Syllabi: Professional Education Courses

Eastern Michigan University
Ypsilanti, Michigan 48197

Program Evaluation Documents--Initial

Teacher Education Programs

EASTERN MICHIGAN UNIVERSITY

DEPARTMENT ASSESSMENT REPORT

August, 15, 1997

PROGRAM NAME:

UNDERGRADUATE ELEMENTARY AND SECONDARY TEACHER PREPARATION PROGRAMS

DEPARTMENT:

TEACHER EDUCATION

HOW MANY STUDENTS WERE AFFECTED:

250

NAME OF PERSON PREPARING REPORT:

MARVIN PASCH

PROGRAM GOALS:

The twenty-two program goals(outcomes)are displayed in Figure 1.

ASSESSMENT PLANS FOR ASSESSING EACH GOAL: The goals are assessed through a series of cornerstone, keystone, and capstone exhibitions. The exhibitions are described in Figure 2. The twenty- two goals (outcomes) and their relevant exhibitions are displayed in Figure 1.

The elementary and secondary preparation programs will be assessed by the National Council for the Accreditation of Teacher Education and the Michigan Department of Education in Fall, 1997. The documentation for the assessment of these programs has been prepared.

PROGRAM CHANGES THAT HAVE RESULTED FROM ASSESSMENT, IF ANY: All elementary and secondary teacher preparation students are now required to develop a professional portfolio and present that portfolio to an educational audience. Other exhibitions are under development.

The results of the accreditation process will be known in December, 1997. Consequently, changes from assessment results will have a substantial impact on future programming.

EXIT OUTCOME

EXHIBITION NUMBER

KNOWLEDGEABLE IN SUBJECT MATTER

1. Demonstrates mastery of the subjects they are prepared to teach. Can identify, articulate and communicate the essential concepts, principles, and ideas of the content areas. Identifies and addresses common student misconceptions dealing with content areas.

1, 2, 5, 6, 7, 8

2. Creates and provides experiences appropriate to learning that help students relate, integrate, and synthesize across and within subject areas and disciplines.

1, 2, 5, 6, 8

TECHNOLOGY

3. Is technologically literate and involves students in using and assessing technology for learning and personal growth.

1, 4 (Technology infused throughout exhibitions)

PROFESSIONALS

4. Demonstrates an understanding of the organization, governance, and services of schools. Can identify the structures (economic, social, historical, legal, philosophical, political, technological, cultural, etc.)that influence education.

1, 3, 5, 7, 8 (No direct assessment by exhibition)

5. Has a working knowledge of how to bring about change and work for change and improvement in education at the local, state, and/or national level.

1, 4, 7, 8

6. Has current knowledge of curriculum proposals provided by national, state, and local organizations and can make professional judgments about incorporating those ideas into classroom teaching.

4, 5, 7

7. Uses a systematic means of inquiring into the relationship between teacher actions and student learning and attitudes (e.g., journaling, peer coaching, collaborative problem-solving, student evaluations, action research, etc.).

4, 7, 8

8. Continually seeks our resources and experiences that promote professional development.

1, 4, 7, 8

CARING

9. Creates a classroom environment that promotes valued learning, inquiry, problem-solving and creativity.

1, 2, 3, 4, 5, 7, 8

10. Interacts positively with students to promote cooperation, positive interpersonal skills and self-esteem through a safe, warm, and humane classroom climate.

1, 2, 3, 4, 5, 7, 8

11. Sets realistic expectations and provides encouragement to each student.

1, 2, 3, 4, 7, 8

REFLECTIVE DECISION-MAKER

12. Selects curricula, strategies, and technologies that develop student knowledge, thinking, self-esteem, inquiry and self-directed learning.

1, 2, 3, 4, 5, 7, 8

13. Plans and delivers a variety of curricula, activities, and assessment approaches that are responsive to (a) Diversity (students' individual needs, exceptionality, gender, culture, language, religion, ethnicity, and unique learning characteristics), (b) broader community needs, and (c) students' relationship to the broader community.

1, 2, 3, 5, 6, 8

14. Judges the appropriateness of content, teaching strategies, and assessments within a specific classroom, community and global context.

1, 2, 5, 6, 7, 8

15. Demonstrates effective classroom management decisions and practices.

5, 8

16. Evaluates how classroom management and instructional decisions can influence students' emerging sense of social justice, democracy and ethics.

5, 6, 7, 8

17. Articulates an emerging position on the purpose of schools in today's democratic society and the personal ethics of being a teacher.

5, 7

18. Systematically reflects on the teaching/learning processes, identifying and addressing problems, needs, and opportunities in their classrooms. Considers a wide variety of factors when making and evaluating teaching decisions.

1, 2, 3, 4, 5, 7, 8

DIVERSITY

19. Encourages and mode]Ls respect for people of diverse characteristics and backgrounds when selecting content, when teaching, and in interpersonal relationships.

1, 2, 3, 5, 6,7

20. Generates awareness of, participates in, and promotes student involvement in classroom, school, and community issues and affairs.

4, 7, 8

21. Communicates clearly and effectively in writing and interpersonal situations (with all students, peers, parents, staff, and administrators).

1, 2, 3, 4, 5, 6, 7, 8

22. Provides a democratic classroom context in which all children have equal access to knowledge and opportunities to explore content ideas and ideological perspectives.

1, 2, 3, 4, 5, 7, 8

Figure 1. Outcomes and Exhibitions Matrix

1. A unit: An instructional unit consisting of the following artifacts:

a. An educational unit of instruction with the following ingredients:

1. a unit title

2. a description of the learners for whom the unit was created

3. a brief rationale for the unit that describes the content and justifies its importance in terms of one or more of the following--subject mastery, societal need, student needs or interests.

4. a content map of the major concepts and relationships to be taught

5. unit instructional objectives

6. identification of the culminating exhibition and the way it is assessed

7. a list of the lessons in the unit with learning activities described

8. completely developed designs for two of the lessons (inductive and cooperative)

9. Five examples of using technology effectively in learning processes

10. delineation of subject matter and methodologies that are congruent with multicultural and exceptional learning needs

b. A videotape containing an edited, taped learning sequence (including direct, indirect and cooperative learning) with reflections by the teacher education student (TES). The edited tape may not be over 20 minutes long. It is recommended but not required that the lessons come from the unit described above. The videotape must be with a group of grade level/subject area-appropriate students.

c. A written reflective evaluation of the unit by the EMU student, a K-12 teacher, and an EMU professor.

2. Student Work Samples with TES Analysis: The TES provides three student work samples that represent student progress toward unit or lesson goals. The TES conducts and provides a written analysis of the work samples, illustrating an understanding of assessment of learning.

3. Inclusion Journal: A reflection journal written by the TES as a reaction to an inclusion experience. That inclusion experience must be in an educational setting where children with disabilities are commonly included in the general education classroom routine.

4. Conference Presentation: A presentation at a conference held each semester on the theme of educational change. Each student will present in one of many formats (panels, poster demonstration, workshops, etc.) at this conference. Each student will present persuasive evidence that a particular change they support will enhance student learning in the classroom. Attendees will be students, faculty, alumni, and invited guests from the educational and larger community.

5. Case Study Analysis: The student will respond to a case study encompassing content and curriculum/instruction decisions embedded within philosophic, ethical and multicultural issues. Each student must analyze the case study and make a set of recommendations (with justification) for further action.

6. Concept Map: The student will create a concept map for a major topic (the intent of this piece is to bring a greater focus on conceptual understanding and interdisciplinary integration within basic studies and major/minor courses). The concept map must display both superordinate and subordinate concepts, as well as a level of detail that includes concept examples and specific facts. The TES will explain how they would embed the content into an age-appropriate context for teaching purposes.

7. An Autobiographical Essay of Educational Beliefs: A written analysis/assessment by the TES that begins with an expression of the student's educational philosophy. That philosophy, expressed in professional language and terminology, should communicate what the student believes is the purpose of schooling and the role of the schools, teachers, students and others in fulfilling that purpose. The TES is then asked to reflect back on his/her journey through the program, identifying the significant events, insights, ideas and persons (role models and experts) that have been most helpful in shaping that philosophy and the soon-to-be-certified teacher associated with it.

8. Action Research Study: The stimulus of the project must be the identification of a "barrier to student learning" in an actual classroom in which the TES has completed a field experience. The study can be an illustration of the application of a problem-solving model that culminates in the implementations of a chosen strategy and a description of its outcomes. The study may also be a literature-based research project that culminates in the selection of one or more alternative strategies that are recommended by contemporary authorities. In this case, there is no expectation that the chosen strategies be implemented.

Figure 2. The Program Exhibitions

For additional information, please contact Jerry H. Robbins, Dean, at (313)487-1414 or by e-mail at Jerry.Robbins@emich.edu.

EMU

COE

NCATE

Office of the Dean
College of Education
(313) 487-1414
FAX (313) 484-6471

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PROGRAM NAME:	UNDERGRADUATE ELEMENTARY AND SECONDARY TEACHER PREPARATION PROGRAMS
DEPARTMENT:	TEACHER EDUCATION
HOW MANY STUDENTS WERE AFFECTED:	250
NAME OF PERSON PREPARING REPORT:	MARVIN PASCH
PROGRAM GOALS:	The twenty-two program goals(outcomes)are displayed in Figure 1.

EXIT OUTCOME	EXHIBITION NUMBER
KNOWLEDGEABLE IN SUBJECT MATTER

1. Demonstrates mastery of the subjects they are prepared to teach. Can identify, articulate and communicate the essential concepts, principles, and ideas of the content areas. Identifies and addresses common student misconceptions dealing with content areas.	1, 2, 5, 6, 7, 8
2. Creates and provides experiences appropriate to learning that help students relate, integrate, and synthesize across and within subject areas and disciplines.	1, 2, 5, 6, 8
TECHNOLOGY
3. Is technologically literate and involves students in using and assessing technology for learning and personal growth.	1, 4 (Technology infused throughout exhibitions)
PROFESSIONALS
4. Demonstrates an understanding of the organization, governance, and services of schools. Can identify the structures (economic, social, historical, legal, philosophical, political, technological, cultural, etc.)that influence education.	1, 3, 5, 7, 8 (No direct assessment by exhibition)
5. Has a working knowledge of how to bring about change and work for change and improvement in education at the local, state, and/or national level.	1, 4, 7, 8
6. Has current knowledge of curriculum proposals provided by national, state, and local organizations and can make professional judgments about incorporating those ideas into classroom teaching.	4, 5, 7
7. Uses a systematic means of inquiring into the relationship between teacher actions and student learning and attitudes (e.g., journaling, peer coaching, collaborative problem-solving, student evaluations, action research, etc.).	4, 7, 8
8. Continually seeks our resources and experiences that promote professional development.	1, 4, 7, 8
CARING
9. Creates a classroom environment that promotes valued learning, inquiry, problem-solving and creativity.	1, 2, 3, 4, 5, 7, 8
10. Interacts positively with students to promote cooperation, positive interpersonal skills and self-esteem through a safe, warm, and humane classroom climate.	1, 2, 3, 4, 5, 7, 8
11. Sets realistic expectations and provides encouragement to each student.	1, 2, 3, 4, 7, 8
REFLECTIVE DECISION-MAKER
12. Selects curricula, strategies, and technologies that develop student knowledge, thinking, self-esteem, inquiry and self-directed learning.	1, 2, 3, 4, 5, 7, 8
13. Plans and delivers a variety of curricula, activities, and assessment approaches that are responsive to (a) Diversity (students' individual needs, exceptionality, gender, culture, language, religion, ethnicity, and unique learning characteristics), (b) broader community needs, and (c) students' relationship to the broader community.	1, 2, 3, 5, 6, 8
14. Judges the appropriateness of content, teaching strategies, and assessments within a specific classroom, community and global context.	1, 2, 5, 6, 7, 8
15. Demonstrates effective classroom management decisions and practices.	5, 8
16. Evaluates how classroom management and instructional decisions can influence students' emerging sense of social justice, democracy and ethics.	5, 6, 7, 8
17. Articulates an emerging position on the purpose of schools in today's democratic society and the personal ethics of being a teacher.	5, 7
18. Systematically reflects on the teaching/learning processes, identifying and addressing problems, needs, and opportunities in their classrooms. Considers a wide variety of factors when making and evaluating teaching decisions.	1, 2, 3, 4, 5, 7, 8
DIVERSITY
19. Encourages and mode]Ls respect for people of diverse characteristics and backgrounds when selecting content, when teaching, and in interpersonal relationships.	1, 2, 3, 5, 6,7
20. Generates awareness of, participates in, and promotes student involvement in classroom, school, and community issues and affairs.	4, 7, 8
21. Communicates clearly and effectively in writing and interpersonal situations (with all students, peers, parents, staff, and administrators).	1, 2, 3, 4, 5, 6, 7, 8
22. Provides a democratic classroom context in which all children have equal access to knowledge and opportunities to explore content ideas and ideological perspectives.	1, 2, 3, 4, 5, 7, 8