Education Performance Assessment System

Communities of Practice Investigating Learning and Teaching

- Adopted April 28, 2004

 

Criterion 1: The Education Performance Assessment System (EPAS) is designed and implemented with involvement from the professional community.

 

The Education Performance Assessment Advisory Committee (EPAAC) is a group made up of professionals who are knowledgeable of assessment systems and the SMSU teacher education programs. Members are representative of the following groups: faculty in the Education Department, faculty in the Department of Educator Development and Leadership, faculty from the Arts and Sciences, and educators in P-12 cooperating schools/programs. The initial meeting of EPAAC was held August 7, 2003. In addition to EPAAC, other advisory groups give input that affects the assessment of candidate performance. These include: the Teacher Education Advisory Committee, the Field Experience Advisory Committee, the Technology Advisory Committee, and the Graduate Education Advisory Committee. Minutes and reports from these advisory committees are available on the SMSU Education Department Web pages (http://smsu.edu/education/advisory_committees.html). This data is used by the Education Department in making decisions and planning actions in relation to candidate performance and the assessment system.

 

 

Criterion 2: EPAS incorporates candidate proficiencies of the professional standards of the University (Communities of Practice Investigating Learning and Teaching), state (Minnesota Standards of Effective Practice), and nation (Interstate New Teacher Assessment and Support Consortium and the National Council for Accreditation of Teacher Education). The System assures that:

 

  • Assessments are appropriate for the standards they are meant to address
  • Instruments assess meaningful and authentic elements at challenging levels related to the knowledge, skills, and dispositions in content and pedagogy
  • Instruments assess the impact candidates have on the learning of P-12 students
  • Assessments are systematically evaluated to ensure fairness, accuracy/validity, consistency/reliability, and objectivity
  • Multiple assessments are used to reach meaningful decisions about candidate performance (strengths, needs, and development) at multiple decision points

 

The EPAS integrates the assessment standards of the National Council for Accreditation of Teacher Education (2002, NCATE). The primary standard is that an assessment system "collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs."

 

All teacher education licensure programs at SMSU were redesigned to meet the new Minnesota Board of Teaching standards. The approval process included aligning courses and field experiences to the Minnesota Standards of Effective Practice. All programs had been approved by fall 2001.

 

The SMSU Education Department has a syllabus template that includes alignment of standards that are addressed and assessed in specific courses. The undergraduate teacher candidate portfolio, Pre-Student Teaching, and Student Teaching assessments are organized by the ten Minnesota Standards of Effective Practice (SEP), which are based on the national standards of the Interstate New Teacher Assessment and Support Consortium (INTASC). The standards identified on the Student Teaching Final Assessment are amalgamated from the 120 subparts of the ten SEP. The standards of the conceptual framework (CF), Communities of Practice Investigating Learning and Teaching, are aligned to the standards on the Student Teaching Assessment. A matrix aligning all subparts of the SEP and the standards of the CF is drafted and being reviewed.

 

The nonlicensure Master of Science in Education program focuses on the National Board of Professional Teaching Standards (NBPS). The licensure Master of Science in Special Education program applies the Minnesota Standards of Effective Practice. The conceptual framework standards are integrated into both graduate programs.

 

The CF Communities of Practice Investigating Learning and Teaching links learning and teaching, theory and practice, coursework and field experiences. Assessment forms for all field experiences are being reviewed and revised to take a more specific developmental approach, to systematically align the professional standards and assessments to the field experiences, and to develop assessments that more directly support sequenced course content. Multiple assessment measures from courses and field experiences are identified in the checkpoints identified in Criterion 3.

 

A Candidate Growth Plan was developed and adopted during spring 2003. The process for using the plan is under review. Initially it is being used as faculty members identify proficiencies of candidates that need development. Advisors work with individuals who have a growth plan. The Dispositions for Teachers Inventory is a part of Checkpoint One for undergraduate teacher candidates. Candidates self-assess their professional dispositions and sign a contract of agreement related to professional development.

 

Teacher dispositions related to the ten SEP were drafted during the 2002-2003 academic year, were approved April 16, 2003, and were refined and adopted August 19, 2003. Work is beginning to develop objective, fair, valid, and reliable means of assessing dispositions of candidates.

 

The commercial LiveText internet technology tool was adopted in spring 2003, for implementation fall 2003 with SMSU education foundation courses. The tool includes an electronic portfolio tied to professional standards (national, state, and local). Templates for a working portfolio and a presentation portfolio are drafted. Assignments from the foundation courses that will be assessed with the electronic portfolio have been identified and aligned to standards. Rubrics for these assignments are being developed to pilot test and review for objectivity, fairness, validity and reliability. LiveText is also implemented in the graduate programs.

 

EPAAC Proposal: In order to document candidate impact on learning of P-12 students, the Education Performance Assessment Advisory Committee suggests that candidates take part in reflective analysis of demonstrated learning growth of students on specific learning goals during lessons and instructional units taught by the candidates during the SMSU field experiences.

 

(Need to plan when, where, and how often to document candidate impact on learning of P-12 students)

 

Whole Class Methodology:

Candidates will

  • Plan lesson/unit to teach specific learning goals and objectives.
  • Write a paragraph describing the demographics of the classroom.
  • Design an assessment plan with pre-assessment and post-assessment analysis (Assessment can be of varied forms: objective tests (fill-in-the-blank, short answer, multiple choice, true-false, and matching-style); subjective tests (essays); and student attitudinal surveys toward the candidate's instruction.
  • Administer pre-assessment.
  • Administer post-assessment.
  • Collect and organize data with a graphic display of pre-and-post data of learning gains.
  • Write an interpretive analysis on the relationships of teaching to learning and effectiveness of teaching based upon the analysis of growth.
  • Document growth in LiveText Portfolio.

 

Work-Sample Methodology (Could be action research project for all levels):

Candidates will

  • Plan lesson/unit to teach specific learning goals and objectives.
  • Select students (3 at varied levels of ability) to collect work from throughout the unit. Write a paragraph describing the students and the demographics of the class.
  • Design an assessment plan with pre-assessment and post-assessment analysis (Assessment can be of varied forms: objective tests (fill-in-the-blank, short answer, multiple choice, true-false, and matching-style); subjective tests (essays); and student attitudinal surveys toward the candidate's instruction.
  • Administer pre-assessment.
  • Implement instruction.
  • Administer post-assessment.
  • Collect and evaluate work samples from selected students throughout the unit.
  • Analyze growth of each student.
  • Write an interpretive analysis on the relationships of teaching to learning and effectiveness of teaching based upon the analysis of growth.
  • Document growth in LiveText Portfolio.

 

Revised from Western Oregon University College of Education at

http://www.wou.edu/education/worksample/twsm/index.htm

 

 

Criterion 3: (Undergraduate Programs) EPAS data from internal and external sources show program quality, internal governance, and candidate performance, including the first years of practice. Records of formal candidate complaints and documentation of their resolution are maintained. Data are regularly and systematically collected, compiled, summarized, analyzed, and reported publicly for the purpose of improving candidate performance, program quality, and internal governance. Information technology is tested and used to strengthen the assessment system.

 

SMSU offers teacher education in the following licensure programs:

 

Early Childhood (Birth-grade 3)

 

Elementary (K-grade 6) with specialties

Preprimary

5-8 Communication Arts/Literature

5-8 Mathematics

5-8 Science

5-8 Social Science

K-8 World Languages & Cultures: Spanish

 

5-8 General Science

 

5-12 Communication Arts/Literature

5-12 Health

5-12 Mathematics

5-12 Social Science

 

9-12 Biology

9-12 Chemistry

 

K-12 Developmental Adaptive Physical Education

K-12 Music

K-12 Physical Education

K-12 Visual Arts

K-12 World Languages & Cultures: Spanish

 

 

The Due Process Policy for teacher candidates, found in the Field Experience Handbook, describes a process to resolve issues, complaints, and/or concerns. The Handbook is available online, on disk, and in hardcopy. When issues related to field experiences arise, candidates complete a form describing the issue. The issue is then brought to the Field Experiences Issues Committee for resolution.

 

Candidates identified with areas of concern are given feedback through the Candidate Growth Plan and conference with advisors. Areas of concern relate to knowledge, skills, and dispositions specific to the professional standards. Candidates and advisors have responsibilities to assure progress. The process may be initiated by education, arts, and sciences faculty and classroom supervisors as well as by candidates themselves. This may occur at pre-admission and/or various checkpoints throughout the program.

 

The electronic portfolio of LiveText supports the implementation of technology to showcase candidate performance in meeting the standards of the profession. It also allows aggregation of data for program review.

 

A survey of graduates and/or employers assessing success of graduates is being developed. A goal is to conduct the survey spring 2004.

 

See Appendix A for Undergraduate Checkpoints.

 

 

Criterion 4: (Graduate Programs) EPAS data from internal and external sources show program quality, internal governance, and candidate performance. Records of formal candidate complaints and documentation of their resolution are maintained. Data are regularly and systematically collected, compiled, summarized, analyzed, and reported publicly for the purpose of improving candidate performance, program quality, and internal governance. Information technology is tested and used to strengthen the assessment system.

 

SMSU offers teacher education in the following graduate programs:

 

Master of Science in Special Education (licensure)

Developmental Disabilities (K-12)

Early Childhood (Birth to 6 years)

Emotional/Behavioral Disorders (K-12)

Learning Disabilities (K-12)

 

Master of Science in Education (nonlicensure)

 

Criterion 5: The EPAS data are systematically analyzed and used to make effective program changes. The Teacher Education Unit studies the effects of any changes to assure that the program is indeed strengthened. Candidates and faculty review data on their performance regularly and write professional development plans.

 

The Education Department intends to use LiveText data to analyze quality of programs to make effective changes. It is recommended that the Department meet two times per academic year to review multiple forms of data for assessing quality of courses, field experiences, and candidate performance. Each fall one or two changes could be the focus for that year. Collaboration with other University support services (Alumni Office, Career Services, Office of Cultural Diversity, etc.) is essential.

 

Faculty Professional Development Plans shall include a process for student assessment (Master Agreement Between the Minnesota State Colleges and Universities Board of Trustees and the Inter Faculty Organization 2001-2003, p. 86). Appendix G of the Master Agreement provides guidelines for faculty evaluation. Faculty are encouraged to include student assessments as evidence of ability to teach effectively (Criterion 1 of the Professional Development Plan). Evidence may also include, but is not limited to: peer reviews, quality of syllabi, nature and quality of assignments, practices and quality for assessing student progress, time lines of evaluation of student performance, pedagogical approaches, attention to student advisement, nature and frequency of course development and timeliness of revision, and timeliness of work assignments. Faculty are encouraged to examine the evidence collected and to make changes based on the evidence (reflect and take action).

 

Since the Education Department is in the process of developing performance assessment of candidate impact on the learning of P-12 students using LiveText, faculty are encouraged to reflect in their Professional Development Report about how their teaching has impacted that learning as well. Education faculty can apply the Teacher Work-Sample methodology to their own teaching practices.

 

References:

 

Elliott, E.J. (2003). Assessing education candidate performance: A look at changing

practices. Washington, DC: National Council for Accreditation of Teacher

Education.

 

Wigle, S. (2002, June). Indiana University Northwest School of Education Unit

Assessment System. Gary, IN.

 

National Council for Accreditation of Teacher Education. (2002). Professional standards

for the accreditation of schools, colleges, and departments of education.

Appendix A: Undergraduate Teacher Education Checkpoints

 

CHECKPOINT ONE: Admission to Teacher Education

 

  • Admission to SMSU
  • Completed 45 semester credits prior to applying and show evidence that a minimum of 60 semester credits will be completed by end of semester in which application is made
  • Cumulative 2.8 G.P.A. maintained (See catalog for specific department

guidelines)

  • Completed ENG 102, ENG 103 and SPCH 110 (or equivalents) with a minimum grade of "B-"
  • Biographical data
  • Written essay
  • Writing sample done in person
  • Application for Admission to Teacher Education
  • Introduction to Education Candidate Evaluations or equivalent materials
  • Dispositions for Teachers Inventory and Contract
  • Evidence of liability coverage
  • PPST Results (demonstration of having taken all three tests)
  • Satisfactory completion all EDFN courses (Grade C or better)
  • Electronic Portfolio for Checkpoint One (EDFN courses; in progress)
  • Recommendations from academic advisor, recent faculty, or content area faculty
  • Interview

 

The foundation courses with LiveText electronic assignments identified below are a part of Checkpoint One

 

EDFN 102 Technology: Classroom Applications 1 Credit

PowerPoint Presentation showing Word, Excel, and Access created by candidate

EDFN 111 Human Relations and Lab 2 Credits

Topics Paper

EDFN 201 Introduction to Education and Lab 2 Credits

Philosophy Paper: "Why I Want to be a Teacher"

 

 

CHECKPOINT TWO: Admission to Student Teaching

 

  • Formal admission to the teacher education program (Completion of Checkpoint 1)
  • Senior standing
  • Student Teacher Application materials completed professionally
  • Required Course Completion
    • Evidence of 2.8 G.P.A
    • All X and I grades satisfactorily completed
    • Current DARS report for Student Teaching
    • Degree Check completed with Registrar's Office
    • Satisfactory completion of all required methods courses (Education Courses Grade C or better.) Any exceptions must be approved by the Education Department.
    • Satisfactory completion of the Human Relations courses for licensure
    • Satisfactory evaluation from Pre-Student Teaching Experience (or equivalent)
  • University Supervisor Reports
  • Recommendations from Classroom Supervisors
  • Verification of 15 hours experience with students or families from a culture different from one's own
  • Electronic Portfolio for Checkpoint Two (minimum one artifact for each of 10 SEP) assessed by Interview Team of University and classroom supervisors
  • Recommendation from Advisor (See checklist)

 

The Advisor has responsibility to review eligibility for student teaching prior to candidate submission of the application to the Education Department. The candidate has responsibility to meet with the Advisor to review eligibility at least two weeks prior to the due date of the application.

 

 

CHECKPOINT THREE: Completion of Student Teaching and Recommendation

for Initial Teaching License

 

Candidates need to submit in the portfolio:

Transcripts from all colleges and/or universities attended

Unique Resume and List of References

Philosophy of Education

Classroom Management Plan

Videotape requirement:

The videotape of the Student Teacher in action is reviewed by the Student Teacher, Classroom Supervisor, and the University Supervisor (not necessarily at the same time). (A simple form documenting this action and feedback given will be developed.)

 

  • Student Teaching Grade (Credit)
  • Positive Student Teaching Final Assessment
  • Portfolio Review (Binder and/or Electronic) and Exit Interview
  • Minimum 2.8 GPA and Transcript Review
  • Praxis I and II Tests Passed
  • Teacher Work Sample assessing impact on learning of P-12 students (under review; check with Campus Liaison Committee)
  • Action Research (Grade C or better) (under review)

 

CHECKPOINT FOUR: Program Graduates (At Graduation, 1st, 3rd, and 5th Years)

 

  • Alumni Survey (short perception survey with closed- and open-ended questions)
  • Employer Survey 
 

Appendix B: Graduate Teacher Education Checkpoints

 

CHECKPOINT ONE: Admission to Master of Science: Education and Master of Science: Special Education

 

  • Complete the application form with a $20.00 nonrefundable processing fee and submit to the Office of Admissions. Checks may be written to SMSU.

 

  • With the application form, include an academic vita and a one-page letter of application that indicates career goals. An academic vita outline is provided.

 

  • A Bachelor's Degree (B.S. or B.A.) from an accredited college or university.

 

  • A minimum GPA of 3.0 (on a 4.0 scale) for the last two years of undergraduate study (64 semester credits or 96 quarter credits).

 

  • Official transcript stating undergraduate degree is submitted with the application for admission to Southwest Minnesota State University. (Applicants wishing to transfer graduate credits to the program should provide one official copy of all post-secondary institutions where credit has been earned.)

 

  • Two letters of recommendation, with one being from a person who is qualified to discuss academic potential (an administrator or a university professor who has reviewed the applicant's work over an extended period of time).

 

  • A copy of the teaching license is required for the Special Education program.

 

  • SMSU reserves the right to review academic credentials and require certain prerequisite courses or competencies that may be necessary in the graduate program.

 

CHECK POINT TWO: Per Semester

 

  • Electronic portfolio artifacts/reflection completed for each course that reflect meeting the National Board of Professional Teaching Standards (Education) or the Standards of Effective Practice (Special Education)
  • Surveys: course and facilitator
  • Self-assessment, peer review by students, and faculty review

 

CHECK POINT THREE: Completion of Graduate Program

 

Master of Science: Education

  • Completion of 34 credits of course work with a minimum GPA of 3.0
  • Successful completion of portfolio review
  • Action research project completed and signed by committee members
  • Post Graduate Survey of Program Effectiveness by Institutional Research

 

Master of Science: Special Education

  • Completion of 33 credits of course work with a minimum GPA of 3.0
  • Successful completion of portfolio review
  • Action research project completed and signed by committee members
  • Post-Graduate Survey of Program Effectiveness by Institutional Research

 

CHECK POINT FOUR: Program Graduates (1 year after graduation)

 

  • Alumni survey

Last Modified: 3/22/17 3:52 PM