research-based) 2.53 2.58 2.47
31 draw conclusions, predict outcomes, categorize (problem solving) 2.61 2.67 2.56
9
# Knowledge, Skill or Attitude Average N=53
Average Mentor Teacher
Average Univ. Mentor
32 Anticipates students’ learning difficulties 2.67 2.73 2.61
33 Provides differentiated instructional methods and content 2.62 2.63 2.62
34 Connects with prior learning and real life experiences 2.76 2.83 2.69
35 Plans for diverse learners 2.68 2.71 2.66
36 Goals aligned to state standards 2.86 2.92 2.80
37 Plans provide opportunities to accommodate individual student needs 2.72 2.79 2.65
38 Aligns with state standards 2.82 2.83 2.80
39 Have measurement criteria 2.68 2.74 2.63
40 Measures student performance in a variety of ways (project, experiment, presenta-tion, essay, short answer, or multiple-choice test)
2.66 2.73 2.60
41 Is prompt and prepared daily 2.86 2.88 2.84
42 Attempts to implement new strategies 2.83 2.90 2.75
43 Demonstrate professional behavior 2.93 2.94 2.92
44 Has professional appearance 2.91 2.97 2.85
45 Has appropriate verbal skills 2.89 2.90 2.88
46 Uses appropriate language 2.87 2.89 2.86
47 Displays enthusiasm 2.81 2.88 2.75
48 Displays enthusiasm 2.80 2.86 2.75
49 Makes thoughtful and accurate assessments of teaching effectiveness after each ob-servation and lesson
2.80 2.84 2.75
50 Takes action to improve teaching performance 2.85 2.86 2.83
51 Utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions
2.67 2.78 2.56
52 Is responsive to feedback 2.88 2.89 2.87
53 Follows school policies 2.94 2.99 2.89
54 Works with cooperating teacher in establishing a safe and orderly learning environ-ment
2.95 2.98 2.92
55 Participates in collaborative planning 2.90 2.91 2.89
56 High and demanding academic expectations are set for every student 2.77 2.81 2.72
57 Creates learning opportunities where students can experience success 2.84 2.87 2.82
58 Students are well-behaved and on task 2.63 2.64 2.61
59 Inappropriate behavior is addressed without stopping the lesson 2.66 2.66 2.65
60 Disruptions are handled quickly and firmly 2.80 2.82 2.78
61 Teacher-student interactions demonstrate caring and respect for one another 2.90 2.93 2.88
62 Teacher is receptive to interests and opinions of students 2.89 2.95 2.83
Average 2.75 2.79 2.71
Clinical Teacher Evaluations Fall 2015 Continued
Outstanding = 3 Target = 2 Needs Work = 1 NO = Not Observed
10
Clinical Teacher Evaluations Fall 2015 Dissagregated by License
Outstanding = 3 Target = 2 Needs Work = 1 NO = Not Observed
# Knowledge, Skill or Attitude 4-8 7-12 Eng. K-6 Mu-
sic Pre-K SPED HHP
Number of Students 4 5 16 3 8 6 7
1 Learning objective and state standards are communicated 2.75 2.65 2.81 2.80 2.75 2.58 2.71
2 Learning objectives are connected to prior learning 2.75 2.82 2.87 2.70 2.78 2.71 2.68
3 Expectations for student performance are clear 2.75 2.65 2.70 2.90 2.63 2.65 2.68
4 Use of visuals to establish purpose of lesson 2.75 2.76 2.84 2.90 2.78 2.71 2.71
5 Modeling is used to demonstrate performance expectations 2.75 2.82 2.73 2.90 2.63 2.67 2.78
6 Clear and concise communication is used 2.75 2.94 2.67 2.90 2.75 2.54 2.82
7 Lesson is logically sequenced and segmented 2.75 2.94 2.84 2.70 2.81 2.79 2.93
8 Lesson starts promptly 2.75 2.88 2.87 3.00 2.88 2.75 2.89
9 Lesson’s structure – has beginning, middle, and end 2.75 2.71 2.82 2.90 2.69 2.58 2.68
10 Pacing is appropriate and provides opportunities for students who progress at different rates 2.75 2.59 2.52 2.90 2.63 3.79 2.50
11 Transition periods are handled effectively 2.75 2.69 2.49 2.89 2.68 2.73 2.64
12 Support the lesson objectives 2.75 2.94 2.87 2.80 2.88 2.83 2.85
13 Are relevant to students’ lives 2.75 2.71 2.76 2.90 2.74 2.61 2.62
14 Incorporate multimedia and technology 2.75 2.69 2.82 2.90 2.62 2.43 2.50
15 Sustain students’ attention 2.75 2.71 2.73 2.90 2.47 2.58 2.63
16 Elicit a variety of thinking 2.75 2.53 2.53 2.90 2.66 2.54 2.46
17 Incorporate resources beyond the school text 2.75 2.81 2.84 3.00 2.81 2.92 2.75
18 Varied and high quality 2.75 2.65 2.53 2.60 2.63 2.50 2.33
19 Calls on volunteers and non-volunteers, and a balance of abil-ity and gender 2.75 2.82 2.74 2.90 2.75 2.87 2.54
20 Require active responses (whole-class, choral responses, or group/individual answers. 2.75 2.63 2.81 3.00 2.72 2.79 2.74
21 Demonstrates accurate content knowledge 2.75 2.94 2.87 3.00 2.75 2.71 2.89
22 Implements subject-specific instructional strategies to en-hance student learning 2.75 2.76 2.77 2.90 2.75 2.75 2.78
23 Is focused, frequent, and high quality 2.75 2.76 2.61 2.70 2.75 2.71 2.57
24 Circulates during lesson to support and monitor student work 2.75 3.00 2.79 2.40 2.90 2.83 2.89
25 Feedback is used to monitor and adjust instruction 2.75 2.76 2.69 2.90 2.75 2.79 2.78
26 Effort is reinforced and rewarded 2.75 2.65 2.74 2.90 2.78 2.83 2.56
27 analyze, compare/contrast, evaluate, explain (analytical think-ing) 2.75 2.65 2.73 2.50 2.65 2.61 2.43
28 use, apply, and implement (practical thinking) 2.75 2.59 2.74 2.90 2.68 2.68 2.50
29 create, design, imagine, and suppose (creative thinking) 2.75 2.73 2.53 2.50 2.58 2.39 2.47
30 explore and review ideas, models, and solutions (research-based ) 2.75 2.47 2.53 2.70 2.63 2.42 2.50
31 draw conclusions, predict outcomes, categorize (problem solv-ing) 2.75 2.69 2.63 2.70 2.72 2.52 2.53
11
Clinical Teacher Evaluations Fall 2015 Dissagregated by License Continued
Outstanding = 3 Target = 2 Needs Work = 1 NO = Not Observed
# Knowledge, Skill or Attitude 4-8 7-12 Eng. HHP K-6 Music Pre-
K SPED
Number of Students 4 5 7 16 3 8 6
32 Anticipates students’ learning difficulties 2.75 2.71 2.65 2.66 2.90 2.63 2.79
33 Provides differentiated instructional methods and content 2.75 2.69 2.56 2.63 2.50 2.75 2.67
34 Connects with prior learning and real life experiences 2.75 2.71 2.74 2.84 2.90 2.72 2.75
35 Plans for diverse learners 2.75 2.75 2.61 2.68 2.50 2.74 2.86
36 Goals aligned to state standards 2.75 2.94 2.68 2.92 2.80 2.88 2.88
37 Plans provide opportunities to accommodate individual student needs 2.75 2.71 2.61 2.76 2.90 2.78 2.79
38 Aligns with state standards 2.75 2.88 2.71 2.87 2.70 2.78 2.87
39 Have measurement criteria 2.75 2.94 2.58 2.77 2.50 2.69 2.58
40 Measures student performance in a variety of ways (project, experiment, presentation, essay, short answer, or multiple-choice test) 2.75 2.76 2.48 2.73 2.80 2.69 2.63
41 Is prompt and prepared daily 2.75 2.94 2.86 2.89 2.90 2.84 2.83
42 Attempts to implement new strategies 2.75 2.76 2.82 2.84 2.90 2.84 2.79
43 Demonstrate professional behavior 2.75 2.94 2.93 2.94 3.00 2.91 2.88
44 Has professional appearance 2.75 2.88 2.93 2.90 3.00 2.91 2.96
45 Has appropriate verbal skills 2.75 2.94 2.93 2.87 2.90 2.94 2.88
46 Uses appropriate language 2.75 2.94 2.89 2.82 3.00 2.91 2.88
47 Displays enthusiasm 2.75 2.88 2.75 2.82 2.90 2.91 2.68
48 Displays enthusiasm 2.75 2.76 2.81 2.84 2.90 2.88 2.92
49 Makes thoughtful and accurate assessments of teaching effectiveness after each observation and lesson 2.75 2.94 2.79 2.79 2.90 2.81 2.71
50 Takes action to improve teaching performance 2.75 2.94 2.89 2.84 2.90 2.84 2.83
51 Utilizes student achievement data to address strengths and weak-nesses of students and guide instructional decisions 2.75 2.73 2.30 2.72 2.90 2.77 2.79
52 Is responsive to feedback 2.75 2.88 2.96 2.89 2.90 2.75 2.92
53 Follows school policies 2.75 2.88 3.00 2.87 3.00 2.94 3.00
54 Works with cooperating teacher in establishing a safe and orderly learning environment 2.75 2.94 3.00 2.95 3.00 2.97 2.96
55 Participates in collaborative planning 2.75 2.88 2.85 2.95 3.00 2.91 2.87
56 High and demanding academic expectations are set for every student 2.75 2.76 2.78 2.82 2.90 2.78 2.71
57 Creates learning opportunities where students can experience suc-cess 2.75 2.76 2.81 2.92 2.90 2.84 2.83
58 Students are well-behaved and on task 2.75 2.71 2.70 2.63 3.00 2.59 2.67
59 Inappropriate behavior is addressed without stopping the lesson 2.75 2.71 2.81 2.60 2.90 2.69 2.65
60 Disruptions are handled quickly and firmly 2.75 2.88 2.85 2.84 3.00 2.78 2.75
61 Teacher-student interactions demonstrate caring and respect for one another 2.75 2.88 2.81 2.94 3.00 2.94 2.92
62 Teacher is receptive to interests and opinions of students 2.75 2.82 2.78 2.92 3.00 2.91 2.92
Average 2.75 2.79 2.71 2.77 2.85 2.77 2.76
12
Clinical Teacher Evaluations Spring 2016
Outstanding = 3 Target = 2 Needs Work = 1 NO = Not Observed
# Knowledge, Skill or Attitude Average N=92
Average Mentor Teacher
Average Univ. Mentor
1 Learning objective and state standards are communicated 2.76 2.73 2.79
2 Learning objectives are connected to prior learning 2.80 2.82 2.78
3 Expectations for student performance are clear 2.76 2.76 2.75
4 Use of visuals to establish purpose of lesson 2.81 2.81 2.82
5 Modeling is used to demonstrate performance expectations 2.74 2.75 2.73
6 Clear and concise communication is used 2.78 2.80 2.76
7 Lesson is logically sequenced and segmented 2.88 2.84 2.93
8 Lesson starts promptly 2.91 2.88 2.93
9 Lesson’s structure – has beginning, middle, and end 2.73 2.73 2.74
10 Pacing is appropriate and provides opportunities for students who progress at different rates
2.63 2.66 2.60
11 Transition periods are handled effectively 2.68 2.66 2.69
12 Support the lesson objectives 2.90 2.92 2.88
13 Are relevant to students’ lives 2.71 2.76 2.67
14 Incorporate multimedia and technology 2.73 2.74 2.73
15 Sustain students’ attention 2.74 2.75 2.73
16 Elicit a variety of thinking 2.70 2.71 2.68
17 Incorporate resources beyond the school text 2.82 2.85 2.80
18 Varied and high quality 2.58 2.59 2.57
19 Calls on volunteers and non-volunteers, and a balance of ability and gender 2.77 2.78 2.76
20 Require active responses (whole-class, choral responses, or group/individual answers. 2.76 2.74 2.78
21 Demonstrates accurate content knowledge 2.85 2.84 2.86
22 Implements subject-specific instructional strategies to enhance student learning 2.78 2.81 2.75
23 Is focused, frequent, and high quality 2.68 2.71 2.66
24 Circulates during lesson to support and monitor student work 2.89 3.01 2.77
25 Feedback is used to monitor and adjust instruction 2.73 2.77 2.69
26 Effort is reinforced and rewarded 2.71 2.77 2.65
27 analyze, compare/contrast, evaluate, explain (analytical thinking) 2.72 2.72 2.73
28 use, apply, and implement (practical thinking) 2.77 2.80 2.74
29 create, design, imagine, and suppose (creative thinking) 2.61 2.69 2.52
30 explore and review ideas, models, and solutions (research-based) 2.69 2.72 2.64
31 draw conclusions, predict outcomes, categorize (problem solving) 2.69 2.68 2.69
13
# Knowledge, Skill or Attitude Average N=92
Average Mentor Teacher
Average Univ. Mentor
32 Anticipates students’ learning difficulties 2.64 2.68 2.60
33 Provides differentiated instructional methods and content 2.63 2.69 2.58
34 Connects with prior learning and real life experiences 2.73 2.80 2.67
35 Plans for diverse learners 2.67 2.69 2.64
36 Goals aligned to state standards 2.92 2.93 2.91
37 Plans provide opportunities to accommodate individual student needs 2.71 2.79 2.63
38 Aligns with state standards 2.88 2.88 2.87
39 Have measurement criteria 2.71 2.77 2.65
40 Measures student performance in a variety of ways (project, experiment, presenta-tion, essay, short answer, or multiple-choice test)
2.67 2.76 2.58
41 Is prompt and prepared daily 2.90 2.88 2.91
42 Attempts to implement new strategies 2.84 2.86 2.81
43 Demonstrate professional behavior 2.94 2.93 2.95
44 Has professional appearance 2.95 2.94 2.97
45 Has appropriate verbal skills 2.90 2.89 2.91
46 Uses appropriate language 2.91 2.91 2.91
47 Displays enthusiasm 2.88 2.91 2.84
48 Displays enthusiasm 2.88 2.90 2.85
49 Makes thoughtful and accurate assessments of teaching effectiveness after each ob-servation and lesson
2.83 2.85 2.81
50 Takes action to improve teaching performance 2.88 2.88 2.88
51 Utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions
2.72 2.73 2.71
52 Is responsive to feedback 2.91 2.92 2.90
53 Follows school policies 2.94 2.95 2.94
54 Works with cooperating teacher in establishing a safe and orderly learning environ-ment
2.94 2.95 2.94
55 Participates in collaborative planning 2.90 2.91 2.90
56 High and demanding academic expectations are set for every student 2.86 2.82 2.90
57 Creates learning opportunities where students can experience success 2.84 2.88 2.80
58 Students are well-behaved and on task 2.71 2.71 2.71
59 Inappropriate behavior is addressed without stopping the lesson 2.72 2.72 2.72
60 Disruptions are handled quickly and firmly 2.84 2.84 2.83
61 Teacher-student interactions demonstrate caring and respect for one another 2.90 2.92 2.88
62 Teacher is receptive to interests and opinions of students 2.92 2.94 2.91
Average 2.79 2.81 2.77
Clinical Teacher Evaluations Spring 2016 Continued
Outstanding = 3 Target = 2 Needs Work = 1 NO = Not Observed
14
Knowledge, Skill or Attitude 4-8 7-12 Eng.
7-12 Hist. #
7-12 Math K-6 Music Pre-K SPED
Number of Students 8 11 7 7 30 9 5 10
Learning objective and state standards are communicated 2.81 2.75 2.78 1 2.82 2.80 2.60 2.70 2.78
Learning objectives are connected to prior learning 2.87 2.89 2.85 2 2.89 2.82 2.66 2.75 2.70
Expectations for student performance are clear 2.88 2.84 2.93 3 2.86 2.72 2.66 2.55 2.78
Use of visuals to establish purpose of lesson 2.93 2.84 2.93 4 2.86 2.81 2.75 2.55 2.78
Modeling is used to demonstrate performance expectations 3.00 2.73 2.73 5 2.89 2.68 2.72 2.60 2.77
Clear and concise communication is used 3.00 2.86 2.89 6 2.82 2.74 2.67 2.70 2.79
Lesson is logically sequenced and segmented 3.00 2.89 2.96 7 2.89 2.78 3.36 2.70 2.78
Lesson starts promptly 2.94 2.89 2.96 8 2.89 2.91 2.86 2.90 2.95
Lesson’s structure – has beginning, middle, and end 2.81 2.82 2.81 9 2.71 2.71 2.64 2.65 2.78
Pacing is appropriate and provides opportunities for students who progress at different rates
2.81 2.68 2.74 10 2.61 2.57 2.58 2.45 2.70
Transition periods are handled effectively 2.86 2.74 2.70 11 2.63 2.66 2.49 2.58 2.79
12 Support the lesson objectives 3.00 2.95 3.00 2.89 2.88 2.86 2.90 2.83
13 Are relevant to students’ lives 2.81 2.73 2.85 2.61 2.68 2.69 2.58 2.77
14 Incorporate multimedia and technology 2.75 2.86 2.93 2.70 2.76 2.64 2.61 2.55
15 Sustain students’ attention 2.75 2.82 2.85 2.64 2.76 2.58 2.63 2.79
16 Elicit a variety of thinking 2.81 2.80 2.85 2.68 2.68 2.58 2.42 2.68
17 Incorporate resources beyond the school text 2.94 2.86 2.89 2.81 2.76 2.83 2.79 2.80
18 Varied and high quality 2.75 2.75 2.69 2.64 2.55 2.31 2.45 2.60
19 Calls on volunteers and non-volunteers, and a balance of abil-ity and gender
2.88 2.82 2.73 2.75 2.75 2.69 2.80 2.81
20 Require active responses (whole-class, choral responses, or group/individual answers.
2.88 2.75 2.92 2.89 2.69 2.69 2.75 2.79
21 Demonstrates accurate content knowledge 3.00 2.89 2.96 2.93 2.76 2.86 2.90 2.78
22 Implements subject-specific instructional strategies to en-hance student learning
2.88 2.84 2.81 2.71 2.78 2.86 2.58 2.72
23 Is focused, frequent, and high quality 2.75 2.82 2.67 2.79 2.58 2.72 2.55 2.77
24 Circulates during lesson to support and monitor student work 2.94 2.82 3.00 2.71 3.09 2.56 2.65 2.88
25 Feedback is used to monitor and adjust instruction 2.81 2.82 2.81 2.86 2.67 2.75 2.53 2.74
26 Effort is reinforced and rewarded 2.75 2.81 2.74 2.75 2.64 2.64 2.68 2.77
27 analyze, compare/contrast, evaluate, explain (analytical thinking) 2.93 2.88 2.88 2.93 2.68 2.39 2.81 2.69
28 use, apply, and implement (practical thinking) 2.88 2.86 2.88 2.93 2.65 2.81 2.61 2.83
29 create, design, imagine, and suppose (creative thinking) 2.73 2.79 2.75 2.57 2.56 2.33 2.53 2.71
30 explore and review ideas, models, and solutions (research-based ) 3.00 2.80 2.75 2.68 2.67 2.42 2.50 2.79
31 draw conclusions, predict outcomes, categorize (problem solv-ing)
2.92 2.83 2.83 2.70 2.61 2.54 2.35 2.79
Clinical Teacher Evaluations Spring 2016 Dissagregated by License
Outstanding = 3 Target = 2 Needs Work = 1 NO = Not Observed
15
Clinical Teacher Evaluations Spring 2016 Dissagregated by License Continued
# Knowledge, Skill or Attitude 4-8 7-12 Eng.
7-12 Hist.
7-12 Math K-6 Music Pre-K SPED
Number of Students 8 11 7 7 30 9 5 10
32 Anticipates students’ learning difficulties 2.73 2.77 2.74 2.75 2.56 2.47 2.40 2.85
33 Provides differentiated instructional methods and content 2.73 2.68 2.78 2.64 2.55 2.64 2.45 2.79
34 Connects with prior learning and real life experiences 2.75 2.82 2.85 2.75 2.65 2.75 2.68 2.82
35 Plans for diverse learners 2.80 2.73 2.81 2.64 2.64 2.49 2.50 2.80
36 Goals aligned to state standards 3.00 2.95 2.93 2.96 2.91 2.86 2.85 2.92
37 Plans provide opportunities to accommodate individual student needs 2.80 2.75 2.85 2.75 2.64 2.60 2.63 2.82
38 Aligns with state standards 2.88 2.91 2.92 2.93 2.86 2.82 2.95 2.87
39 Have measurement criteria 2.79 2.77 2.85 2.79 2.69 2.53 2.61 2.74
40 Measures student performance in a variety of ways (project, experi-ment, presentation, essay, short answer, or multiple-choice test) 2.81 2.80 2.81 2.79 2.55 2.53 2.50 2.77
41 Is prompt and prepared daily 2.94 2.95 2.96 2.96 2.87 2.89 2.75 2.95
42 Attempts to implement new strategies 2.87 2.82 2.81 2.79 2.85 2.92 2.68 2.88
43 Demonstrate professional behavior 3.00 2.98 2.96 3.00 2.94 2.94 2.85 2.98
44 Has professional appearance 3.00 2.98 2.96 2.93 2.95 2.94 2.90 2.98
45 Has appropriate verbal skills 3.00 2.93 3.00 2.86 2.89 2.92 2.80 2.85
46 Uses appropriate language 3.00 2.95 2.96 2.96 2.88 2.92 2.75 2.88
47 Displays enthusiasm 3.00 2.90 2.92 2.85 2.88 2.91 2.79 2.81
48 Displays enthusiasm 2.88 2.89 2.93 2.93 2.85 2.89 2.80 2.95
49 Makes thoughtful and accurate assessments of teaching effec-tiveness after each observation and lesson 2.87 2.89 2.96 2.89 2.86 2.83 2.60 2.72
50 Takes action to improve teaching performance 2.87 2.91 2.96 2.86 2.90 2.92 2.68 2.90
51 Utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions 2.79 2.75 2.88 2.88 2.65 2.64 2.56 2.82
52 Is responsive to feedback 2.93 2.98 2.96 2.89 2.92 2.92 2.68 2.95
53 Follows school policies 3.00 3.00 2.96 2.96 2.95 2.91 2.80 2.95
54 Works with cooperating teacher in establishing a safe and orderly learning environment 3.00 2.98 3.00 2.96 2.95 2.91 2.79 2.95
55 Participates in collaborative planning 3.00 2.98 2.93 2.89 2.91 2.88 2.72 2.86
56 High and demanding academic expectations are set for every student 2.88 2.93 2.81 2.96 2.94 2.80 2.58 2.75
57 Creates learning opportunities where students can experience success 3.00 2.93 2.85 2.93 2.79 2.83 2.80 2.77
58 Students are well-behaved and on task 2.75 2.74 2.67 2.82 2.69 2.69 2.68 2.73
59 Inappropriate behavior is addressed without stopping the lesson 2.88 2.75 2.78 2.70 2.70 2.69 2.58 2.78
60 Disruptions are handled quickly and firmly 3.00 2.89 2.93 2.93 2.79 2.83 2.70 2.85
61 Teacher-student interactions demonstrate caring and respect for one another 3.00 2.93 2.93 2.93 2.90 2.86 2.75 2.90
62 Teacher is receptive to interests and opinions of students 3.00 2.91 2.96 2.96 2.89 2.89 2.95 2.95
Average 2.89 2.85 2.87 2.82 2.76 2.73 2.67 2.81
16
Class and Field Experience Dispositions
Undergraduate Dispositions Filed Fall, 2014
Number of Dispositions Filed: 891
Number of Negative Dispositions Recorded: 11
Graduate Dispositions Filed Fall, 2014
Number of Dispositions Filed: 264
Number of Negative Dispositions Recorded: 0
Undergraduate Dispositions Filed Spring, 2015
Number of Dispositions Filed: 821
Number of Negative Dispositions Recorded: 14
Graduate Dispositions Filed Spring, 2015
Number of Dispositions Filed: 240
Number of Negative Dispositions Recorded: 0
Undergraduate Dispositions Filed Fall, 2015
Number of Dispositions Filed: 909
Number of Negative Dispositions Recorded: 9
Graduate Dispositions Filed Fall, 2015
Number of Dispositions Filed: 106
Number of Negative Dispositions Recorded: 1
Undergraduate Dispositions Filed Spring, 2016
Number of Dispositions Filed: 1063
Number of Negative Dispositions Recorded: 9
Graduate Dispositions Filed Spring, 2016
Number of Dispositions Filed: 106
Number of Negative Dispositions Recorded: 1
17
Milestone I Breakdown Fall 2015 - Spring 2016
Number of 2100 students = 250
Number earning Milestone I = 197(78%)
Gender
Number of Males 59
Number of Males earning Milestone I 45(76%)
Number of Females 188
Number of Females earning Milestone I 151(80%)
Racial
Number of Caucasians 168
Number of Caucasians Earning Milestone I 148(87%)
Number of African Americans 58
Number of African Americans earning
Milestone I 33(57%)
Other Race 19
Number of those classified as Other Race Earning Milestone I 16(84%)
18
Milestone II Review by Program Fall 2015
Program Name # Enrolled in EDUC
3070/5501
# Meeting Milestone
II
#Not Meeting
Milestone II
Failure Due to Praxis I
Failure Due to GPA
Failure Due to Grade
Elementary Educ. K-6 31 18 13 9 0 0
4-8 Middle Grades 2 1 1 1 0 0
Special Education
K-12 Comprehensive 9 6 3 2 1 0
K-12 Art 4 1 3 3 0 0
K-12 Inst. Music 2 2 0 0 0 0
K-12 HHP 10 3 7 6 0 0
7-12 Biology 0 0 0 0 0 0
7-12 Chemistry 0 0 0 0 0 0
7-12 Math 2 1 1 1 0 0
7-12 English 11 6 5 2 0 0
7-12 Spanish 0 0 0 0 0 0
7-12 Foreign Language 3 1 2 2 0 0
7-12 History 9 5 4 2 0 0
7-12 Govt. 0 0 0 0 0 0
Elementary
Ed Pre-K3 13 6 7 4 0 0
MAT 11 11 0 0 0 0
Passed all Requirements for Milestone II,
but did not Apply
K-6 4 Foreign Lang. 1
SPED 0 Pre-K-3 3
HIST 2 ENG 3
HHP 1
** 4 students enrolled with No Major Declared. Of those 2 passed M2
and 2 did not pass due to Praxis.
19
Milestone II Review by Program Spring 2016
Program Name # Enrolled in EDUC 3070/5501
# Meeting Milestone II
#Not Meeting Milestone II
Failure Due to Praxis I
Failure Due to GPA
Failure Due to Grade
Elementary Educ. K-6 20 9 11 7 0 1
4-8 Middle Grades 2 1 1 1 0 0
Special Education
K-12 Comp 10 8 2 2 0 0
K-12 Art 0 0 0 0 0 0
K-12 Inst. Music 11 5 6 4 0 0
K-12 HHP 4 0 4 3 0 0
7-12 Biology 1 1 0 0 0 0
7-12 Chemistry 1 1 0 0 0 0
7-12 Math 2 0 2 0 0 0
7-12 English 7 3 4 3 0 1
7-12 Spanish 1 1 0 0 0 0
7-12 French 0 0 0 0 0 0
7-12 History 10 5 5 3 0 0
7-12 Govt. 0 0 0 0 0 0
Elementary
Ed Pre-K3 10 4 6 5 0 0
MAT 15 13 2 0 2 0
Passed all Requirements for Milestone II,
but did not Apply
K-6 2 History 1
Math 2 Music 2
Art 3 Pre-K –3 1
HHP 1
20
ETS Results Statistics
Undergraduate Program Licensure
Fall 2015
Test Test Title Required Licensed % Passing Initial
Attempts
Average
Score
001
7
Elementary Education: Curriculum,
Instruction & Assessment 153 15 100% 15 173
001
4
Elementary Education: Content
Knowledge 140 2 100% 2 148
003
8
English Language Arts: Content
Knowledge 167 3 100% 3 184
001
8
Elementary Education: Content
Knowledge 163 21 100 26 170
002
4 Education of Young Children 160 7 100% 7 175
020
3
Teaching Reading: Elementary 162 30 100% 33 174
094
1 World & U.S. History 136 1 100% 1 166
013
5 Art: Content and Analysis 157 2 100% 3 166
014
6 Middle School: Content Knowledge 150 2 100% 2 168
011
4 Music: Content & Instruction 162 3 100% 11 155
009
5
Physical Education: Content & De-
sign 164 6 100% 9 150
054
3
Special Education: Core
Knowledge & Mild to Moderate Ap-
plications
153 7 100% 7 172
054
5
Special Education : Core
Knowledge & Severe to Profound
Applications
153 7 100% 7 172
*Student has an incomplete and is scheduled to graduate August 5, 2016.
21
ETS Results Statistics
MAT Program Licensure
Fall 2015
Test Test Title Required Licensed % Passing Initial
Attempts
Average
Score
017
Elementary Education:
Curriculum, Instruction &
Assessment
153 2 100% 2 184
018 Elementary Education:
Content Knowledge 163 2 100% 2
180
038 English Language Arts:
Content Knowledge 167 2 100% 2 176
095 P.E.: Content and Design 164 1 100% 1 176
146 Middle School: Content
Knowledge 150 1 100% 1 178
203 Teaching Reading: Ele-
mentary Education 162 3 100% 3 184
235 Biology 148 2 100 2 165
941 World and US History 136 1 100% 1 170
22
ETS Results Statistics
Undergraduate Program Licensure
Spring 2016
Test Test Title Required Licensed % Passing Initial
Attempts
Average
Score
0135 Art: Content & Analysis 157 2 100% 2 167
0017 Elementary Education:
Curriculum, Instruction
& Assessment 159 26 100% 26 173
0018 Elementary Education:
Content Knowledge 163 33 100% 33 175
0024 Education of Young
Children 155 6 100% 6 180
5038 English Language Arts:
Content Knowledge 167 10 100% 10 179
0941 World & U.S. History 136 7 100% 7 157
0161 Mathematics:
Content Knowledge 160 7 100% 9 159
0146 Middle School: Con-
tent Knowledge 150 6 100% 6 170
0114 Music: Content & In-
struction 162 9* 100% 10 166
0095 Physical Education:
Content & Design 164 2 100% 4 161
0543
Special Education:
Core Knowledge &
Mild to Moderate Ap-
plications
153 9 100% 9 173
0545
Special Education :
Core Knowledge & Se-
vere to Profound Appli-
cations
153 9 100% 9 174
0235 Biology: Content
Knowledge 148 1 100% 1 188
5203 Teaching Reading: Ele-
mentary Education 162 44 100% 45 175
*Music I h9ave not applied for license due to 2 Proof of Piano Proficiency and 1 Busi-
23
ETS Results Statistics
MAT Program Licensure
Spring 2016
Test Test Title Required Licensed % Passing Initial
Attempts
Average
Score
0017
Elementary Education:
Curriculum, Instruction
& Assessment
153 5 100% 5 178
0018 Elementary Education:
Content Knowledge 163 5 100% 5 168
0038 English Language Arts:
Content Knowledge 167 2 100% 2 177
0146 Middle School: Con-
tent Knowledge 150 1 100% 1 169
0203 Teaching Reading: Ele-
mentary Education 162 7* 100% 7 180
0941 World & U.S. History 136 1 100% 1 168
0543
Special Education:
Core Knowledge &
Mild to Moderate Ap-
plications
153 1* 100% 1 171
0545
Special Education:
Core Knowledge & Se-
vere to Profound Appli-
cations
153 1* 100% 1 185
*Student has an incomplete and is scheduled to graduate August 5, 2016.
24
Praxis Average Passing Rates for All Test Takers and Completers
Undergraduate and MAT
2015-2016
Test Code and Title First Attempt Pass
Rate
Completer (Licensed)
First Attempt Pass Rate
5135 Art Content & Analysis Less than 5 100%
5235 Biology: Content Knowledge 56% 100%
5203 Teaching Reading: Elementary Ed-
ucation 85% 95%
5024 Education of Young Children 60% 100%
5018Elementary Education: Content
Knowledge 64% 84%
5017 Elementary Education: Curriculum,
Instruction, & Assessment 90% 96%
5038 English Language Arts: Content
Knowledge 88% 100%
5161 Mathematics: Content Knowledge 33% 82%
5146 Middle Grades Content Knowledge 75% 100%
5114 Music: Content and Instruction 22% 55%
5095 PE: Content and Design 67% 90%
5543 SPED: Core Knowledge Mild to
Moderate Applications 100% 100%
5545 SPED: Core Knowledge Severe to
Profound Applications 100% 100%
5941 World and US History 100% 100%
*Completers have been removed from the “First Attempt Pass Rate” Column
25
edTPA Scores Fall 2015
Rubric Areas
Planning
Planning for Content Understandings
Planning to Support Varied Student Learning Needs
Using Knowledge of Students to Inform Teaching and Learning
Identifying and Supporting Language Demands
Planning Assessments to Monitor and Support Student Learning
Instruction
Learning Environment
Engaging Students in Learning
Deepening Student Learning
Subject-Specific Pedagogy
Analyzing Teaching Effectiveness
Assessment
Analysis of Student Learning
Providing Feedback to Guide Learning
Student Use of Feedback
Analyzing Students’ Language Use and Content Learning
Using Assessment to Inform Instruction
Unit n Total Mean Score
National 9481 43.4
APSU 55 45.3
Much Below National
Mean -.6>
Below National Mean
-.3>
Within National
Mean + or - .2
Above National
Mean
+3>
Scores are based on a 5 point scale.
Scores reflect national scoring by Pearson, and do not include remediated
scores.
26
All Areas Including MAT
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.1 3.0 3.0 3.0 2.9 3.1 3.0 2.9 2.8 2.7 2.9 3.0 2.5 2.7 2.8
APSU 3.3 3.2 3.2 3.1 2.9 3.1 3.0 3.1 2.9 2.9 3.0 3.0 2.7 2.8 3.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.1 3.1 3.0 3.0 2.9 3.1 3.0 2.9 2.2 2.7 2.9 2.7 2.3 2.9 2.9
APSU 3.8 3.4 .3.3 3.1 3.0 2.9 3.1 3.3 2.4 2.8 2.9 3.1 2.9 3.1 3.1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.2 3.1 3.2 3.0 3.0 3.1 3.0 2.9 3.0 2.8 3.1 3.1 2.7 2.8 3.0
APSU 3.2 2.9 2.8 2.9 2.8 3.3 2.9 3.1 3.1 3.2 2.9 3.2 2.9 2.9 2.8
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.0 3.0 3.0 3.0 3.0 3.1 3.0 2.9 2.9 2.8 3.0 3.0 2.7 2.8 3.0
APSU 2.8 3.1 3.4 3.1 2.9 2.9 3.1 3.1 3.3 2.8 3.5 3.6 2.9 3.2 3.2
Early Childhood
n Total Mean Score
National 1132 42.6
APSU 8 46.3
Elementary Literacy
n Total Mean Score
National 1386 44.3
APSU 8 47.9
Elementary Math
n Total Mean Score
National 929 44.9
APSU 8 44.9
27
Elementary Math MAT n = 3 Total Mean Score 45
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.2 3.1 3.2 3.0 3.0 3.1 3.0 2.9 3.0 2.8 3.1 3.1 2.7 2.8 3.0
APSU 2.8 3.0 2.8 2.8 2.8 3.3 3.0 3.2 3.0 2.8 2.8 3.2 3 3.2 3.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.2 3.1 3.1 3.0 3.1 3.1 2.9 2.8 3.1 2.7 3.0 3.1 2.6 2.8 3.0
APSU 3.5 3.5 3.7 3.3 3.3 3.3 3.3 3.0 3.5 2.3 2.5 2.2 2.5 2.3 2.7
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.0 2.9 3.1 2.8 2.9 3.1 2.7 2.8 3.1 2.6 3.0 3.2 2.6 2.6 2.8
APSU 3.0 4.0 4.0 3.0 3.0 4.0 3.0 3.0 4.0 3.0 4.0 3.0 3.0 3.0 4.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.4 3.3 3.4 3.1 3.2 3.2 3.2 3.2 3.0 2.8 3.2 3.3 2.7 2.8 3.1
APSU 4.0 4.0 3.0 2.0 4.0 3.0 2.0 2.0 2.0 2.0 4.0 4.0 2.0 2.0 4.0
Music
n Total Mean Score
National 581 44.5
APSU 3 45
Middle Childhood Language Arts MAT
n Total Mean Score
National 142 47.2
APSU 1 44
Middle Childhood Math
n Total Mean Score
National 196 42.9
APSU 1 51
28
Middle Childhood Science
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.1 3.0 3.1 3.2 3.0 3.2 3.0 2.9 2.6 2.7 3.0 3.2 2.6 2.8 2.8
APSU 3.5 3.5 3.5 3.3 3.3 3.4 2.6 2.9 2.6 3.3 3.0 2.9 2.6 2.8 3.3
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.1 3.0 3.1 3.2 3.0 3.2 3.0 2.9 2.6 2.7 3.0 3.2 2.6 2.8 2.8
APSU 4.0 3.0 3.0 3.0 3.0 3.3 2.8 2.8 2.3 3 3 2.8 2.8 2.5 2.5
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.1 3.0 3.1 3.2 3.0 3.2 3.0 2.9 2.6 2.7 3.0 3.2 2.6 2.8 2.8
APSU 3.0 4.0 3.0 3.0 3.0 3.0 2.0 2.0 2.0 3.0 4.0 4.0 3.0 3.0 4.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.1 3.0 3.1 3.2 3.0 3.2 3.0 2.9 2.6 2.7 3.0 3.2 2.6 2.8 2.8
APSU 3.0 4.0 5.0 4.0 4.0 4.0 3.0 4.0 4.0 4.0 2.0 2.0 2.0 3.0 4.0
Middle Childhood Science K-6 Major n=2
n Total Mean Score
National 152 44.3
APSU 4 46.3
Middle Childhood Science MAT
n = 1 Total Score 52
Middle Childhood Science 4-8 Science
n= 1 Total Score 46
29
Physical Education
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.2 3.1 2.9 2.8 2.9 3.2 3.0 3.5 3.1 2.6 2.7 2.9 2.3 2.4 2.6
APSU 3.4 3.4 3.3 3.1 2.8 3.4 3.2 3.4 3.3 2.8 2.8 2.8 2.5 2.3 2.8
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.2 3.1 2.9 2.8 2.9 3.2 3.0 3.5 3.1 2.6 2.7 2.9 2.3 2.4 2.6
APSU 3.0 3.0 2.0 3.0 2.0 4.0 3.0 4.0 4.0 4.0 4.0 4.0 3.0 2.0 2.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.1 3.0 3.0 2.9 3.0 3.0 2.9 2.9 2.8 2.8 2.9 3.0 2.6 2.7 2.8
APSU 3.0 3.3 3.0 3.3 2.5 3.0 3.3 2.8 2.8 3.0 3.3 3.0 3.0 3.3 3.3
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.3 3.1 3.2 3.1 3.2 3.2 3.1 3.0 3.0 2.9 3.1 3.2 2.7 2.9 3.0
APSU 3.3 3.0 3.3 3.0 3.0 2.7 3.0 3.0 3.0 2.3 2.7 2.7 2.0 3.0 2.7
n Total Mean Score
National 435 43.0
APSU 7 45.3
Secondary English 7-12
n Total Mean Score
National 708 45.9
APSU 3 42.7
n Total Mean Score
National 721 43.2
APSU 2 45.5
Physical Education MAT
n= 1 Total Score 47
Secondary History Social Studies
30
Secondary History Social Studies MAT n = 1 Total Score 45
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.1 3.0 3.0 2.9 3.0 3.0 2.9 2.9 2.8 2.8 2.9 3.0 2.6 2.7 2.8
APSU 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.2 3.0 3.1 2.9 3.2 3.1 2.8 2.8 2.3 2.7 3.0 3.3 2.5 2.8 2.9
APSU 3.0 3.0 3.0 3.0 3.0 3.0 3.0 4.0 2.0 3.0 3.0 4.0 3.0 3.0 3.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.6 3.2 3.2 3.1 3.4 3.2 3.1 3.0 3.1 2.8 3.0 3.1 2.5 2.8 2.9
APSU 3.3 3.3 3.0 2.8 3.0 3.0 2.8 2.8 2.8 3.0 3.0 2.3 2.3 2.5 3.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 2.8 2.8 2.8 2.9 2.6 3.2 2.9 2.9 2.9 2.5 2.3 2.8 2.4 2.7 2.4
APSU 3.5 2.8 3.3 3.0 2.7 3.1 3.0 2.8 2.9 2.9 2.8 2.7 2.4 2.9 2.5
Secondary Science MAT
n Total Mean Score
National 437 43.6
APSU 1 46
Special Education
n Total Mean Score
National 1,381 40.1
APSU 7 42.7
Art
n Total Mean Score
National 255 46.1
APSU 2 43
31
Secondary History Social Studies MAT n = 1 Total Score 45
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.1 3.0 3.0 2.9 3.0 3.0 2.9 2.9 2.8 2.8 2.9 3.0 2.6 2.7 2.8
APSU 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.2 3.0 3.1 2.9 3.2 3.1 2.8 2.8 2.3 2.7 3.0 3.3 2.5 2.8 2.9
APSU 3.0 3.0 3.0 3.0 3.0 3.0 3.0 4.0 2.0 3.0 3.0 4.0 3.0 3.0 3.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.6 3.2 3.2 3.1 3.4 3.2 3.1 3.0 3.1 2.8 3.0 3.1 2.5 2.8 2.9
APSU 3.3 3.3 3.0 2.8 3.0 3.0 2.8 2.8 2.8 3.0 3.0 2.3 2.3 2.5 3.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 2.8 2.8 2.8 2.9 2.6 3.2 2.9 2.9 2.9 2.5 2.3 2.8 2.4 2.7 2.4
APSU 3.5 2.8 3.3 3.0 2.7 3.1 3.0 2.8 2.9 2.9 2.8 2.7 2.4 2.9 2.5
Secondary Science MAT
n Total Mean Score
National 437 43.6
APSU 1 46
Special Education
n Total Mean Score
National 1,381 40.1
APSU 7 42.7
Art
n Total Mean Score
National 255 46.1
APSU 2 43
32
edTPA Scores Spring 2016
Rubric Areas
Planning
Planning for Content Understandings
Planning to Support Varied Student Learning Needs
Using Knowledge of Students to Inform Teaching and Learning
Identifying and Supporting Language Demands
Planning Assessments to Monitor and Support Student Learning
Instruction
Learning Environment
Engaging Students in Learning
Deepening Student Learning
Subject-Specific Pedagogy
Analyzing Teaching Effectiveness
Assessment
Analysis of Student Learning
Providing Feedback to Guide Learning
Student Use of Feedback
Analyzing Students’ Language Use and Content Learning
Using Assessment to Inform Instruction
Unit n Total Mean Score
National 21,427 44.9
APSU 87 46.6
Much Below National
Mean -.6>
Below National Mean
-.3>
Within National Mean +
or - .2 Above National Mean
+3>
Scores are based on a 5 point scale.
Scores reflect national scoring by Pearson, and do not include remediated scores.
33
All Areas (including MAT)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.1 3.1 3.1 3.0 3.0 3.1 3.0 3.0 2.9 2.8 3.0 3.1 2.7 2.9 2.9
APSU 3.3 3.2 3.3 3.1 3.1 3.2 3.1 3.0 2.9 2.8 3.1 3.4 2.8 2.8 3.1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.1 3.1 3.0 3.0 3.0 3.1 3.0 3.0 2.3 2.7 2.9 2.8 2.4 2.9 2.9
APSU 3.2 3.4 3.0 3.2 3.6 3.2 3.3 3.4 2.4 3.2 3.4 3.6 2.4 3.2 3.2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.0 3.1 3.1 3.0 3.0 3.1 3.0 2.9 3.0 2.8 3.0 3.2 2.8 2.8 3.1
APSU 3.1 3.5 2.9 3.1 3.2 3.1 2.7 2.9 2.8 3.1 3.0 3.7 2.8 2.9 3.4
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.0 3.1 3.1 3.0 3.0 3.1 3.0 2.9 3.0 2.8 3.0 3.2 2.8 2.8 3.1
APSU 3.3 3.5 3.0 3.2 3.2 3.2 2.8 3.0 2.9 3.0 3.0 3.6 2.9 2.9 3.4
Early Childhood
n Total Mean Score
National 2306 43.3
APSU 5 47.8
Elementary Literacy
n Total Mean Score
National 2,902 45.0
APSU 11 47.5
Elementary Literacy K-6 Majors
n=8
34
Elementary Literacy MAT
n=3
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.0 3.1 3.1 3.0 3.0 3.1 3.0 2.9 3.0 2.8 3.0 3.2 2.8 2.8 3.1
APSU 3.7 3.3 3.3 3.3 3.0 3.3 3.0 3.3 3.0 3.0 3.0 3.3 3.0 3.0 3.3
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.3 3.1 3.2 3.0 3.0 3.1 3.1 2.9 3.1 2.8 3.2 3.2 2.8 2.9 3.1
APSU 3.2 3.2 3.1 3.0 3.0 3.2 3.0 2.8 2.8 2.8 3.3 3.3 2.6 2.4 3.1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.3 3.1 3.2 3.0 3.0 3.1 3.1 2.9 3.1 2.8 3.2 3.2 2.8 2.9 3.1
APSU 4.0 4.0 3.0 3.0 4.0 4.0 4.0 4.0 3.0 3.0 4.0 4.0 3.0 3.0 4.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.3 3.1 3.2 3.0 3.0 3.1 3.1 2.9 3.1 2.8 3.2 3.2 2.8 2.9 3.1
APSU 3.2 3.1 3.2 3.0 2.9 3.1 2.9 2.7 2.8 2.8 3.3 3.3 2.5 2.4 3.1
Elementary Math
n Total Mean Score
National 2,164 46.0
APSU 12 45.5
Elementary Math K-6 Majors
n=11 Total Mean Score 45
Elementary Math MAT
n=1 Total Score 54
35
Music
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.2 3.1 3.1 3.1 3.1 3.1 3.0 2.8 3.1 2.8 3.1 3.2 2.7 2.9 3.1
APSU 3.2 3.6 3.3 2.8 2.9 3.2 3.3 2.9 3.1 2.9 3.1 3.5 2.8 2.6 3.4
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.3 3.3 3.0 2.9 3.0 3.3 3.1 3.5 3.1 2.7 2.7 3.0 2.4 2.5 2.7
APSU 3.8 3.8 4.3 3.5 2.0 3.8 3.5 4.0 3.5 2.8 2.8 3.0 3.5 2.8 3.3
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.5 3.2 3.4 3.1 3.3 3.2 3.1 3.1 3.0 2.9 3.2 3.4 2.8 2.9 3.1
APSU 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 2.0 3.0 3.0 2.0 3.0 3.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.5 3.2 3.4 3.1 3.3 3.2 3.1 3.1 3.0 2.9 3.2 3.4 2.8 2.9 3.1
APSU 3.5 3.5 3.5 3.5 3.0 3.5 3.0 3.5 3.0 2.5 3.0 2.5 2.0 3.0 3.0
Physical Education
n Total Mean Score
National 1132 42.6
APSU 9 46.7
Middle Childhood Language Arts
n Total Mean Score
National 720 45.0
APSU 2 50
n Total Mean Score
National 361 47.6
APSU 2 46.0
Middle Childhood Language Arts 4-8 Major
n=1 Total Score 43
36
Middle Childhood Language Arts MAT
n=1 Total Score 49
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.5 3.2 3.4 3.1 3.3 3.2 3.1 3.1 3.0 2.9 3.2 3.4 2.8 2.9 3.1
APSU 4.0 4.0 4.0 4.0 3.0 4.0 3.0 4.0 3.0 3.0 3.0 2.0 2.0 3.0 3.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.2 3.1 3.2 3.0 3.0 3.1 3.0 2.9 2.9 2.8 3.1 3.3 2.7 2.7 2.9
APSU 3.0 3.0 3.5 3.0 3.5 3.0 3.0 3.0 3.0 2.5 3.5 3.5 4.0 3.0 3.5
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.0 2.8 3.1 2.8 2.9 3.1 2.8 2.8 3.0 2.6 3.0 3.3 2.7 2.7 2.8
APSU 3.0 4.0 4.0 4.0 3.0 4.0 3.0 3.0 4.0 3.0 2.0 3.0 2.0 3.0 2.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.0 2.8 3.1 2.8 2.9 3.1 2.8 2.8 3.0 2.6 3.0 3.3 2.7 2.7 2.8
APSU 2.7 2.7 3.3 3.3 3.0 4.0 3.3 3.0 4.0 3.0 2.7 3.3 2.0 2.7 2.3
Middle Childhood Social Studies
Middle Childhood Math
n Total Mean Score
National 270 45.2
APSU 2 48.0
n Total Mean Score
National 422 43.7
APSU 3 45.3
Middle Childhood Math MAT
n=1 Total Score 47
37
Middle Childhood Science
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.1 3.0 3.1 3.0 3.1 3.1 2.9 2.9 2.6 2.8 3.1 3.3 2.7 2.8 2.9
APSU 3.4 3.0 3.8 3.4 3.6 3.2 3.2 3.0 2.8 3.0 3.2 3.6 3.2 3.4 3.6
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.4 3.2 3.2 3.2 3.2 3.2 3.2 3.1 3.1 2.9 3.2 3.3 2.8 3.0 3.1
APSU 3.4 3.1 3.1 3.1 3.3 3.1 2.9 2.6 2.9 2.9 3.1 3.4 2.7 2.9 3.1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.1 3.1 3.1 3.0 3.0 3.0 3.0 2.9 2.8 2.8 3.0 3.1 2.7 2.8 2.9
APSU 3.0 2.7 3.3 2.9 3.0 3.1 3.2 3.2 2.9 2.9 3.2 3.4 3.3 2.9 3.2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.4 3.2 3.2 3.2 3.2 3.2 3.2 3.1 3.1 2.9 3.2 3.3 2.8 3.0 3.1
APSU 3.0 3.5 3.0 2.5 2.5 3.5 3.0 2.5 2.0 2.5 2.5 2.5 3.5 3.0 2.0
Secondary English
n Total Mean Score
National 320 44.8
APSU 5 49.4
Secondary English MAT
n=1 Total Score 41
n Total Mean Score
National 1.851 47.1
APSU 10 46.2
Secondary History Social Studies
n Total Mean Score
National 1,774 44.6
APSU 7 46.3
38
Secondary History Social Studies MAT
n=1 Total Score 47
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.1 3.1 3.1 3.0 3.0 3.0 3.0 2.9 2.8 2.8 3.0 3.1 2.7 2.8 2.9
APSU 3.0 2.0 3.0 3.0 3.0 3.0 3.0 4.0 3.0 4.0 3.0 5.0 3.0 3.0 2.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.3 3.2 3.3 3.0 3.2 3.2 2.9 3.0 2.6 2.7 3.2 3.4 2.8 2.9 3.0
APSU 4.0 3.0 4.0 4.0 4.0 3.0 3.0 4.0 3.0 2.0 4.0 5.0 4.0 3.0 3.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.0 3.0 3.1 3.0 2.8 3.2 3.1 3.0 3.0 2.7 2.6 3.0 2.6 3.0 2.7
APSU 3.8 3.6 3.4 3.2 3.0 3.5 3.5 3.3 3.1 2.8 3.3 3.2 2.9 3.4 2.9
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.0 3.0 3.1 3.0 2.8 3.2 3.1 3.0 3.0 2.7 2.6 3.0 2.6 3.0 2.7
APSU 3.7 3.6 3.5 3.2 3.1 3.4 3.5 3.4 3.2 2.8 3.3 3.3 2.8 3.3 2.7
Secondary Science
Special Education
n Total Mean Score
National 1,414 46.0
APSU 1 53
Special Education SPED Majors
n=9 Total Mean Score 3
n Total Mean Score
National 3,299 44.0
APSU 10 48.5
39
Special Education MAT
n=1 Total Mean Score 3.2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.0 3.0 3.1 3.0 2.8 3.2 3.1 3.0 3.0 2.7 2.6 3.0 2.6 3.0 2.7
APSU 4.0 4.0 4.0 3.0 4.0 3.0 3.0 3.0 3.0 3.0 2.0 3.0 2.0 2.0 2.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
National 3.6 3.3 3.3 3.2 3.5 3.2 3.1 3.1 3.1 2.8 3.0 3.2 2.6 2.7 2.9
APSU 3.5 3.5 3.5 3.5 4.0 3.5 3.0 3.0 3.0 3.0 2.5 2.0 1.5 1.5 3.0
Art
n Total Mean Score
National 422 46.9
APSU 2 44.0
40
Overall Teacher Effectiveness APSU STATE
Level 1 - 43 25% 23%
Level 2 - 21 12% 12%
Level 3 - 53 31% 29%
Level 4 - 15 9% 10%
Level 5 - 40 23% 25%
K-6 Composite APSU
Level 1- 14 27%
Level 2 - 5 10%
Level 3 - 18 35%
Level 4 - 3 6%
Level 5 - 12 23%
Analysis of 2015 State Report Card
Total Completers from Fall 2011 to Spring 2014 604
Number teaching in Tennessee 349 (58%)
Teacher Effectiveness Scores 175(29%)
Negative Scores Positive Scores
TCAP Composite EOC Composite
4-8 Mathematics Chemistry
4-8 Reading English II
English III
Breakdown by Major
41
SPED Composite APSU
Level 1 - 1 25%
Level 2 - 1 25%
Level 3 - 2 50%
Level 4 - 0 0%
Level 5 - ) 0%
7-12 English Composite APSU
Level 1 - 2 9%
Level 2 - 2 9%
Level 3 - 11 50%
Level 4 - 4 18%
Level 5 - 3 14%
MAT Composite APSU
Level 1 - 7 20%
Level 2 - 6 18%
Level 3 - 10 29%
Level 4 - 1 3%
Level 5 - 11 31%
4-8 Composite APSU
Level 1 - 10 36%
Level 2 - 2 7%
Level 3 - 8 28%
Level 4 - 4 14%
Level 5 - 4 14%
Breakdown by Major
42
7-12 Math APSU
Level 1 - 5 45%
Level 2 - 0 0%
Level 3 - 2 18%
Level 4 - 1 9%
Level 5 - 3 27%
Alternative APSU
Level 1 - 2 29%
Level 2 - 2 29%
Level 3 - 0 0%
Level 4 - 1 14%
Level 5 - 2 29%
7-12 Biology Composite APSU
Level 1 - 1 20%
Level 2 - 1 20%
Level 3 - 2 40%
Level 4 - 1 20%
Level 5 - 0 0%
Chemistry Composite APSU
Level 1- 0 0%
Level 2 - 1 50%
Level 3 - 0 0%
Level 4 - 0 0%
Level 5 - 1 50%
Breakdown by Major
43
Overall Language Arts Composite APSU State
Level 1 - 8 18% 9%
Level 2 - 9 19% 16%
Level 3 - 22 46% 54%
Level 4 - 3 5% 13%
Level 5 -6 13% 6%
Composite Scores Language Arts 3-8 Breakdown by grade level
3rd Grade Language Arts Composite APSU State
Level 1 - 0 0% 10%
Level 2 - 2 50% 11%
Level 3 - 1 25% 49%
Level 4 - 0 0% 16%
Level 5 - 1 25% 14%
4th Grade Language Arts Composite APSU State
Level 1 - 2 18% 9%
Level 2 - 2 18% 22%
Level 3 - 3 27% 57%
Level 4 - 2 18% 7%
Level 5 - 2 18% 5%
5th Grade Language Arts Composite APSU State
Level 1 - 3 21% 12%
Level 2 - 1 7% 17%
Level 3 - 8 58% 48%
Level 4 - 1 7% 12%
Level 5 - 1 7% 11%
44
6th Grade Language Arts Composite APSU State
Level 1 - 0 0% 6%
Level 2 - 1 33% 12%
Level 3 - 2 66% 62%
Level 4 - 0 0% 14%
Level 5 - 0 0% 7%
7th Grade Language Arts Composite APSU State
Level 1 - 3 30% 7%
Level 2 - 1 10% 14%
Level 3 - 3 30% 51%
Level 4 - 1 10% 16%
Level 5 - 2 20% 11%
8th Grade Language Arts Composite APSU State
Level 1 - 0 0% 7%
Level 2 - 2 29% 14%
Level 3 - 5 71% 51%
Level 4 - 0 0% 16%
Level 5 - 0 0% 11%
45
Composite Scores 3-8 Math Breakdown by
grade level
Math Composite APSU State
Level 1 - 12 26% 23%
Level 2 - 7 14% 13%
Level 3 - 20 42% 33%
Level 4 - 4 8% 11%
Level 5 - 5 10% 20%
3rd Grade Math Composite APSU State
Level 1 - 1 25% 15%
Level 2 - 1 25% 12%
Level 3 - 2 50% 36%
Level 4 - 0 0% 19%
Level 5 - 0 0% 18%
4th Math Composite APSU State
Level 1 - 3 30% 22%
Level 2 - 1 10% 16%
Level 3 - 4 40% 38%
Level 4 - 1 10% 12%
Level 5 - 1 10% 11%
5th Math Composite APSU State
Level 1 - 0 0% 24%
Level 2 - 0 0% 10%
Level 3 - 5 71% 32%
Level 4 - 1 14% 12%
Level 5 - 1 14% 23%
46
6th Math Composite APSU State
Level 1 - 5 62% 25%
Level 2 - 1 12% 10%
Level 3 - 1 12% 33%
Level 4 - 0 0% 10%
Level 5 - 1 12% 22%
7th Math Composite APSU State
Level 1 - 3 25% 22%
Level 2 - 2 17% 15%
Level 3 - 5 42% 30%
Level 4 - 1 8% 5%
Level 5 - 1 8% 28%
8th Math Composite APSU State
Level 1 - 1 11% 29%
Level 2 - 2 22% 13%
Level 3 - 4 44% 28%
Level 4 - 1 11% 5%
Level 5 - 1 11% 25%
47
Composite Scores 3-8 Science Breakdown
by grade level
Science Composite APSU State
Level 1 - 10 23% 21%
Level 2 - 5 11% 16%
Level 3 - 17 40% 32%
Level 4 - 2 5% 5%
Level 5 - 9 21% 22%
3rd Grade Science Composite APSU State
Level 1 - 2 50% 16%
Level 2 - 0 0% 12%
Level 3 - 2 50% 34%
Level 4 - 0 0% 15%
Level 5 - 0 0% 23%
4th Science Composite APSU State
Level 1 - 2 25% 21%
Level 2 - 1 13% 20%
Level 3 - 1 13% 38%
Level 4 - 2 25% 11%
Level 5 - 2 25% 11%
5th Science Composite APSU State
Level 1 - 0 0% 28%
Level 2 - 0 0% 14%
Level 3 - 6 75% 29%
Level 4 - 0 0% 5%
Level 5 - 2 25% 23%
48
6th Science Composite APSU State
Level 1 - 3 30% 20%
Level 2 - 1 10% 17%
Level 3 - 3 30% 28%
Level 4 - 0 0% 5%
Level 5 - 3 30% 28%
7th Science Composite APSU State
Level 1 - 1 25% 19%
Level 2 - 1 25% 15%
Level 3 - 0 0% 32%
Level 4 - 0 0% 4%
Level 5 - 2 50% 30%
8th Science Composite APSU State
Level 1 - 2 22% 23%
Level 2 - 2 22% 13%
Level 3 - 5 56% 27%
Level 4 - 0 0% 5%
Level 5 - 0 0% 31%
49
Algebra I Composite APSU State
Level 1 - 5 38% 25%
Level 2 - 2 15% 9%
Level 3 - 2 15% 28%
Level 4 - 0 0% 11%
Level 5 - 4 30% 25%
High School Course Composites 2015-2016
English I Composite APSU State
Level 1 - 1 10% 10%
Level 2 - 0 0% 11%
Level 3 - 5 60% 49%
Level 4 - 2 20% 14%
Level 5 - 1 10% 16%
English III Composite APSU State
Level 1 - 0 0% 8%
Level 2 - 0 0% 14%
Level 3 - 4 50% 52%
Level 4 - 2 25% 15%
Level 5 - 2 25% 11%
English II Composite APSU State
Level 1 - 0 0% 14%
Level 2 - 0 0% 12%
Level 3 - 5 50% 46%
Level 4 - 2 20% 15%
Level 5 - 3 30% 13%
50
Chemistry I Composite APSU State
Level 1 - 0 0% 19%
Level 2 - 1 14% 16%
Level 3 - 1 14% 24%
Level 4 - 0 0% 5%
Level 5 - 5 74% 33%
Biology I Composite APSU State
Level 1 - 1 10% 17%
Level 2 - 1 10% 10%
Level 3 - 3 30% 32%
Level 4 - 2 20% 19%
Level 5 - 3 30% 21%
51
Diversity of K-12 Students Observed in Field Experiences
Fall 2010 - Spring 2016
Ethnicity F10 SP11 F11 SP12 F12 SP13 F13 SP14 F14 SP15 F15 SP16
Caucasian 62% 65% 57% 64% 66% 63% 61% 63% 62% 64% 63% 64%
African American 26% 24% 30% 24% 23% 20% 22% 25% 25% 23% 20% 23%
Hispanic 8% 7% 7% 7% 8% 9% 7% 7% 7% 7% 6% 6%
Asian/Pacific
Islander 2% 2% 3% 2% 1% 3% 2% 2% 2% 2% 2% 2%
American Indian 1% <1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1%
Other 1% 1% 1% 1% 1% 3% 1% 1% 1% 1% 1% 1%
Diversity of Special Needs
Student with IEP 7% 9% 10% 14% 12% 13% 12% 11% 13%
15% 12% 14%
Student with 504
Plan 2% 4% 2% 3% 4% 5% 4% 3% 3% 4% 4% 4%
ELL Students Data not Collected 2% 2% 3% 4% 2% 2%
52
Licenses Awarded
2015 – 2016
Area Initial Licenses Transitional
Licenses Add-Ons
Art 4 0 0
Biology 3 6 0
Chemistry 0 1 0
Early Childhood 11 0 4
Elementary Education 48 1 5
English 17 5 2
English as a Second
Language 0 0 1
French 0 1 1
Geography 0 0 1
German 0 0 2
Government 0 0 2
Health 0 2 2
History 9 2 1
Latin 0 0 1
Mathematics 7 1 1
Middle Grades 8 2 7
Music 12 0 0
Physical Education 9 3 3
Spanish 0 3 0
Special Education 17 4 10
Total - Initial 145 29 49
Leadership 17 n/a n/a
Reading 5 n/a n/a
Counseling 9 1 n/a
Total – Advanced 31 1 n/a
Total - Licensed 176 30 49
53
Licenses Awarded by Gender and
Ethnicity Initial Only
2015-2016
Area
Gender Ethnicity
Number M F Caucasian
African
American Hispanic Other
K-6 48 2 46 46 2 0 0
4-8 8 4 4 8 0 0 0
SPED 17 2 15 14 2 1 1
Math 7 4 3 6 0 0 0
Biology 3 1 2 2 0 0 1
Chemistry 0 0 0 0 0 0 0
PreK-3 11 0 11 10 1 0 0
Physical
Education 9 4 8 8 0 0 1
English 17 0 17 17 0 0 0
Art 4 0 4 4 0 0 0
Music 12 6 6 11 1 0 0
French 0 0 0 0 0 0 0
Spanish 0 0 0 0 0 0 0
Latin 0 0 0 0 0 0 0
German 0 0 0 0 0 0 0
History 9 3 6 0 0 0 0
Government 0 0 0 0 0 0 0
Total-Initial 145 26 119 135 6 1 3
Leadership 17 4 13 17 0 0 0
Reading 5 0 5 5 0 0 0
Counseling 9 1 8 9 0 0 0
Total-
Advanced 31 5 26 31 0 0 0
Total-
Licensed 176 31 145 166 6 1 3
54
Licensure Trends
2012 – 2016
Area
Initial
Licenses
2012-2013
Initial
Licenses
2013-2014
Initial Licenses
2014-2015
Initial Licenses
2015-2016
K-6 73 71 54 48
4-8 14 21 12 8
SPED 13 17 14 17
Pre-K 3 0 7 9 11
Math 8 5 4 7
Biology 5 9 3 3
Chemistry 0 2 2 0
Physical
Education 9 13 11 9
English 19 14 9 17
Art 7 10 7 4
Music 8 7 6 12
French 0 1 0 0
Spanish 2 0 0 0
Latin 1 0 0 0
German 0 0 0 0
History 14 12 13 9
Government 2 0 0 0
Total - Initial 176 189 144 145
Leadership 8 24 21 17
Reading 1 3 5 5
Counseling 11 7 8 9
Total – Advanced 20 34 34 31
Total - Licensed 196 223 178 176
55
Item
N=54 Average
Standard
Deviation
1. Establish instructional strategies that address
student needs at appropriate instructional level. 2.61 0.53
2. Design instruction that addresses the individual
needs of students with diverse cultural and lan-
guage backgrounds.
2.44 0.63
3. Provide correct and accurate content to my
students. 2.67 0.48
4. Link learning with students' prior knowledge,
experiences, and cultural backgrounds. 2.43 0.57
5. Use aggregated and disaggregated assess-
ment data to make instructional decision and
evaluate student learning.
2.35 0.68
6. Use classroom management techniques that
foster self-control and self-discipline. 2.46 0.75
7. Reflect on teaching practice and make appro-
priate changes when necessary. 2.59 0.57
8. Use technology to enhance both teaching
and professional performance. 2.62 0.69
9. Overall, how prepared were you to be a
teacher? 2.65 0.48
First Five Years of Teaching
Survey for 2016 Data Retreat Rate each item on a 3 point scale with 3 = Very Well, 2= Well, 1 = Unprepared
56
2013-2014
Respondents - 11
2014-2015
Respondents - 26
2015-2016
Respondents - 27
Assessment of Candidates
ability to:
%
Agree
%
Disagree
%
Don’t
Know
%
Agree
%
Disagree
%
Don’t
Know
%
Agree
%
Disagree
%
Don't
Know
Develop student-teacher
relationships.
100
0
0
87.9
4.3
8.7 95.8 0.0 4.2
Develop parent-student-
teacher relationships.
66.7
11.1
22.2
60.9
8.7
30.4 62.5 4.2 33.3
Collaborate with mentors
and identified supervisors. 100 0 0 91.3 4.3 4.3 100.0 0.0 0.0
Understand cultural and
individual diversity. 88.9 0 11.1 65.2 8.7 21.7 75.0 4.2 20.8
Consider students' strengths
and needs when planning
lessons.
88.9 0 11.1 65.2 13.0 21.7 66.7 4.2 29.2
Utilize best practice instruc-
tional strategies. 100 0 0 87.0 8.7 4.3 87.5 4.2 8.3
Maintain student engage-
ment throughout lessons. 88.9 11.1 0 78.3 8.7 4.3 87.5 8.3 4.2
Analyze student performance
based on assessments. 55.6 22.2 22.2 73.9 8.7 17.4 58.3 8.3 33.3
Adjust instruction based on
assessment findings.
44.4
33.3
22.2
60.9
13.0
26.1 54.2 8.3 37.5
Scaffold and support the
academic needs of students.
44.4
22.2
33.3
73.9
4.3
21.7 70.8 8.3 20.8
Consider the pacing and
timing mandates for the
school/district.
100.0 0 0 78.3 4.3 21.7 83.3 0.0 16.7
Manage classroom behavior
through established tech-
niques and procedures.
88.9
11.1
0
78.3
8.7
13.0
87.5 12.5 0.0
Organize and manage time,
space, and resources.
100
0
0
78.3
8.7
8.7 87.5 0.0 8.3
School Partner Survey– Principals and Administrators
57
School Partner Survey– Mentor Teachers
Residency demonstrates or possess-
es the entry level ability to...
%
Agree
%
Disagree
%
Don’t
Know
%
Agree
%
Disagree
%
Don’t
Know
%
Agree
%
Disagree
%
Don’t
Know
Develop clear learning objectives
for lessons. 87.9 6.1 3 98 2 0 95.1 4.9 0
Create effective learning segments. 90.9 3 3 93.9 4.1 2 95.1 4.9 0
Consider students' strengths and
needs when planning lessons. 84.8 9.1 3 95.9 4.1 0 87.8 9.8 2.4
Develop instruction plans for lessons. 87.9 6.1 0 93.9 6.1 0 92.7 4.9 2.4
Design assessment plans for lessons. 87.9 9.1 0 85.7 10.2 4.1 80.5 12.2 7.3
Utilize best practice instructional
strategies. 84.8 9.1 3 98 2 0 85.4 12.2 0
Maintain student engagement
throughout lessons. 87.9 9.1 0 93.9 6.1 0 80.5 17.1 2.4
Manage classroom behavior
through established techniques and
procedures.
78.8 15.2 3 91.8 8.2 0 82.9 14.6 2.4
Organize and manage time, space,
and resources. 81.8 12.1 390 91.8 6.1 2 92.7 7.3 0
Analyze student performance
based on assessments. 90.9 6.1 3 91.8 8.2 0 87.8 9.8 2.4
Adjust instruction based on assess-
ment findings. 87.9 6.1 3 93.9 6.1 0 90.2 9.8 0
Analyze personal teaching effec-
tiveness. 81.8 12.1 3 95.9 2 2 87.8 7.3 2.4
Scaffold and support the academic
needs of students. 81.8 6.1 9.1 91.8 6.1 2 85.4 9.8 4.9
Align instruction with Common Core
State Standards. 81.8 3 12.1 93.9 6.1 0 90.2 4.9 4.9
Consider the pacing and timing
mandates for the school/district. 81.8 9.1 6.1 91.8 4.1 4.1 85.4 4.9 9.8
Understand cultural and individual
diversity. 87.9 0 9.1 93.9 2 4.1 92.7 4.9 2.4
Develop parent-student-teacher
relationships. 57.6 15.2 24.2 79.6 10.2 10.2 65.9 12.2 22
Collaborate with mentors and iden-
tified supervisors. 87.9 3 6.1 98 0 0 92.7 4.9 0
2013-2014
Respondents - 40
2014-2015
Respondents - 55
2015-2016
Respondents - 45
58
2013-2014 2014-2015 2015-2016
During the 2015-2016 aca-
demic year, the R2T univer-
sity partnership...
%
Agree
%
Disagree
%
Don’t
Know
%
Agree
%
Disagree
%
Don’t
Know
%
Agree
%
Disagree
%
Don't
know
Helps meet the goals and
address the needs of our
school.
77.8 0 22.2 73.9 17.4 8.7 79.2 4.2 16.7
Provides or offers profes-
sional development that is
beneficial for our faculty.
22.2 44.4 22.2 34.8 39.1 26.1 20.8 41.7 33.3
Provides consistent criteria
for identifying school-
based mentor teachers.
66.7 11.1 22.2 78.3 0.0 21.7 66.7 20.8 12.5
Effectively communicates
with me regarding the R2T
teacher candidate Resi-
dency requirements and
edTPA requirements.
77.8 1.1 11.1 68.6 21.7 8.7 70.8 29.2 0.0
Evaluation of Partnership
n=27 n=Principal
59
Special Group Licenses
Fall 2015 – Spring 2016*
Test Test Title Required Licensed % Pass-
ing
Initial At-
tempts
Average
Score
0300 Reading Specialist 510 1 100% 1 680
5301 Reading Specialist 164 4 100% 4 187
5421 School Counselor 156 9 100% 10 166
6011 School Leadership
License Assessment 160 17 100% 17 178
*Only those who applied for their license were included in this report.
Program 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16
Special Education 2 7 3 3 1 4 6
Instructional Technology 13 6 7 11 15 13 8
Advanced Studies 11 6 5 7 3 1 4
Mathematics 1 2 1 2 1 11 2
Leadership 10 18 11 7 17 6 15
Reading 6 6 16 15 9 18 14
EDS 4 11 4 12 6 9 15
Counseling 9
Totals 47 56 47 57 52 71 64
Graduation Totals for Graduate Programs
Fall, Spring and Summer 2009-2016
60
Capstone Project Review
2015-2016
Reading Specialist
n = 11
Criteria % Scoring
Target
% Scoring
Acceptable
% Scoring
Unacceptable
Subject Knowledge
The submitted written project contains
a detailed and comprehensive report
of the implementation of the practi-
cum topic.
100
Organization
The project contains the necessary
components. 100
Lesson Plans
Plans contain appropriate objectives,
standards, materials, instructional pro-
cedures, assessments/ outcomes and
reflections.
100
Technology
In the oral presentation, technology is
used appropriately and easily seen by
the audience.
100
Oral Presentation Style
Correct, precise pronunciation of
terms is used, and overall knowledge
of major content is demonstrated.
100
Mechanics
Writing style and mechanics are at a
high level of proficiency. 100
61
Capstone Project Review
Advanced Studies
2015-2016
N = 7
Rubric % Does
not Meet % Meets % Exceeds
% Far
Exceeds
Planning for content understanding 0% 0% 14% 85%
Using knowledge of students to inform
teaching 0% 0% 28% 71%
Planning assessments to monitor and sup-
port 0% 0% 28% 71%
Engaging students in learning 0% 0% 14% 85%
Deepening student learning during in-
struction 0% 0% 14% 85%
Analyzing student work 0% 0% 0% 100%
Using feedback to guide further learning 0% 0% 14% 85%
Using assessment to inform instruction 0% 0% 28% 71%
Analyzing teaching effectiveness 0% 0% 14% 85%
Understanding language development 0% 0% 42% 57%
Scaffolding students’ academic language 0% 0% 57% 42%
Developing students’ academic lan-
guage and content learning 0% 0% 14% 85%
62
Educ 6005 Project
Fall 2015 – Spring 2016
N = 9
Criteria %
Exemplary
%
Target
%
Developing
%
Unacceptable % Missing
Statement of Intent 33% 67%
Analysis of Learning
Context 55% 45%
Analysis of Learners 55% 45%
Analysis of Learning
Task 33% 67%
Strategy 17% 73%
Formative Evaluation 55% 45%
Summative Evaluation 55% 45%
Research Related to
Project 33% 45% 11% 11%
Standards Addressed 33% 67%
Overall Key Assessment
Score 45% 55%
63
Fall 2015 – Spring 2016
School Counseling Trainee Clinical Evaluation
Criteria: The following criteria is used to rate interns’ performance and growth while
under supervision.
5 = Superior: Always performs above the minimum requirements and shows outstand-
ing aptitude, application of techniques, and concepts of school counseling.
4 = Above Average: Always meets minimum requirements in a satisfactory manner,
and performs at a level considerably above that normally expected of an intern.
3 = Average: Usually meets minimum requirements in a satisfactory manner; perform-
ing as might be expected of an intern.
2 = Below Average: Occasionally fails to meet minimum requirements in a satisfactory
manner, performing at a level somewhat below that expected of an intern.
1 = Inadequate: Usually fails to meet minimum requirements in a satisfactory manner;
performs at a level considerably below that expected of an intern.
0 = No Basis: There is no basis on which to evaluate the intern for the item in question.
Area of Competence 2015-2016
N=23
Average Rating
Clinical
Works well with others
4.8
5 = 83%
4 = 13%
3 = 4%
Builds rapport with students and others
4.8
5 = 87%
4 = 9%
3 = 4%
Accepts supervision and constructive feedback
4.7
5 = 74%
4 = 22%
3 = 4%
Accepts/understands students from diverse back-
grounds
4.7
5 = 70%
4 = 26%
3 = 4%
Understands developmental stages of school-
aged youth
4.6
5 = 65%
4 = 26%
3 = 9%
64
Administrative
Attendance/punctuality
4.6
5 = 65%
4 = 22%
3 = 13%
Attentiveness
4.8
5 = 78%
4 = 18%
3 = 4%
Working relationships with school staff
4.9
5 = 78%
4 = 18%
3 = 4%
Organizational/administrative skills
4.8
5 = 74%
4 = 17%
3 = 9%
Ability to learn
4.8
5 = 83%
4 = 13%
3 = 4%
Autonomy in planning, implementing and eval-
uating activities
4.5
5 = 39%
4 = 57%
0 = 4%
Ability to collect & utilize data
4.7
5 = 61%
4 = 17%
3 = 9%
Self-motivation and initiative
4.8
5 = 78%
4 = 17%
3 = 4%
Utilizes age-appropriate classroom manage-
ment skills
4.6
5 = 35%
4 = 17%
3 = 4%
65
Professional Dispositions
Self-Awareness, as demonstrated by: Integrity Humility Self-reflection/exploration Understanding of own place in history of
site and profession
4.9
5 = 78%
4 = 18%
3 = 4%
Integrity, as demonstrated by: Personal responsibility Personal integrity Personal maturity Honesty Courage Congruence
4.9
5 = 83%
4 = 13%
3 = 4%
Commitment, as demonstrated by: Investment Counselor identity Advocacy Professional excellence Civic engagement Scholar/practitioner Collaboration Interpersonal competence
4.8
5 = 74%
4 = 22%
3 = 4%
Openness, as demonstrated by: Openness to ideas, learning, and change Openness to give and receive feedback Openness to growth Self-development Openness to others Understand micro/macro perspective Interpersonal communication
4.7
5 = 83%
4 = 13%
3 = 4%
Respect, as demonstrated by: Perceives and honors diversity Self-care Wellness
4.9
5 = 87%
4 = 9%
3 = 4%
66
2015 – 2016
DECISION POINTS FOR SCHOOL COUNSELING PROGRAM
Decision Point I
Milestone I Candidacy
Decision Point II
Milestone II Provisional
Decision Point III
Milestone III Clinical Status
Decision Point IV
Milestone IV Induction Status
Initial application
GPA requirement
of 2.75
Minimum GRE test
score
3 letters of recom-
mendation
Evidence of aca-
demic back-
ground for de-
gree sought
3.0 GPA in all cours-
es
Completed Pro-
gram of Study
Completed review
by Counseling
Graduate Program
Committee
Evidence of positive
professional dispo-
sitions
Completion of Re-
search course (PSY
5000)
Completion of
Counseling Labor-
atory Course (PSY
5410)
3.0 GPA in all cours-
es
Completion of Ad-
vanced Counsel-
ing Laboratory
Course (PSY 5420)
Completion of Secu-
rity Clearance by
TBI/FBI
Passing grade in
clinical place-
ments (Practicum
and/or Internship)
Evidence of positive
professional dispo-
sitions
3.0 GPA
Coursework com-
pleted
Passing score on
CPCE Comprehen-
sive Exam
Passing score on
PRAXIS II
2015-2016
Milestones Summary
Milestone I 0
Milestone II 8
Milestone III 3
Milestone IV 9
67
2015-2016 Milestone Completion
Milestone Student Academic Year
Completed
II Taylor Amick 1
Morgan Diggs 1
Brook Jeansonne 1
Mi Lim Jeong 1
Yuricka Rice 1
Brandice Haley 1
III Brandy Gross 3
Stokely Jenkins 3
Danielle Keese 4
IV Jessie Beth Cates 3
Elissa Wiley 3
Lindsey Welker 2
Rachel Schwallie Lutton 2
Ashley King Powers 2
Meagan Curtis 3
Margo Riley Sneed 2
Miranda Mills Bush 2
Chelsea Richardson 2