IntroductionCriterion 1Criterion 2Criterion 3Criterion 4Criterion 5ConclusionAppendicesExhibits

Conceptual Framework

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Conceptual Framework.pdf

Unit Assessment System

The conceptual framework also serves as the foundation for the Unit Assessment System.  Items from unit-wide assessment instruments have been aligned with the Role Performance Expectations of the conceptual framework through NBPTS Propositions and the INTASC Principles. Program-level knowledge, skills, and dispositions are also aligned with standards developed by the Minnesota Board of Teaching. This has been completed at the program level through course syllabi. However, for the standards appropriate at the unit-wide level, namely the Standards of Effective Practice, an alignment matrix has been organized for the entire unit.  A full description of the Assessment System is available under Standard Two.

All programs within the unit have clear transition points that serve as a roadmap for success for candidates and an accountability framework for the unit.  Transition points at the advanced level are unique to each program; therefore, may vary across the unit.  At the initial level, transition points may vary slightly from program to program; however, consistency has been observed across the unit. The discussion below is organized across the unit’s standard transition points at the initial level.

Admission

  • Grade point average on required introductory education courses (generally C or better)
  • Grade point average on all courses assessed (Generally C or better)
  • Praxis I (Pre-Professional Skills Test) taken. Referral to Praxis Center undertaken if score does not meet licensure standards
  • Acceptable levels of knowledge, skills and dispositions related to field experiences during introductory education courses; these are assessed in the classroom and via checklists ratings during field experiences
  • Essays and interviews (selected programs)

Prior to Admission to Capstone Experiences (Student Teaching)

  • Grade point average maintained at appropriate level on required intermediate education courses (typically C- or better)
  • Overall grade point average is maintained at required levels
  • Knowledge, skills, and dispositions are assessed during classroom work by instructors
  • Knowledge, skills, and dispositions are assessed during intermediate or advanced field experiences
  • Knowledge assessed via work performance during courses tied to field experiences (skills domain)
  • Portfolio assignments collected and assessed related to performance in classes (knowledge domain)

Completion of Capstone Experience (Student Teaching)

  • Knowledge, skills, and dispositions assessed via Performance-Based instrument by cooperating teachers
  • Knowledge, skills, and dispositions assessed via Performance-Based instrument by university supervisors
  • Candidate self-ratings of knowledge, skills and dispositions collected near end of capstone experience at Professional Development Day (survey form)
  • Ratings of unit operations collected by mail survey (’06-’07); to be collected via random sample of senior classes in subsequent semesters.
  • Portfolios include work samples and demonstration of assignments reflecting knowledge, skills, and dispositions identified by members of the unit

Follow-Up

  1. Ratings of candidates’ knowledge, skills, and dispositions collected after student teaching from cooperating teachers via mail survey
  • Follow-up surveys mailed to candidates after two years
  • Follow-up mailed to candidates after five years
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