ASSESSMENT PLAN
Capstone Experience:
Student teaching is the culminating experience of the teacher education program. The
student gradually assumes all of the roles of a certified teacher while under the
supervision of a cooperating teacher and a representative from the university. External Experts:
Cooperating teachers act in the capacity of external experts as they give feedback to the
university supervisor regarding student teachers. |
1999-2000 ASSESSMENT
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1998-99 ASSESSMENT
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1997-98
ASSESSMENT
Capstone Experience: Students who have matriculated at UNK, Fall of 1995 and after,
will be required to experience a full semester of student teaching. Initial discussions
were conducted with the HPER Department to have its faculty assume supervision of the
student teachers gaining endorsements in physical education and/or health' commencing with
the Fall 98 semester. External
Experts: As has been done in the past, teachers were encouraged to attend the tuition
free seminar for those who have worked with UNK student teachers or who anticipate having
student teachers in the future. This seminar includes suggestions and advice for working
effectively with student teachers. Comments from teachers who have attended these seminars
indicate that the contents are of great assistance to the teachers. As has been the case
in the past assessments of UNK student teachers, the one major area of concern continues
to be weaknesses in using technology in an instructional setting. Cooperating teachers are
requested to evaluate the effectiveness of the UNK supervisors who work with the
respective student teachers during the assignments. In general, UNK supervisors receive
very positive ratings for their work with the schools, cooperating teachers, and the
student teachers. |
1996-97
ASSESSMENT
Capstone Experience: No major differences were accomplished regarding the student teaching
requirements. Mainly due to geographic factors, student teaching experiences with working
with culturally diverse students remained extremely limited. Indications existed that most
of the UNK student teachers were gaining first-hand and realistic teaching experiences in
their endorsed areas of preparation. External Experts: Cooperating teachers' recommendations continued to be
sent directly to the Office of Career Services while their completed ratings of the
student teachers were forwarded to the respective UNK supervisors. Cooperating teachers
were reminded that their written final recommendations could not be copied to the student
teachers if the students were maintaining closed files. |
1995-96
ASSESSMENT
Capstone Experience: No major differences were noted in the supervisors' reports on
student teachers, with the same two concerns that appeared on the 94-95 assessment report
once again being in evidence. The department has taken some steps to address the concerns;
see more detail in the Survey section of the 1995-96 report. External Experts: A major change in the
cooperating teachers' evaluation of student teachers affected the data received by the
department. Starting with this year, the written recommendations by the cooperating
instructors were sent directly to the Office of Career Services. The rating form continued
to be sent to the supervisors. The main result of this change was a more objective
overview of the student teachers' performance in terms of quantitative data.
The department did have a meeting with
two faculty from the Department of Special Education/Communications Disorders who reviewed
special and/or unique aspects of supervising student teachers in this endorsement.
Especially noted was the movement of special education student teachers to the inclusion
model. Special forms that were required of the special education student teachers were
explained to the supervisors. This meeting was a direct result of the 1994-1995 assessment
indicating a need for this information. |
1994-95
ASSESSMENT
Capstone Experience: Supervisors' reports indicated the continuing need for student
teachers to have more training and experiences in the areas of diversity and technology.
The department initiated discussions on how to improve students' knowledge and skill in
relation to diversity and technology. External Experts: Cooperating teachers in the area of special
education endorsements noted that different types of reviews/assessments may be suitable
for student teachers in this field.
The department initiated contacts with the Special Education/Communication Disorders
Department about assisting the general student teacher supervisors to better assess the
special education student teachers.
A review of the syllabi of PTE 300 and PTE 464 indicated that classroom management
techniques were taught. The use of on-site seminars was discussed but not implemented. |
1993-94
ASSESSMENT
Evaluations of student teachers by cooperating teachers and UNK supervisors are
consistently positive. Ability to handle classroom management if often identified an area
where improvement is needed. Knowledge of subject matter is typically rated high. One program change being discussed is conducting a
series of seminars on topics such as classroom management as a part of the student
teaching experience. |
