ASSESSMENT PLAN
Added 1994-95
Students in the teacher education program do student teaching which is evaluated by their
cooperating teachers and the College of Education. |
2001-2002 ASSESSMENT
The capstone experience is for sociology teaching endorsements. We
did not receive any surveys from Teacher Education. |
2000-2001
ASSESSMENT
|
1999-2000 ASSESSMENT
|
1998-99 ASSESSMENT
We did not have anyone complete the Sociology Teaching Endorsement this year. |
1997-98 ASSESSMENT
We did not have anyone complete the Sociology Teaching Endorsement this year. |
1996-97 ASSESSMENT
Only one student earned an Endorsement in Sociology as part of their Secondary Teaching
Degree in Spring Semester of 1997. His supervisor will submit an evaluation at a later
date. |
1995-96 ASSESSMENT
For the academic year 1995-96, the student teacher completing student teaching in
sociology earned high marks from university supervisor and cooperating teacher. The
student demonstrated good professional practices and followed well the curriculum of the
school to which she was assigned. A need for improvement was noted in background knowledge
of the academic areas--often beyond the social science disciplines--but in oral and
written expression, as well as in using a wider variety of methods to deliver instruction
and responding effectively to their students' exceptionalities. The latter is a common
theme in evaluations of veteran teachers as well. This weakness reflects some struggles on
the part of teachers who need support in their response to the national movement toward
full inclusion of students with handicapping conditions. The newly created Center for Cultural Diversity was to be
consulted for assistance in diversity training for students in the teacher education
program. |
1994-95 ASSESSMENT
For the academic year 1994-95, two student student teachers in sociology who completed
their 10 weeks of student teaching were commended by cooperating teachers and university
supervisors. Commendations noted their academic content knowledge and professional
practices. Students demonstrated ability to seek information when necessary to do good
teaching. As future professionals, they responded well to constructive criticism,
communicated effectively with students and colleagues, and demonstrated equitable
treatment of students. Areas where improvement was needed included response to their
students with exceptionalities and varying methods used to deliver content. |
