ASSESSMENT PLAN
Students in the teacher education program do student teaching which is evaluated by their
cooperating teachers and the College of Education. |
1999-2000 ASSESSMENT
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1998-99 ASSESSMENT
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1997-98 ASSESSMENT
Twenty-one students successfully completed student teaching in fall or spring semesters,
1997-98, which is 100% of those who attempted student teaching. Supervisors' reports
indicate that students had good to superior knowledge of content area in comparison with
other student or preservice teachers. All had good to excellent pedagogical skills
expected of beginning teachers and all were excellent to superior in their professional
practices. Areas where growth is needed include technology skills, classroom management
and varying instructional strategies as appropriate for diverse learners. Of the 21 who
completed student teaching, 15 received teaching contracts as of the writing of this
report; 2 are working nearly full-time as substitutes in large school districts and have
been advised that when positions open up, they will be the first considered to fill those
positions. One student teacher, Mike Hewitt, was selected by the College of Education as
its Outstanding Student Teacher at the secondary level, a first-time award. |
1996-97 ASSESSMENT
Thirteen students completed their endorsement program in History and/of the Social
Sciences. This assessment is based on the reports of the cooperating teachers to whom our
students were assigned. Students
were generally commended for their content knowledge and professional ethics/practices.
Recommendations for improved classroom practices included more effort being spent on
integrating technology into classroom instruction, more collaboration with resources
available on-site (such as media specialists, colleagues) and better classroom management
skills. Caveat on the latter: every student was evaluated as MINIMALLY "meeting the
standard expected of a first-year teacher;" where improvement is needed in the
professional sequence is management and technology skills. These conclusions on this
subject have been brought to the attention of the PTE department. In every competency,
students were found at least to meet the standard expected of first year teachers. |
1995-96
ASSESSMENT
For the academic year 1995-96, student teachers completing their semester of student
teaching in any of the seven social sciences (mostly in history) earned high marks from
university supervisors and cooperating teachers for demonstrating good professional
practices and following the curricula of the schools to which they were assigned. A need
for improvement was noted in some students' background knowledge of the academic areas,
not just in social science, but in oral and written expression in general, as well as in
using a wider variety of methods to deliver instruction and responding effectively to
their students' exceptionalities. The latter is common theme in the evaluations of veteran
teachers as well and reflects some struggles on the part of teachers with responding to
the national movement toward full inclusion of students with handicapping conditions. The Center for Cultural Diversity (newly created)
was to be consulted for assistance in diversity training for students in the teacher
education program, especially with how best to incorporate such instruction in existing
courses within the professional sequence offered by PTE. |
1994-95
ASSESSMENT
For the academic year 1994-95, social science student teachers completing their 10 weeks
of student teaching were commended by both cooperating teachers and university supervisors
for academic content knowledge (including the ability to seek information not previously
known when necessary) and for professional practices. the later includes responding to
constructive criticism, demonstrating equitable treatment of students and communicating
effectively with students and colleagues. Areas where some improvement was needed included
responding to students with exceptionalities and varying the methods used to deliver
content. |
1993-94
ASSESSMENT
This evaluation will next be administered in academic year 1995-96. |
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assessment
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17 May 2005
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