Email Page •
Print Page
Initial Program Candidates. Unit programs are state approved, which means that they are aligned with the rigorous state standards and are reviewed by knowledgeable professionals. Because program completers have been successful in the programs, the unit is confident that they have mastered pedagogical content knowledge, they are able to present to their students content in challenging, compelling, clear ways, and they can integrate technology.
Program assessment plans are required to have at least eight assessments, at least one of which—planning the curriculum for instruction—assesses pedagogical content knowledge. Program assessment plans include other measures of content pedagogy as well; and the unit supplements these assessments with unit-wide data collections. Details about the assessments each program area uses can be found in program reports at http://soe.ku.edu/ncate/program-reports. Unit-wide assessment data follow.
The PRAXIS II Principles of Learning and Teaching (PLT) Tests. KSDE requires candidates to pass the PRAXIS II Principles of Learning and Teaching (PLT) Tests. As ETS states in its bulletin, “These assessments measure your general pedagogical knowledge….These tests feature constructed-response and multiple-choice items.” Results of the PLT from the past four years are as follows:
Table 1.14: Title II Unit Pass Rates: Principles of Learning and Teaching |
||||
|
Completers Taking |
Completers Passing |
KU Pass Rate |
State Pass Rate |
2001-2002 |
126 |
126 |
100 |
99 |
2002-2003 |
124 |
124 |
100 |
97 |
2003-2004 |
150 |
147 |
98 |
97 |
2004-2005 |
142 |
141 |
99 |
97 |
Four candidates—out of 542—did not pass the PLT in the four years of administrations that are shown. The institution pass rate is higher than the state rate—which is very high—in every year.
Grades in Content Pedagogy Courses. As mentioned, KSDE approved programs have coursework that, when successfully completed, demonstrates that candidates have met three types of standards. These three types—general education, professional education, and specific program standards—include content. This NCATE standard 1 element concerns pedagogical content knowledge. The relationships are not one-to-one between state standards, NCATE standard 1 elements, and program requirements. A course or experience that unit candidates take may relate to one, two, or all three the sets of standards. The courses and experiences that are most nearly pedagogical content knowledge are the methods courses and the related field experiences, to include student teaching and internship. Grades in content pedagogy courses are uniformly high. The average GPA for these courses in the two most recently completed academic years was 3.9 on a 4.0-point scale (over 1900 course enrollments). This is as it should be, if one recruits high ability candidates—as we do—who are accustomed to making high grades—as they are—and enrolls them in coursework and experiences in which they are uniformly interested—which we do—and maintains high expectations of them—as we do.
At the initial elementary level, candidates complete methods courses in language arts, mathematics, art, social studies, physical education, science, and literacy. They complete 20 weeks of student teaching and internship. At the secondary level, the content pedagogy coursework and experiences that are calculated in the GPAs include the specific methods course for the teaching major(s) and the credit received from the 20 weeks of student teaching and internship. The art, music, and health/physical education candidates receive K-12 teaching licenses.
Table 1.15: Initial Program Pedagogical Content Knowledge Course GPA’s |
||||||
|
2004-05 |
2005-06 |
||||
Program |
Enroll |
Grades in GPA |
GPA |
Enroll |
Grades in GPA |
GPA |
Elem Ed |
418 |
418 |
3.92 |
382 |
382 |
3.92 |
Elem/Middle |
81 |
81 |
3.98 |
219 |
219 |
3.89 |
Middle-Level |
10 |
10 |
3.45 |
9 |
9 |
4.00 |
For Lang |
39 |
36 |
3.91 |
44 |
42 |
3.85 |
Lang Arts |
61 |
61 |
3.94 |
65 |
65 |
3.86 |
Math |
39 |
38 |
3.94 |
38 |
36 |
3.93 |
Science |
31 |
26 |
3.79 |
34 |
33 |
3.86 |
Social Studies |
28 |
28 |
3.99 |
93 |
93 |
3.92 |
Total T&L |
707 |
698 |
3.92 |
884 |
879 |
3.90 |
Health & PE |
57 |
57 |
3.86 |
105 |
104 |
3.75 |
Sport Science |
10 |
8 |
3.95 |
|
|
|
Total HSES |
67 |
65 |
3.87 |
105 |
104 |
3.75 |
Visual Art Ed |
40 |
37 |
3.88 |
20 |
19 |
3.83 |
Music Education |
55 |
51 |
3.88 |
48 |
48 |
3.93 |
Total Music/Arts |
95 |
88 |
3.88 |
68 |
67 |
3.90 |
The Summative Assessment. There are 13 KSDE Professional Education Standards. They can be found at http://soe.ku.edu/ncate/exhibits/CertHandbook.doc. During the student teaching and internships, candidates are evaluated on an assessment instrument keyed to these 13 state standards. The instrument can be found at http://soe.ku.edu/ncate/exhibits/summative-assessment/ and in element one of this standard. Most initial candidates are assessed with the instrument four times: at least once by the university supervisor and the clinical supervisor (cooperating teacher) at the end of student teaching, and at least once by the university supervisor and the clinical supervisor at the end of the spring semester internship. Since some candidates have more than one teaching field or teaching level, they may have more than two evaluations per semester. All university supervisors except in art and music use the instrument.
The instrument, like the Kansas standards, does not yield data that can be reported in only one element of standard one. Seven of the 13 Kansas Professional Education Standards (3, 4, 5, 6, 9, 11, and 12) are related to content pedagogy. Of particular interest to this element is standard 12, which relates to technology. Summative data are aggregated by item, semester, and Kansas Professional Education Standard in the following tables.
Table 1.16: Summative Assessment Means on Kansas Pedagogical Content Standards |
||||
| KS Standard |
2004-2005 |
2005-2006 |
||
Fall |
Spring |
Fall |
Spring |
|
3. Demonstrates the ability to provide different approaches to learning and creates instructional opportunities that are equitable, that are based on developmental levels, and that are adapted to diverse learners, including those with exceptionalities. |
3.53 |
3.50 |
3.50 |
3.51 |
4. Understands/uses a variety of appropriate instructional strategies to develop various kinds of students' learning including critical thinking, problem solving, & reading. |
3.55 |
3.56 |
3.56 |
3.58 |
5. Uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. |
3.41 |
3.45 |
3.44 |
3.43 |
6. Uses a variety of effective verbal and non-verbal communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. |
3.54 |
3.55 |
3.54 |
3.54 |
9. Is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community), actively seeks out opportunities to grow professionally, and participates in the school improvement process. |
3.54 |
3.55 |
3.58 |
3.53 |
11. Demonstrates the ability to integrate across and within content fields to enrich the curriculum, develop reading and thinking skills, and facilitate all students' abilities to understand relationships between subject areas. |
3.51 |
3.54 |
3.45 |
3.52 |
12. Understands the role of technology in society and demonstrates skills using instructional tools and technology to gather, analyze, and present information, enhance instructional practices, facilitate professional productivity and communication, and help all students use instructional technology effectively. |
3.47 |
3.52 |
3.55 |
3.53 |
Table 1.17: Summative Assessment Ratings on Kansas Pedagogical Content Standards |
|||||||||
|
|
Fall 2004 |
Spring 2005 |
Fall 2005 |
Spring 2006 |
||||
Standard # |
Item # |
1-2 |
4 |
1-2 |
4 |
1-2 |
4 |
1-2 |
4 |
3 |
5 |
2.7% |
51.3% |
5.3% |
46.9% |
3.8% |
44.3% |
3.8% |
46.4% |
|
6 |
1.3% |
59.5% |
0.9% |
60.2% |
1.7% |
62.1% |
0.8% |
58.2% |
|
7 |
2.1% |
53.6% |
1.5% |
54.7% |
1.7% |
51.9% |
0.8% |
53.5% |
4 |
8 |
6.0% |
64.1% |
2.8% |
65.0% |
3.9% |
62.3% |
3.3% |
66.7% |
|
9 |
5.6% |
58.0% |
2.3% |
56.7% |
4.0% |
57.1% |
4.5% |
58.1% |
|
10 |
3.8% |
60.8% |
3.2% |
56.2% |
2.7% |
58.8% |
3.4% |
60.8% |
5 |
11 |
7.8% |
62.0% |
5.1% |
64.1% |
4.7% |
63.4% |
5.6% |
64.1% |
|
12 |
11.4% |
48.8% |
4.6% |
46.5% |
7.1% |
42.5% |
7.8% |
41.3% |
|
13 |
7.8% |
43.7% |
6.9% |
46.1% |
7.8% |
47.5% |
10.4% |
47.2% |
6 |
14 |
2.5% |
58.0% |
2.3% |
56.2% |
5.5% |
57.6% |
4.1% |
58.2% |
|
15 |
3.4% |
54.7% |
0.5% |
58.2% |
1.7% |
51.9% |
2.3% |
51.9% |
|
16 |
1.9% |
58.3% |
1.9% |
57.7% |
1.6% |
60.8% |
0.4% |
57.7% |
9 |
23 |
4.3% |
55.0% |
2.3% |
55.1% |
3.6% |
54.6% |
3.5% |
53.5% |
|
24 |
1.9% |
60.0% |
3.7% |
61.8% |
2.0% |
68.8% |
4.5% |
63.1% |
11 |
28 |
2.9% |
52.9% |
2.3% |
58.4% |
4.3% |
48.9% |
4.3% |
54.3% |
|
29 |
3.4% |
59.3% |
2.4% |
55.9% |
4.9% |
52.2% |
3.1% |
57.5% |
12 |
30 |
1.5% |
48.9% |
1.5% |
54.4% |
3.1% |
58.3% |
2.0% |
56.1% |
Scale for competency: 1=has not demonstrated, 2=inconsistently demonstrated, 3=consistently demonstrated, 4=demonstrated in an exemplary way
All supervisors rated the entire population of candidates highly, with final ratings showing mastery of all 7 standards at a level between 3 (demonstrates the competency consistently) and 4 (demonstrates the competency in an exemplary way). The mean for the KSDE technology standard (12) ranged from 3.47 to 3.55. More candidates received a lower rating for standard 5 (Uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation) than for the other standards. These ratings, however, were still above a 3.4 on a five-point scale, as shown in Table 1.16. Changes to strengthen programs further in this standard will be considered.
In addition to the PLT, content grades, and the Summative Assessment, content pedagogy mastery is assured through review of the following sets of data.
A discussion of each of these follows.
The KU Employer Survey. As has been mentioned, employers tell us whether our former candidates meet their expectations. The survey (http://soe.ku.edu/ncate/exhibits/employer-survey.doc) asks at least nine questions directly or indirectly related to pedagogical content knowledge. Four of these questions are related to the Conceptual Framework Research and Best Practice theme while five are tied to the Content and Pedagogy.
Table 1.18: Principals’ Ratings of Employed Program Completers |
|||
|
No. Principals Reporting |
Mean Response |
Standard Deviation |
Research/Best Practice |
|
|
|
1. Has knowledge and awareness of evidence-based “best practices.” |
71 |
2.54 |
.502 |
2. Has knowledge of assessment practices that are based on standards, instructional goals and instructional adaptations. |
70 |
2.41 |
.551 |
3. Demonstrates skill in the design and use of coherent evidence-based instruction. |
71 |
2.39 |
.520 |
4. Demonstrates skill in the use of assessment practices that are based on standards, instructional goals and instructional adaptations. |
71 |
2.32 |
.580 |
Content/Pedagogy |
|
|
|
6. Has knowledge of relevant pedagogical practices in one’s area. |
72 |
2.42 |
.550 |
7. Has knowledge of skills necessary to encourage students’ critical thinking and problem-solving abilities. |
70 |
2.24 |
.523 |
8. Demonstrates ability to engage students in learning. |
72 |
2.46 |
.580 |
10. Demonstrates ability to effectively manage classroom procedures. |
72 |
2.32 |
.646 |
11. Demonstrates ability to effectively manage student behavior. |
72 |
2.33 |
.628 |
Scale: 1=Below Expectations; 2=Meets Expectations; 3=Exceeds Expectations
It is important to note that the principals are assessing a total of 620 teachers who are unit program completers and that completers are given high ratings.
Educational Benchmarking Inventory (EBI). Candidates complete the EBI as they finish their licensure programs. This survey allows them to express their level of satisfaction with their academic experiences across a number of items and a series of factors—all of which have high levels of reliability, utilizing Cronbach’s Alpha. At least five of the items relate to pedagogy and technology/other resources.
Table 1.19: Level of Satisfaction with Pedagogy & Technology Coursework & Support |
||||
Questions from EBI Instrument |
2002 |
2003 |
2004 |
2006 |
Degree that Education course work addressed:
|
5.49 |
n/a |
5.19 |
5.86 |
Satisfaction with:
|
5.61 |
5.49 |
5.73 |
5.80 |
Scale: 1=Not at All 4=Moderate 7=Extremely
All scores were above 4.50—half way between moderate and extreme. Complete print copies of the EBI materials for these four years are available in the Exhibits Room on campus (Exhibit 1.b.).
Technology is a theme that permeates unit programs for professional educators in general and those for initial licensure more specifically. During the fall semester of 2006, for example, 180 sections of courses taught in the School of Education were done so with the assistance of BlackBoard. All candidates in the integrated extended five-year teacher education program complete a course in educational technology. Syllabi review shows that technology is embedded in the delivery of most courses. Some courses are delivered entirely by distance technologies. Three rooms in Joseph R. Pearson Hall have videoconferencing capabilities, and all classrooms are mediated. Faculty and other instructors model best practice through their use of technology.
Evidence of competence with instructional technology is demonstrated by candidates’ work. Team members can view projects in the Exhibits (http://soe.ku.edu/ncate/exhibits/work-samples/science) and at the poster session during the site visit. Interviews will also provide a good opportunity for candidates to discuss their knowledge and skill in working with technology. Finally, summative evaluations of candidates in their professional year show that they are doing well on Kansas Professional Education Standard 12, which relates to technology and its uses.
Advanced Programs for Teachers. The unit offers endorsement programs for teachers in the areas of Gifted and Talented (G&T), English as a Second Language (ESL), and Special Education (SPED). Assuring that candidates, upon admission, have completed state approved programs is the first level of assessment. G&T and SPED candidates are licensed teachers; the U.S. citizen portion of ESL population is also comprised of licensed teachers. As such, they have been judged professionally competent by KSDE and have completed approved programs. They have also been evaluated as academically competent in order to be admitted to the graduate school.
Each program area is required to have at least eight assessments in its assessment plan. At least one assessment —planning the curriculum for instruction—assesses content pedagogy. Details about the program assessment plans can be found in each of the program reports http://soe.ku.edu/ncate/program-reports.
There are master’s-level programs for the professional development of teachers in the departments of Music and Dance, Curriculum and Teaching, Art and Design, and Health Sport and Exercise Sciences. These programs have research expectations tied to course-work. About half of those who complete these master’s degrees also have their initial licenses from the unit. Those teachers completed the professional year, which is a rich mix of two major field experiences, pedagogy and content pedagogy, and action research.
Element 3 presented several sources of evidence to support the contention that candidates from the unit are well grounded in pedagogical content. Data included PRAXIS II-PLT, performance based assessments from field based clinical supervisors and university supervisors, grades in content pedagogy coursework and experiences, data from employers who have hired program completers, and the candidates’ self reports. We are confident that our candidates are provided excellent learning opportunities, and our program completers become quickly identified as Educators as Leaders.
