 |
MSU programs for initial teachers collect candidate performance data from multiple sources at different stages in candidates' progress through the program. The data collected are summarized at four transition points: (1) at program entry, (2) at entry to the professional semester (when candidates do their student teaching), (3) at exit from the professional semester, and (4) at program completion. The types of assessment information used are summarized in Sources of Assessment Data at Four Program Transition Points. These sources were carefully selected to give us evidence of applicant qualifications and of candidate performance. Equally important, we use the data on an ongoing basis to evaluate the effectiveness of our program and to guide our efforts to improve the preparation of teachers at MSU.
At program entry. At MSU, we seek to select candidates who (a) have a strong academic preparation, including a strong record in the subject matter they aim to teach; and (b) are favorably predisposed to the values articulated in the MSU Institutional Standards. These include a belief in the educability of all children; a commitment to the principles of equity, social justice, and democracy; an attitude of respect for diversity; a view of teachers as agents of change; and an understanding of teaching as a moral and political activity.
In considering whether to admit an applicant to the initial teacher program, an admissions committee comprised of faculty members from the area of specialization and from education consider a number of factors, including transcripts, GPA, letters of recommendation, application essays (one written at home and one written in person), and performance in an interview. The committee reviews each application and completes an Admissions Evaluation Scale, rating the applicant on eleven criteria. These include subject matter knowledge, written and oral English thinking and communication skills, belief in the educability of all children, respect and appreciation for individual and cultural differences, and reflectiveness. In arriving at their ratings, committee members use a rubric that was developed specifically for this purpose. Using the information generated by the Admissions Evaluation Scale, the committee recommends whether to grant the applicant full acceptance, provisional acceptance, or no acceptance.
Prior to Entry to the Professional Semester. Before students enter the professional semester, they take a number of courses in their major fields and in education. The intent of these courses is to enable students to develop the knowledge, skills, and dispositions articulated in the MSU standards. Candidates' competence in the subject areas they are being prepared to teach is assessed by faculty in subject matter courses.
In addition to the assessments in subject matter and major courses, performance assessments are also conducted for all candidates in courses within MSU's initial teacher programs. The assessments are listed below for the Content Area Teacher Education Programs and for the Early Childhood and Elementary Teacher Education Programs.
Performance Assessments for Content Area Programs
Performance Assessments for Early Childhood and Elementary Programs
The results of all assessments are entered into a database and summarized by individual student. The results provide a composite image of the candidates' developing teacher competence, as defined by MSU Standards for Initial Teacher Programs. To be eligible to go on to the professional semester, candidates must have a cumulative GPA of 2.75 and the required GPA in major courses (which varies by program), and have completed all required courses in the major and in the professional education sequence with no grade below C-. The Center of Pedagogy considers all of this information, along with the other specified program requirements, to determine a candidate's readiness for student teaching.
At Exit from the Professional Semester. The professional semester provides students with an extensive opportunity to apply their developing knowledge, skills, and dispositions relative to the MSU standards in classroom settings and receive immediate formative feedback. Candidates' performance in student teaching is assessed during the professional semester. Each of three faculty mentors -- a discipline-based mentor, an education mentor, and a cooperating teacher -- conducts three assessments throughout the student teaching period for purposes of giving the candidate (referred to as a junior faculty member during this phase of the program) formative feedback. After conducting the required formative assessments, each mentor completes a Summarized Record of Student Teaching, using a common rubric. This instrument elicits information about junior faculty members' performance in the following areas: planning for student learning, teaching for student learning, assessing student learning, creating a positive environment for student learning, and professionalism.
A summary of student performance for this transition period, by MSU standard, is compiled in for each student. This review is used in determining whether candidates have satisfactorily met the expectations of the Professional Semester.
At Program Completion. To officially complete the program, candidates must satisfactorily meet the expectations inherent in the Standards for Initial Teacher Programs, as demonstrated in the performance outcomes for each transition point. In addition, they must meet the New Jersey standard for passing the relevant Praxis II test and have a cumulative GPA of 2.75.
The Alignment of Performance Assessments with Standards provides a detailed view of the performance assessment system, organized according to the four transition points listed above. The first column shows the MSU Institutional Standards. The remainder of the chart shows which performance assessments give us evidence for each of these standards. A checkmark means that one or more items on the indicated performance assessment provide(s) evidence for the standards in that row in the chart. Asterisks indicate that a summary includes evidence for the corresponding standard.
|
|
|
