The Department
of Special Education has not consistently maintained data on its students.
The Assessment Plan indicates that beginning
with the Fall 2002 semester, the Department will begin maintaining and analyzing
data regarding its majors. Currently, the Office of Academic Services in
the College of Education
at EMU serves as the central data maintenance and analysis site with regard
to student performance on the Test of Basic Skills, as well as their culminating
performance on the Michigan Tests for Teacher Certification.
Aggregated data
for all initial professional preparation students enrolled in the College
of Education is available for the
Michigan Test for Teacher Certification, Basic Skills Test. These data reflect
student performance on the Basic Skills Test from October, 1998 through January,
2002:
As Departmental
data collection and analyses are implemented, performance data for students
majoring in Special Education will be able to be displayed.
Disaggregated
data are available concerning the performance of Special Education majors
on the subject area Michigan Test for Teacher Certification. These data reflect
student performance on the certification examination in their selected area
of professional concentration, i.e., Emotional Impairment, Vision Impairment,
etc. These data focus on examination periods from October, 1998 through January,
2002:
*
formerly, Mental Impairment **
Advanced Endorsement, only
As the data indicate,
the Department's students perform at or above the state level in the areas
of Cognitive Impairment, Learning Disabilities, Hearing Impairment, Physical
Impairment and Other Health Impairment, and Speech/Language Impairment. Performances
below the state rate are occurring in the areas of Emotional Impairment and
Vision Impairment. Factors effecting the EMU pass rate include, students
taking the exam prior to the completion of coursework and student teaching,
students who self-reported failing to prepare for the exam, as well as students
who reported high levels of test-anxiety.
Perhaps the most
critical data are those evaluation data collected during Special Education
Student Teaching. As stated previously, students majoring in Special Education
are evaluated by their Cooperating Classroom Teacher as well as their University
Supervisor. Formal evaluations occur by these individuals at the midterm
point as well as during the final week of the Student Teaching experience.
The student teacher also evaluates him/herself at the midterm point and compares
his/her data with that of the Cooperating Teacher and University Supervisor.
The midterm evaluation becomes a part of the Student Teacher's official file
until it is replaced by the final evaluations at the close of the semester.
Departmental
copies of these evaluations have not been consistently maintained by the Department.
Beginning with the Fall 2002 semester, all student teaching evaluations will
be turned in to the Department Secretary who will log and copy each report
prior to forwarding the report to the Office of Academic Services for the
student's official file. Efforts were made to implement this data collection
procedure during the Winter 2002 semester. During the Winter 2002 semester
there were sixty-seven (67) student teachers placed in Special Education Student
Teaching. Data were logged and copied for fifty-four (54) of these students,
and are displayed in the table below:
| |
Excellent |
Good |
Satisfactory |
| Knowledgeable |
1 |
2 |
3 |
4 |
5 |
6 |
| Demonstrates mastery of subject matter: |
36/66% |
14/26% |
4/.07% |
0 |
0 |
0 |
| Uses technology such as computers
and audio-visuals: |
36/66% |
14/26% |
2/.04% |
2/.04% |
0 |
0 |
| Demonstrates commitment to expansion
of knowledge: |
41/76% |
7/13% |
5/.09% |
0 |
1/.02% |
0 |
| Communicates effectively in writing
with all necessary: |
35/65% |
12/22% |
6/11% |
1/.02% |
0 |
0 |
| Uses a variety of appropriate materials,
including manipulatives: |
44/81% |
6/11% |
3/.06% |
1/.02% |
0 |
0 |
| Uses spoken language clearly and
effectively: |
40/74% |
12/22% |
2/.04% |
0 |
0 |
0 |
| Assesses current level of students'
background knowledge: |
28/52% |
21/39% |
5/.09% |
0 |
0 |
0 |
| Plans lessons based on current instructional
level of students: |
42/77% |
7/13% |
5/.09% |
0 |
0 |
0 |
| Initiates original ideas and/or techniques: |
41/76% |
8/15% |
3/.06% |
2/.04% |
0 |
0 |
| Plans for individual differences: |
41/76% |
9/16% |
3/.06% |
1/.02% |
0 |
0 |
| Develops daily lesson plans well
in advance: |
35/65% |
10/19% |
4/.07% |
4/.07% |
1/.02% |
0 |
| Establishes intermediate and long-range
objectives: |
33/61% |
11/20% |
7/13% |
2/.04% |
1/.02% |
0 |
| Implements objectives as described
in lesson plans: |
38/70% |
12/22% |
3/.06% |
1/.02% |
0 |
0 |
| Presents information in an organized
and logical manner: |
41/76% |
8/15% |
5/.09% |
0 |
0 |
0 |
| Varies instructional strategies and
materials: |
43/80% |
7/13% |
2/.04% |
2/.04% |
0 |
0 |
| Checks for understanding: |
37/68% |
14/26% |
2/.04% |
1/.02% |
0 |
0 |
| Reflective Decision-Maker |
|
|
|
|
|
|
| Provides opportunity for student
decision-making: |
34/63% |
12/22% |
7/13% |
1/.02% |
0 |
0 |
| Gives clear and appropriate directions: |
39/72% |
8/15% |
7/13% |
0 |
0 |
0 |
| Demonstrates effective questioning
skills: |
37/68% |
10/19% |
7/13% |
0 |
0 |
0 |
| Adjusts instruction to meet group
and individual needs: |
36/66% |
13/24% |
5/.09% |
0 |
0 |
0 |
| Encourages analytical-level thought
processes: |
28/52% |
15/28% |
8/15% |
3/.06% |
0 |
0 |
| Utilizes spontaneous learning situations: |
37/68% |
9/16% |
6/11% |
2/.04% |
0 |
0 |
| Defines and communicates expected
student behavior: |
38/70% |
12/22% |
3/.06% |
1/.02% |
0 |
0 |
| Manages student behavior in small-group
activities: |
38/70% |
13/24% |
3/.06% |
0 |
0 |
0 |
| Manages student behavior in whole-class
activities: |
32/59% |
17/31% |
4/.07% |
1/.02% |
0 |
0 |
| Maximizes use of classtime: |
35/65% |
12/22% |
4/.07% |
3/.06% |
0 |
0 |
| Maximizes transitions effectively: |
32/59% |
16/30% |
3/.06% |
3/.06% |
0 |
0 |
| Provides for student participation: |
47/87% |
3/.06% |
4/.07% |
0 |
0 |
0 |
| Caring |
|
|
|
|
|
|
| Creates safe and humane environment
to promote learning: |
42/77% |
9/16% |
3/.06% |
0 |
0 |
0 |
| Interacts positively with students
to promote cooperation: |
43/80% |
10/19% |
1/.02% |
0 |
0 |
0 |
| Sets realistic expectations for all
students: |
42/77% |
10/19% |
2/.04% |
0 |
0 |
0 |
| Diverse Society |
|
|
|
|
|
|
| Encourages and models respect for
all people: |
45/83% |
6/11% |
3/.06% |
0 |
0 |
0 |
| Promotes an appreciation for the
positive contributions: |
47/87% |
6/11% |
1/.02% |
0 |
0 |
0 |
| Uses teaching materials that reflect
our diverse society: |
43/80% |
10/19% |
0 |
1/.02% |
0 |
0 |
| Professional |
|
|
|
|
|
|
| Accepts responsibility: |
44/81% |
6/11% |
3/.06% |
0 |
0 |
1/.02% |
| Demonstrates self-evaluation skills: |
37/68% |
14/26% |
2/.04% |
0 |
0 |
1/.02% |
| Integrates and utilizes feedback
from supervision: |
44/81% |
7/13% |
2/.04% |
0 |
0 |
1/.02% |
| Exhibits a positive attitude toward
teaching: |
47/87% |
5/.09% |
1/.02% |
0 |
1/.02% |
0 |
| Maintains a professional relationship
with all: |
44/81% |
8/15% |
2/.04% |
0 |
0 |
0 |
| Demonstrates poise, self-confidence
and emotional maturity: |
44/81% |
7/13% |
2/.04% |
0 |
0 |
1/.02% |
| Demonstrates health and vitality: |
47/87% |
6/11% |
1/.02% |
0 |
0 |
1/.02% |
| Displays appropriate appearance and
demeanor |
49/91% |
4/.07% |
1/.02% |
0 |
0 |
0 |
| Willing to participate in school-related
meetings and activities: |
43/80% |
6/11% |
3/.06% |
0 |
0 |
1/.02% |
| Meets administrative responsibilities: |
42/77% |
9/16% |
3/.06% |
0 |
0 |
0 |
| Returns student work in a timely
fashion: |
44/81% |
9/16% |
1/.02% |
0 |
0 |
0 |
| Potential as a Teacher |
|
|
|
|
|
|
| Instructional, managerial and decision-making
skills consistent: |
45/83% |
6/11% |
3/.06% |
0 |
0 |
1/.02% |
| |
Excellent |
Good |
Satisfactory |
| Knowledgeable |
1 |
2 |
3 |
4 |
5 |
6 |
| Demonstrates mastery of subject matter: |
31/57% |
17/31% |
6/11% |
0 |
0 |
0 |
| Uses technology such as computers
and audiovisuals: |
24/44% |
24/44% |
5/.09% |
1/.02% |
0 |
0 |
| Demonstrates commitment to expansion
of knowledge: |
34/63% |
16/30% |
4/.07% |
0 |
0 |
0 |
| Communicates effectively in writing
with all necessary: |
33/61% |
15/28% |
5/.09% |
1/.02% |
0 |
0 |
| Uses a variety of appropriate materials,
including manipulatives: |
34/63% |
15/28% |
4/.07% |
1/.02% |
0 |
0 |
| Uses spoken language clearly and
effectively: |
38/70% |
13/24% |
3/.06% |
0 |
0 |
0 |
| Assesses current level of students'
background knowledge: |
23/43% |
25/46% |
6/11% |
0 |
0 |
0 |
| Plans lessons based on current instructional
level of students: |
30/55% |
18/33% |
6/11% |
0 |
0 |
0 |
| Initiates original ideas and/or techniques: |
36/66% |
11/20% |
7/13% |
0 |
0 |
0 |
| Plans for individual differences: |
36/66% |
12/22% |
6/11% |
0 |
0 |
0 |
| Develops daily lesson plans well
in advance: |
30/55% |
18/33% |
5/.09% |
1/.02% |
0 |
0 |
| Establishes intermediate and long-range
objectives: |
22/41% |
22/41% |
9/16% |
1/.02% |
0 |
0 |
| Implements objectives as described
in lesson plans: |
44/81% |
5/.09% |
3/.06% |
2/.04% |
0 |
0 |
| Presents information in an organized
and logical manner: |
42/77% |
9/16% |
3/.06% |
0 |
0 |
0 |
| Varies instructional strategies and
materials: |
42/77% |
7/13% |
4/.07% |
1/.02% |
0 |
0 |
| Checks for understanding: |
42/77% |
7/13% |
4/.07% |
1/.02% |
0 |
0 |
| Reflective Decision-Maker |
|
|
|
|
|
|
| Provides opportunity for student
decision-making: |
27/50% |
18/33% |
8/15% |
1/.02% |
0 |
0 |
| Gives clear and appropriate directions: |
40/74% |
10/19% |
4/.07% |
0 |
0 |
0 |
| Demonstrates effective questioning
skills: |
34/63% |
16/30% |
4/.07% |
0 |
0 |
0 |
| Adjusts instruction to meet group
and individual needs: |
32/59% |
16/30% |
6/11% |
0 |
0 |
0 |
| Encourages analytical-level thought
processes: |
16/30% |
22/41% |
14/26 |
2/.04% |
0 |
0 |
| Utilizes spontaneous learning situations: |
25/46% |
24/44% |
4/.07% |
1/.02% |
0 |
0 |
| Defines and communicates expected
student behavior: |
39/72% |
9/16% |
5/.09% |
1/.02% |
0 |
0 |
| Manages student behavior in small-group
activities: |
40/74% |
11/20% |
3/.06% |
0 |
0 |
0 |
| Manages student behavior in whole-class
activities: |
35/65% |
15/28% |
4/.07% |
0 |
0 |
0 |
| Maximizes use of classtime: |
38/70% |
11/20% |
4/.07% |
1/.02% |
0 |
0 |
| Maximizes transitions effectively: |
32/59% |
17/31% |
3/.06% |
2/.04% |
0 |
0 |
| Provides for student participation: |
43/80% |
9/16% |
2/.04% |
0 |
0 |
0 |
| Caring |
|
|
|
|
|
|
| Creates safe and humane environment
to promote learning: |
45/83% |
7/13% |
2/.04% |
2/.04% |
0 |
0 |
| Interacts positively with students
to promote cooperation: |
48/88% |
5/.09% |
1/.02% |
0 |
0 |
0 |
| Sets realistic expectations for all
students: |
43/80% |
9/16% |
2/.04% |
0 |
0 |
0 |
| Diverse Society |
|
|
|
|
|
|
| Encourages and models respect for
all people: |
44/81% |
9/16% |
1/.02% |
0 |
0 |
0 |
| Promotes an appreciation for the
positive contributions: |
43/80% |
9/16% |
2/.04% |
0 |
0 |
0 |
| Uses teaching materials that reflect
our diverse society: |
39/72% |
13/24% |
2/.04% |
0 |
0 |
0 |
| Professional |
|
|
|
|
|
|
| Accepts responsibility: |
39/72% |
12/22% |
3/.06% |
0 |
0 |
0 |
| Demonstrates self-evaluation skills: |
39/72% |
11/20% |
4/.07% |
0 |
0 |
0 |
| Integrates and utilizes feedback
from supervision: |
41/76% |
9/16% |
4/.07% |
0 |
0 |
0 |
| Exhibits a positive attitude toward
teaching: |
48/88% |
5/.09% |
1/.02% |
0 |
0 |
0 |
| Maintains a professional relationship
with all: |
42/77% |
10/19% |
2/.04% |
0 |
0 |
0 |
| Demonstrates poise, self-confidence
and emotional maturity: |
47/87% |
5/.09% |
2/.04% |
0 |
0 |
0 |
| Demonstrates health and vitality: |
48/88% |
4/.07% |
2/.04% |
0 |
0 |
0 |
| Displays appropriate appearance and
demeanor |
47/87% |
5/.09% |
2/.04% |
0 |
0 |
0 |
| Willing to participate in school-related
meetings and activities: |
39/72% |
11/20% |
4/.07% |
0 |
0 |
0 |
| Meets administrative responsibilities: |
35/65% |
16/30% |
3/.06% |
0 |
0 |
0 |
| Returns student work in a timely
fashion: |
44/81% |
9/16% |
1/.02% |
0 |
0 |
0 |
| Potential as a Teacher |
|
|
|
|
|
|
| Instructional, managerial and decision-making
skills consistent: |
43/80% |
6/11% |
5/.09% |
0 |
0 |
0 |