2013 Evidence Supported Annual Report (ESAR)
Welcome to Andrews University College of Education & International Services's 2013 ESAR!
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| Prompt 1 | Prompt 6 | Prompt 11 |
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Goal #1: Ensure that the EPI has prepared candidates to be effective classroom teachers through exposure to content and pedagogy.
A. Exposure to and Demonstration of Content Knowledge and Content Specific Pedagogy
Prompt 1:
Describe how your EPI has prepared candidates to utilize their content knowledge to design high quality learning experience for students (age appropriate and content rich experiences in which learners can make meaning and understand). Identify and describe how candidates are prepared to connect content with key ideas within the content area (discipline) and use and apply this knowledge in their teaching. Describe the key assessments used by the EPI to gauge a candidate’s ability to connect content knowledge with key ideas and use this knowledge to create high quality learning experiences. Additionally, provide a continuous improvement plan highlighting how the EPI’s programs will continue to improve in this area. This plan must include a one year analysis of how your programs will improve in this area and data indicators/benchmarks that indicate continuous improvement one year from now. This continuous improvement plan will be used the following year for credit toward this category. The response must include specific, data metrics and expectations. This prompt is based on the following Michigan Interstate Teacher Assessment and Support Consortium Model Core Teaching Standards (MI-InTASC): 4a, 4j, 4n, 4r, and 8e.
Description of the EPI
The EPI prepares teacher candidates to utilize their content knowledge to create high quality learning experiences in ways that include, but are not limited to, the following experiences in methods classes and student teaching. Key assessments occur throughout candidates’ methods classes and culminate in the student teaching experience and Capstone project. Examples of such include but are not limited to the following course experiences:
EDTE417 Methods for Teaching in the Content Areas: Candidates develop an Implementation Plan based on how they would integrate learned pedagogical approaches and content within their individual content areas.
EDTE418 Methods for Teaching Beginning Reading: Candidates create a four-week multidisciplinary thematic unit that includes standards and objectives from each area of reading and at least one content area. The six lesson plans (see template) must include technology usage and address special needs such as English language learners, etc. The unit is graded using a rubric.
EDTE424 Classroom Testing and Evaluation: In the final project, teacher candidates demonstrate their ability to plan for assessment. The project starts with standards, objectives, and a table of specifications and requires development of appropriate assessment for content and grade level. The project must include an answer key with every question keyed to the objective it assesses (see rubric).
EDTE447 Methods for Elementary Social Studies and Character Development: Professors use the structure of the social studies (history, geography, political science, and economics) to present an overview of key ideas within the discipline. Course instructors model content-specific pedagogical approaches for teaching these discipline strands. Teacher candidates teach mini-lessons to their peers as a first step in these four areas as a first step toward creating high-quality learning experiences. Their culminating project, a social studies unit, solidifies candidates’ understanding of how to connect discipline-specific content and high-quality learning experiences.
EDTE487/488 Student Teaching Seminar and Student Teaching: Candidates develop a Capstone unit plan for a subject area in the student teaching field experience which includes assessments, formal and informal. This unit is assessed with summative rubrics by mentor as well as supervisors.
Plan for Continuous Improvement
Faculty in the EPI will develop a department-wide rubric (5-point scale) for assessing all lesson planning used for candidates’ methods courses teaching activities in order for candidates to better design age-appropriate and content-rich learning experiences. Likewise, the EPI will better ensure candidate growth in the ability to use content knowledge to design high-quality learning experiences for K-12 students by the use of the rubric. In 2014 the EPI will pilot the use of the rubric in the first methods-based course, EDTE408 Principles of Teaching (target average score of 3).
Prompt 2:
Identify and describe how all candidates are prepared to think critically about the content areas in which they are prepared to teach. In the narrative, include a clear definition as to what it means to think critically in the content area(s). Additionally, describe the key assessment(s) used to ensure candidates are able to demonstrate their ability to think critically about the content. Finally, provide a summary/plan for continuous improvement for this area. This plan must include a one year analysis of how your programs will improve in this area and data indicators/benchmarks that indicate continuous improvement one year from now. This prompt is based on the following MI-InTASC: 3g, 3h, 3m, 4g, 5a 5d, and 8g.
Description of the EPI
The EPI defines critical thinking for teacher candidates in the content areas as disciplined thinking that is clear, rational, open-minded, and informed by evidence. Following are course samplings which include but are not limited to the following experiences:
EDTE417 Teaching Reading in the Content Areas: Candidates undertake peer teaching using various methodological approaches. After teaching, candidates critically respond to 4 prompts regarding their teaching (What went well? What didn’t go well? What will I do differently next time? What “A-ha” occurred?). Reflective analysis must be specific and supported both from their teaching process and from educational theory.
EDTE420 Literacy Intervention Strategies: Candidates learn and apply observation and assessment procedures to plan and carry out instruction in required elementary field experiences. Literacy assessments are documented through the Student Profile Summary, which evaluates literacy skills in four major areas: word works (recognition), comprehension, fluency, and writing. The Student Profile documents and describes the candidate’s formative assessments as well as summative assessments and provides recommendations for further instruction based on the four major components. Candidates incorporate different literacy strategies into their lesson plans emphasizing remediation of needed skills. (See rubric.)
EDTE476 Integration of Educational Technology: Final course assessment is based on scenarios that could occur in a school related to technology use. Students have to respond by telling what they would like to be done along with rationale for their decision. The scenario calls upon their technology knowledge and their content knowledge. Assessment is based on evidence that they have thought critically about the issues. (See rubric.)
EDTE447 Elementary Social Studies and Character Education Methods: Teacher candidates in this course are provided multiple opportunities to think critically about the social studies and character education. For example, candidates engage in discipline specific critical thinking as they design lessons based on state and national standards as well as participate in online discussion of articles about current issues in the social studies and social studies education. Additionally, teacher candidates have multiple opportunities to engage in reflection on their in-class mini-lessons and their field experiences.
EDTE480 First Days of School Experience: Teacher candidates submit a completed portfolio, the artifacts of which are housed in LiveText, a web-based resource. These artifacts center on the EPI’s conceptual frameworks. Completion of such demonstrates content area critical thinking. The artifacts demonstrate continued growth in knowledge of subject matter and pedagogy as well as an understanding and appreciation of general and liberal arts.
EDTE487/488 Student Teaching Seminar and Student Teaching: The Capstone Project, which is a unit of study in candidates’ content area that is used for instruction in their student teaching, assesses candidates’ critical thinking about planning, assessment and unit design, thus allowing candidates to demonstrate their use of formative, diagnostic, and summative evaluation tools. (See rubric.)
Plan for Continuous Improvement
Faculty in the EPI will establish baseline data from 2013 Capstone Project evaluations in regards to candidates’ ability to think critically about their content area. This includes a review of current rubrics for critical thinking components.
Prompt 3:
Identify and describe how all candidates are prepared to utilize and apply content knowledge to solve real world problems and connect the content knowledge to local and global issues. Essentially, this means the candidate is able to connect the content to relevant issues. In the narrative, identify and describe the key assessment(s) used to explain the assertions that candidates are able to use content to solve real world problems and connect content to local and global issues. Finally, provide a summary/plan for continuous improvement for this area. This plan must include a one year analysis of how your programs will improve and data indicators/benchmarks that will indicate continuous improvement one year from now. This prompt is based on the following MI-InTASC: 2j, 3b 3g, 5b, 5d, 5m, 8f, 8h, and 8j.
Description of the EPI
The EPI enables teacher candidates to solve real world issues in ways that include, but are not limited to, modeling the use of as well as expecting students to learn and use collaboration/cooperative learning in all methods classes and student teaching. These are measured in part in student teaching and through the capstone project. Following are course samplings which include but are not limited to the following experiences:
In EDTE417 Content Area Reading Methods, candidates are placed in working groups of 3 or 4. All individuals in the group provide specific peer-to-peer evaluation of candidates’ lesson planning and their peer teaching.
In EDTE418 Methods of Teaching Beginning Reading, candidates are required to research and brainstorm methods for enhancing the oral language skills and reading readiness issues experienced by many children of poverty. Candidates research, plan, and report on how they will facilitate the literacy learning of children of poverty; candidates also create projects that can be used when they graduate, such as (1) If-Then charts that list various deficits that may be determined through literacy assessments and how to remediate these issues or (2) brochures or videos that explain to parents the benefits of reading aloud and explicate how to do so effectively. Candidates provide a final synthesis of this knowledge by completing a summative paper describing how they will implement an early literacy program.
In EDTE447 Methods for Social Studies and Character Education, professors model content-specific strategies for connecting content to relevant issues. These include Socratic seminars, strategies for teaching and exploring values, strategies from Dimensions of Learning (Dimensions 3 & 4), use of primary documents in teaching, problem solving and decision making approaches, and case studies. Teacher candidates then integrate strategies of their choice into their unit plan project.
In EDTE487/488 Student Teaching Seminar and Student Teaching, the Capstone Project, which is a unit of study in candidates’ content areas, is used for instruction in candidates’ student teaching. This project helps track student progress and develop formative and summative assessments in order to modify instruction when needed. The summative rubric measures the students’ abilities to handle real world issues in the classroom.
Plan for Continuous Improvement
Faculty in the EPI will evaluate assignment guidelines of various methods courses to determine which would best accommodate real world lesson expectations and will require candidates in such course(s) to develop lessons related to real world problems, connecting their content knowledge to global and local issues.
Continuous improvement will be evidenced by the selection of specific courses, revised assignment guidelines, and creation or revision of assessment rubrics.
B. Exposure to and Demonstration of General Pedagogical Knowledge and Skills
Prompt 4:
Identify and describe how your EPI has aligned practices with the National Education Technology Standards for Teachers (NETS-T). Specifically, provide examples of how your EPI utilizes the NETS-T to prepare candidates to utilize technology to impact student learning. In the narrative identify and describe the key assessment(s) used to explain the assertions regarding how candidates are able to utilize technology to enhance student learning. Additionally, identify one of the NETS-T standards in which you are working toward continuous improvement. Please indicate how over the next year your EPI will work to meet this goal and identify indicators/benchmarks for what meeting these goals will look like one year from now.
Description of the EPI
Candidates are prepared to utilize technology to impact student learning throughout the program. Instruction is delivered and modeled using technology tools such as document cameras, whiteboards, electronic whiteboards, clickers and iPads. All candidates utilize LiveText, a web-based resource. The program’s lesson plan template provides a space for candidates to indicate how they will integrate technology to enhance learning. Additional usage is as follows:
In EDTE408 Principles of Teaching and Learning and EDTE 480 First Days of School Experience, the use of LiveText to create an educational portfolio requires the use of digital media for demonstrating learning and reflection (see rubrics).
EDTE418 Methods of Teaching Beginning Reading: Students create a multidisciplinary unit plan of six lessons. Four of the required six lessons (see template) must integrate the use of technology.
EDTE447 Social Studies Methods: Candidates develop a PowerPoint of historical quotes to use in instruction and teaching, find and evaluate an online lesson plan through our local RESA website, and create four technology-integrated lesson plans which are taught to their peers. Candidates prepare a unit plan which includes specific plans for integrating appropriate technologies into the teaching and learning process.
Assignments for the course EDTE476 Methods for Integrating Instructional Technology are aligned to the Michigan Technology Standards, which are also aligned to NETS. EDTE476 is designed to introduce students to concepts, practices, and issues connected with using technology in the K-12 curriculum. Students are introduced to basic competences such as Internet usage, correct terminology, privacy and safety, and plans for instruction. Reading reports, lesson plans, and website creation are specific assignments where candidates are required to demonstrate competency and plan for student learning. The final test rubric provides documentation of competency. With the adoption of NETS-T by the state, assignments are being realigned.
In EDTE 480 First Days of School Experience, candidates complete a digital portfolio in LiveText and present portions in a whole class setting. The Communications and Technology conceptual framework element is one of the assigned sections to not only complete but highlight in the presentation to the group.
Plan for Continuous Improvement
Faculty in the EPI will develop a department-wide rubric (5-point scale) for assessing all lesson planning used for candidates’ methods courses teaching activities in order for candidates to better design learning experiences in which technology positively impacts student learning through the use of practices aligned with NETS-T. Likewise, the EPI will better ensure candidate growth in the ability to use technology to facilitate technology-rich learning experiences for K-12 students by the use of the rubric. In 2014 the EPI will pilot the use of the rubric in the first methods-based course, EDTE408 (target average score of 3), emphasizing NETS-T Standard 3, modelling digital age work and learning in planning and teaching lessons.
Prompt 5:
Identify and describe how all candidates are prepared to address the learning needs of diverse learners. For this prompt, “diverse learners” are defined as English Language Learners, students with varying learning abilities, and students from underrepresented populations. Additionally, the narrative should include clear descriptions of the key assessment(s) used to explain how the EPI is able to ensure their candidates are able to address the learning needs of diverse learners. Finally, provide a summary/plan for continuous improvement for this area. This plan must include a one year analysis of how your programs will improve in this area and data indicators/benchmarks that indicate continuous improvement one year from now. This prompt is based on the following MI-InTASC: 1g, 2a, 2b, 2c, 2i, 3l, 3i, 4f, 4i, 4k, 5h, 6u, 7i, 7m, 8m, 9e, and 9m.
Description of the EPI
The EPI prepares teacher candidates to teach under-represented and other diverse learners to create high-quality learning experiences in ways that include but are not limited to the following experiences in methods classes and student teaching. Key assessments occur throughout candidates’ classes and student teaching. Following are course samplings which include but are not limited to the following experiences:
EDTE 228 Strategies for Educating Exceptional Students and Diverse Learners: Candidates undertake a comprehensive survey of the psychological and educational needs of exceptional children, reviewing each disability covered by the Individuals with Disabilities Education Improvement Act, and students considered diverse due to their cultures, linguistic, or ethnic background. (ELL) Course emphasis is placed on candidates’ understanding of teaching strategies which meet such educational needs and their use in inclusive settings. Special emphasis is given to how certain populations are under-represented or over-represented in various disability categories. Candidates are required to complete 20 hours of field observation of exceptional and diverse learners in various settings, after which they submit a final reflection/analysis paper (see rubric). Candidates must provide a critical analysis of the observations, reflecting on what they gained and how they will adapt their teaching to meet the needs of diverse learners.
EDTE418 Methods of Teaching Beginning Reading: Candidates research, plan, and report on how they will facilitate the literacy learning of English language learners by partnering with non-English speaking parents via newsletters that enable parents to effectively utilize closed-captioning to help their children learn English, to listen to their children read, and to read aloud. Candidates provide a final synthesis of this knowledge by completing a synthesis paper describing how they will implement an early literacy program.
EDTE447 Social Studies and Character Development Methods: Teacher candidates create four lesson plans, each targeting a different type of diverse learner. These are incorporated into the course’s culminating project, a unit plan that includes meeting the needs of diverse learners.
EDTE487/488 Student Teaching Seminar and Student Teaching: Candidates develop a capstone unit with 15 lessons, including pre and post assessments. A three-page reflection will culminate the unit, including the content targeted, what the candidate learned, how he or she assisted diverse students, and what he or she would do differently next time.
For all micro teaching and field teaching experiences, the lesson plan format that the EPI expects from teacher candidates requires complete instructional provisions for the diverse learners they will have in class.
Plan for Continuous Improvement
Faculty in the EPI will develop a department-wide rubric (5-point scale) for assessing all lesson planning used for candidates’ methods courses teaching activities in order for candidates to better design learning experiences to address the learning needs of diverse learners. In 2014 the EPI will pilot the use of the rubric in the first methods-based course, EDTE408 (target average score of 3).
Prompt 6:
Identify and describe how candidates are prepared to create learning environments that support individual and collaborative learning, positive social interaction, and active engagement for their students. Additionally, identify and describe the key assessment(s) used to explain how the EPI is able to ensure candidates are able to meet the assertions made in the narrative. Finally, provide a summary/plan for continuous improvement for this area. This plan must include a one-year analysis of how your programs will improve in this area and data indicators/benchmarks that indicate continuous improvement one year from now. This prompt is based on the following MI-InTASC: 3d, 3k, 3c, 3o, 3p, 8d, and 8c.
Description of the EPI
The EPI prepares teacher candidates to utilize content knowledge to create individual, collaborative, and socially engaging learning experiences that include but are not limited to the following experiences. Key assessments occur throughout candidates’ methods classes and culminate in student teaching experience and capstone project. Following are course samplings:
COMM450 Communication in the Classroom: All candidates experience a student-centered classroom environment focused on interaction with classroom students rather than a teacher-based model. Such experiences include applying techniques for increasing student participation in the learning process through observation and listening skills, demonstrating effective group interaction, etc.
EDTE444/484 Elementary Methods: Reading and Language Arts and Teaching Developmental Reading: Teacher candidates teach weekly lessons to small groups of students. For the first lesson, candidates plan team-building activities for student bonding for future collaborative work. In subsequent lessons, candidates facilitate peer collaboration among students, thus aiding candidates’ understanding of benefits from teaching students using zone of proximal development. The lesson planning format includes a focus on enhancing active engagement of students to the lesson’s key concepts (for example, see “See Say Do” rubric). The lesson construction phase follows the gradual release of responsibility model. Candidates first model then facilitate small group and individual practice.
EDTE447 Elementary Social Studies and Character Education Methods: Candidates build on previous learnings related to the effective design of individual and collaborative learning experiences by learning how to teach social interaction skills to students, adding additional collaborative learning approaches (such as Ranking, Either/Or, Concept Formation) and exploring approaches to promoting active learning in social studies and character education (such as Simulations, Socratic Seminars, and strategies from Dimensions of Learning, Dimensions 3 & 4). These learnings contribute to candidates’ creation of a three-week unit plan which incorporates all stated components.
EDTE487/488 Student Teaching Seminar and Student Teaching: Candidates develop a Capstone unit plan for a single subject area that includes objectives and activities for individual and collaborative learning by using various teaching strategies such as direct instruction and cooperative learning that validates the uniqueness and strengths of all students while adapting lessons and assessment to student needs. This unit is assessed with a summative rubric.
Plan for Continuous Improvement
In EDTE480 candidates develop a classroom management plan. The EPI will review current assignment guidelines and the assessment rubric to include aspects of active engagement. We will collect rubric data in August 2014 and use this as a baseline for measuring candidates’ ability to create positive and actively engaging learning environments.
The EPI will aggregate our assessment data annually and discuss their implications for teacher candidate learning. Any needed adjustments to the program and courses will be made based on discussion of analyses of these aggregated data. To support the timely aggregation of data, the department plans to shift the responsibilities of a half-time administrative assistant to focus on assessment and accreditation responsibilities.
Prompt 7:
Identify and describe how all candidates are prepared to assess student learning and use data to diagnose student needs (e.g. understanding of literacy as it relates to the content) and plan for/differentiate instruction. Additionally, identify and describe the key assessment(s) used to explain how the EPI is able to ensure their candidates are able to assess student learning, utilize data and diagnose student needs, and plan learning activities and differentiate instruction utilizing student data. Finally, provide a summary/plan for continuous improvement for this area. This plan must include a one year analysis of how your programs will improve in this area and data indicators/benchmarks that indicate continuous improvement one year from now. This prompt is based on the following MI-InTASC: 2d, 5c, 5k, 6g, 6l, 7l, 7q, 8b, 8g, 8o, 9k, and 10a.
Description of the EPI
The EPI prepares candidates to utilize their content knowledge to assess student learning and use data to diagnose student needs in ways that include but are not limited to the following experiences in methods classes and student teaching. Key assessments occur throughout candidates’ methods classes and in the student teaching experience. Examples of such include but are not limited to the following course experiences:
In EDTE420 Literacy Strategies Interventions, elementary candidates are required to submit an impact of learning paper, an analysis of their students’ reading skills after assessing and teaching nine lessons using strategies that focus on improving literacy. Within this document, candidates must define their students’ reading weaknesses based on data taken from initial literacy assessments in four specific components: word recognition, fluency, comprehension, and writing. Candidates state what assessments they used and resulting scores. Using their original assessments, candidates re-assess their students, compare initial and final results, and summarize their findings, discussing improvements or changes in their students’ reading skills within the four components. Candidates submit four recommendations for their students’ continued improvement in literacy skills. This document is evaluated in LiveText (see rubric).
In EDTE424 Classroom Testing and Evaluation, candidates learn about and demonstrate interpreting standardized tests. They learn the difference between formative, diagnostic and summative tests and when the use of each is appropriate. They also learn how to evaluate performance-based tests. The final project integrates all they have learned into a cohesive whole that is evaluated in LiveText (see rubric).
In EDTE444/EDTE484 Elementary Methods: Reading and Language Arts and Teaching Developmental Reading as well as in EDTE418 Methods of Teaching Beginning Reading, candidates learn the purpose of utilizing various literacy assessments. Formative and summative assessments are modelled and candidates practice administering assessments with classmates until they demonstrate competency in conducting the assessment. In their field experience, candidates administer the assessments to students and plan lessons based on the assessment results, such as choosing fluency passages for repeated reading. Candidates compare their results with assessments conducted by the classroom teacher and the school reading specialist and critically assess any divergent findings.
In EDTE487/488 Student Teaching Seminar and Student Teaching, candidates develop a capstone unit plan including objectives for the unit, a pre-test to establish a base for prior knowledge and a parallel post-test to document learning. A series of 15 lesson plans is developed and taught. Formative and summative (informal and formal) assessments are also developed. The candidate assesses student learning, plans activities for differentiated learning and reflects on outcomes. This capstone project is assessed using a summative rubric.
Plan for Continuous Improvement
Faculty in the EPI will establish baseline data from spring and fall of the 2013 Capstone Project evaluations in regards to the candidates’ ability to assess and modify instruction to differentiate learning in their respective content areas.
Goal #2: Ensure that the EPI has the capacity to prepare teachers effectively and demonstrate continuous improvement related to MDE specific priorities.
Prompt 8:
Identify and describe how you support and appropriately advise all candidates in the program. Additionally, in the narrative please provide a clear action plan outlining implementation strategies to recruit, support, advise, and retain a diverse candidate population utilizing your definition of diversity AND the MDE identified target populations (i.e. racially under-represented groups and socio-economically disadvantaged groups). As indicated above, you will need to develop a definition for what your EPI utilizes for diverse learners if it differs from the state. If you are providing an additional definition, please explain how this definition relates to regional or institutional diversity or needs of the region. Finally, provide a summary/plan for continuous improvement for this area. This plan must include current data regarding diverse students in the program and a one year analysis of how your programs will improve in this area and data indicators/benchmarks that indicate continuous improvement one year from now.
Description of the EPI
The EPI provides high levels of support to all candidates in the program, providing one-on-one advisement, small student-to-teacher ratios, frequent supervisory visits and weekly seminars during practicum experiences.
“In matters of recruitment, admissions, and evaluation of candidate performance, the [EPI] does not discriminate against any candidate on the grounds of race, color, creed, national or ethnic origin, gender, marital status, or physical challenge” (see College of Education & International Services Policy Manual, 007.8).
The EPI is housed in the 4th most diverse university campus in America. This diversity draws from under-represented groups as well as international students from developed and underdeveloped countries. As identified by U.S. News and World Report, Andrews University is one of the most diverse schools in the U.S., ranked 4th in the nation for racial diversity and the 9th highest for percentage of international students (compared to other national universities, according to U.S. News & World Report, 2013). Our student body attendance is drawn from 98 countries and is thus highly multicultural.
The EPI recruits diverse individuals through university-wide general recruitment efforts.
The EPI does some of our recruitment internally. We send letters to any Andrews students who have majors that could have certification added, encouraging them to consider teaching certification. We also contact all students who have applied to Andrews University as undecided and ask them to consider teaching as a career.
The EPI participates in a Majors Fair during freshman orientation, an Amazing Race to introduce high school juniors to University programs, an open house for local high school students, etc.
In the EPI all teacher candidates are advised both within the department and within their content majors. Our certification registrar creates 4-year course completion plans of study for each student and updates check sheets on a regular basis to make certain students are progressing appropriately in their courses of study.
Epsilon Lambda Theta Education Club: The purpose of the club is to bring together future educators to share ideas, knowledge and passion for a common interest. The education club advertises events for future candidates such as the ice cream social and the strawberry social. During the strawberry social, current student teachers share their experiences with upcoming candidates. The club participates in the annual alumni parade and also offers presentations on various education subject areas (such as the Learning Carpet) to individuals in the field of education as well as the community.
Plan for Continuous Improvement
We will continue doing what we have been doing, as it is working to get a diverse student body. Current recruiting brings in local students, including those from Benton Harbor. To ensure we will continue to meet ESAR expectations, we will annually review data in faculty meetings in regards to diversity.
Prompt 9:
Provide evidence demonstrating that clinical experiences are authentically woven throughout the program as a way to connect practice, theory, and content. Additionally, in the narrative provide evidence (i.e. data, artifacts) demonstrating the use of a tiered or step oriented approach, in which placements are deliberate and field experiences are purposeful, emphasize guided reflection, and are aligned with the goals and core teaching practices of the program. Please describe utilizing supporting evidence (i.e. data, artifacts) that shows how candidates are supported during field experiences (i.e. high quality supervision). In addition, please describe how candidates’ practices and knowledge are assessed at specific points within the continuum, in order to evaluate/make decisions about their readiness to advance throughout the program. Finally, provide a summary/plan for continuous improvement for this area. This plan must include a one year analysis of how your programs will improve in this area and data indicators/benchmarks that indicate continuous improvement one year from now.
Description of the EPI
The EPI provides teacher candidates clinical experiences throughout their program. In these experiences candidates observe and connect essential content experiences to appropriate pedagogical theories and practices. Key assessments occur throughout candidates’ classes and culminate in the student teaching experience and capstone project. (See sample extract from Field Experience Database—Spring 2013 for 3 courses.)
The EPI incorporates a tiered model in which enrollment of the first foundational courses is required. The first tier courses are required prior to acceptance into the program in this sequence: EDTE165 Philosophical and Social Foundations of Education; EDTE228 Diverse and Exceptional Learners/GDPC525 Education and Psychology of Exceptional Learners; GDPC302 Educational Psychology/GDPC 514 Psychology of Learning; and EDTE408 Principles of Teaching and Learning. The second tier courses are the required methods courses. The third tier includes EDTE480 First Days of School Experience, and EDTE487/488 Student Teaching Seminar and Student Teaching. (See academic bulletin.)
Prior to Gateway One, field experiences are observatory in nature. After Gateway One is met, candidates begin to work with individual students and small-groups, and after Gateway Two, candidates’ field experiences may include teaching individuals, small groups, and whole classes. (See gateways in the program curriculum map.)
For the vast majority of methods courses, candidates participate in teaching in elementary and secondary classrooms. For example, in EDTE418 Methods for Teaching Beginning Reading, candidates observe in various elementary classrooms during reading and writing lessons. After the observations are complete, candidates reflect on observed practices which they would want to implement in their own classrooms. Students also interview an experienced K-5 literacy teacher about their literacy program. Using knowledge gained from their observations and interview, they create an implementation plan. Additionally, candidates create literacy mini-lessons (see rubric) which they teach in weekly K-5 settings. After each lesson, candidates reflect on their teaching experiences, the strengths and weaknesses of their teaching, the insights they gained, and how they will modify their future instruction based on that experience. Candidates complete an assessment profile on elementary students in their groups, based on baseline, formative, and summative assessments. In EDTE444/484 Elementary Methods: Reading and Language Arts and Teaching Developmental Reading, candidates teach 10 literacy lessons in a small group setting. After teaching lessons, candidates reflect on their experiences, portraying not only concepts gained but convictions acquired from the teaching experience, including which methods are effective or ineffective, etc. Candidates are supported in their field experiences through a process and mastery teaching approach in the creation and execution of lesson plans. During field experiences, university professors and classroom teachers supervise and offer assistance if necessary.
Plan for Continuous Improvement
For elementary education candidates, the EPI will create an intentional plan that provides variety of grade level placements for field experiences.
For secondary education candidates, the EPI will create an intentional plan for them to have field experiences in both the subject area majors and minors.
We will conduct a yearly data analysis of our database of field experiences to confirm that students are receiving intentionally planned field experiences.
Prompt 10:
Identify and describe how your EPI utilizes the state approved evaluation system in the preparation of candidates. Please provide evidence of the use of the evaluation system and how candidates are made aware of how they will be assessed once they become teachers. This prompt does not need to be answered for Fall 2013.
Prompt 11:
Demonstrate how the EPI is addressing the preparation of candidates in the shortage areas. In the narrative, please discuss how you are using the state definition of shortage area, or both the state definition and a broadened definition, based on local or regional needs. If you have expanded the shortage area definition, please provide an explanation regarding how you determine shortage area and data that supports your definition of shortage area. Also, please discuss how you are advising and informing candidates regarding the current employment opportunities in their related areas of study (Elementary Education, Special Education, Secondary English, etc.). Finally, provide a summary/plan for continuous improvement for this area. The plan includes a one year analysis of how the EPI’s program(s) will continuously improve in preparing candidates to meet shortage area needs, and data indicators/benchmarks that indicate continuous improvement one year from now.
Description of the EPI
The EPI has expanded the definition of High Need Areas to include math, science, world languages, ESL and Seventh-day Adventist multiage/multigrade preparation. The addition to the state’s definition is included because the mission of Andrews University is to prepare workers for the Seventh-day Adventist Church. Notwithstanding, candidates are encouraged to consider high needs areas through advising with the certification clerk and planned program coordinator. The EPI chair e-mails students who have undergraduate majors that could have secondary education certification added to them.
In private church-related programs like ours, student enrollment is not comparable to what would be found in a state-sponsored EPI. Thus enrollments in some high needs programs are limited despite the recruiting we undertake to increase them. However, every year we have more than met the state’s goal for preparing students in high need areas.
The EPI does some of our high needs recruitment internally. We send letters to any Andrews students who have majors which could have certification added, encouraging them to consider teaching certification. We also contact all students who have applied to Andrews University as undecided and ask them to consider teaching as a career.
In EDTE165/630 Philosophical and Social Foundations of Education, prospective candidates research and identify shortage areas for an assignment titled “Hot Topics” in Education, and as a lesson topic. Students in this course are from a wide range of content areas; some are undeclared, and others are undecided.
In EDTE480 First Days of School Experience, candidates complete a directory of information about themselves, their degrees, interests and strengths. This directory is distributed to both parochial and public schools in the local districts to facilitate candidates’ potential employment.
Plan for Continuous Improvement
In EDTE165, EDTE228, and EDTE408, faculty discuss high need areas and encourage candidates to consider seeking certification in those areas. Second, the EPI will post such needs on its Facebook page. Further, the EPI will star the high need areas on the information sheets currently distributed to visiting or prospective students. Finally, to ensure that we will continue to meet ESAR high need area expectations, we will annually review in faculty meetings program enrollment data.
Goal #3: Graduates meet standards for effectiveness.
Prompt 12:
Identify and describe the process the EPI uses to ensure that candidates, as certified teachers, are effective in their PK-12 assignments. Provide a narrative explaining how the EPI analyzes, interprets, and uses the effectiveness data for program improvement. Finally, describe the EPI’s continuous improvement efforts related to this area. The plan must include data indicators/benchmarks that indicate continuous improvement in this area one year from now.
Description of the EPI
The EPI conducts follow-up surveys (alumni and employer) of graduates and their teaching effectiveness.
Employers of TLC graduates rate those graduates very high in six areas, including the ability to create a positive learning environment, the ability to plan and implement programs to enhance their students’ learning, the ability to assess and analyze student learning, the ability to use data from assessments to improve student outcomes, the ability to effectively relate with students of various diversities, and finally, the ability to believe that all students can learn (see data summary).
Many of our candidates are hired in private and out-of-state schools and are not logged in the state database. Thus, given the limited number of the EPI’s students in the state’s database, we do not have an adequate means to track them.
One indirect indicator of EPI candidates’ skills is noted in a recently released documentary by PBS (The Blueprint) on Seventh-day Adventist education which reports the Cognitive Genesis data regarding students’ academic achievement in the system. In all areas it is above the national norm. (First screening of The Blueprint by EPI faculty was on November 5, 2013.)
In EDTE488 Student Teaching, candidates have face-to-face exit interviews (elementary and secondary) with a faculty/supervisor. Responses are compiled and reviewed, and modifications are made when and where needed. In addition, students’ current contact information is requested in order keep track of their locations.
Plan for Continuous Improvement
The EPI will undertake the following:
- Conduct a review of employment survey data from graduates of the previous three years.
- Create a way to track our students after graduation (for at least three years).
- Identify appropriateness of collecting performance data from our candidates’ students.
Prompt 13:
Identify and describe how the EPI collects teacher employment/placement data for recent graduates, through the first three years of teaching, for in- or out-of-state teaching assignments. In addition, please describe how the EPI analyzes, reviews and shares this data to make programmatic changes. Please describe any variance between your internal placement rates of candidates (internal rates might include employment outside of education or permanent substitute placements) versus the MDE provided data of placement rates of candidates. Finally, provide a summary/plan for continuous improvement in this area. The plan must include data indicators/benchmarks that indicate continuous improvement in this area one year from now.
Description of the EPI
The EPI systematically collects data on candidates’ initial years of teaching and reviews the findings relative to program planning.
The demand for graduates of the Andrews University EPI is high nationwide and internationally, with high absorption rates of the graduates from this program to different areas. Exit numbers each year average between 22-27 students. Due to good reputation in the State of Michigan as well as other areas and an excellent track record of placement of the graduates, the enrollment numbers have remained steady. Surveys of employers who hire program graduates indicate a high level of competence in TLC graduates, which contributes to their ability to find employment (see data summary).
Many of our candidates are hired in private and out-of-state schools and are not logged in the state database. Thus, there is a discrepant variance between the number of reported graduates and the limited number of the EPI’s students in the state’s database.
A number of our hired graduates e-mail us to share their new opportunities or positions. During exit interviews (elementary and secondary) at the end of EDTE488 Student Teaching, we ask for current contact information which we may need to track more regularly.
Currently the majority of information we have regarding candidates’ success in schools during their first three years is anecdotal.
Plan for Continuous Improvement:
The EPI will undertake the following:
- Utilize email/telephone to track candidates and follow up on their placements. We are working on hiring a half-time administrative assistant position to be assigned this task. This information may be provided voluntarily by candidates or may be sourced from the Alumni Office.
- Separate secondary and elementary candidates in our data-collection procedures. This will require a systematic plan for consistently inputting data and a specific individual—one who would be familiar with our programs and the candidates. This will be something that could be coordinated by a half-time administrative assistant.
