Associate of Arts in Pre-Teacher Preparation -- Elementary (AY 2011-2012)

PROGRAM REVIEW

Associate of Arts in Pre-Teacher Preparation -- Elementary

Program Learning Outcomes:

1. Demonstrate basic knowledge of the foundations and concepts related to elementary education.
2. Demonstrate familiarity with a variety of instruction strategies for elementary school students.
3. Demonstrate basic knowledge in the following areas: art, communication, humanities, language, literature, science, and social sciences.

Program Histrory

In 1963 The Trust Territory of he Pacific Islands and the University of Hawaii created the Micronesian Teacher Education Center (MTEC) to provide in-service teacher training. MTEC began offering a pre-service associate of science degree program in teacher education in 1969. In 1970 MTEC became Community College of Micronesia (CCM). CCM added an in-service teacher education degree through the merging of the College’s extension program and the district teacher education centers in 1974. CCM was first accredited by the Western Association of Schools and Colleges in 1978. In 1982 the Third-year Certificate of Achievement programs in Elementary and Special Education were added. In 1992 the FSM established COM-FSM as a public corporation, and in 1993 CCM became COM-FSM. Also in 1993, the Certificate of Achievement in Preschool Teacher Education was added. In 1994 the Third-year Certificate of Achievement in Related Services Assistant was added, followed by the Third-year Certificate of Achievement program in Educational Leadership Academy in 1995. In 1996 the Associate of Science Degree program in Early Childhood Education was approved. In 1998 an agreement was signed with the University of Guam (UOG) to establish a branch UOG campus at the National Campus to offer fourth-year courses in elementary education to enable students to earn their bachelor’s degree from UOG. This agreement was followed by a collaborative arrangement between COM-FSM and UOG to offer the fourth-year elementary education program. This arrangement is now known as the COM-FSM/UOG Partnership BA Program. In 2002 a Bachelor of Arts Degree program in Elementary Education was approved by the Board of Regents but the substantive change proposal for this degree program was not approved by WASC. In 2009 the Associate of Science Degree program in Teacher Education- Elementary was phased out and replaced by the Associate of Arts Degree program in Teacher Preparation. In 2011 this program was renamed the Associate of Arts in Pre-teacher Preparation- Elementary. During 2009-2011 the Associate Degree programs in Early Childhood and Special Education were "shelved" due to low enrollment.

Program Description

Originating as a teacher training institution, COM-FSM, through the Division of Education continues the task of bettering education in Micronesia. Programs are carefully designed to equip students with the necessary knowledge and skills to meet the challenges of teaching effectively in a culturally relevant manner. At present the college offers an Associate of Arts in Pre-Teacher Preparation -- Elementary and a Third-year Certificate of Achievement in Teacher Preparation – Elementary. The name of the AA program was changed from AA in Teacher Preparation – Elementary to AA in Pre-Teacher Preparation – Elementary to more accurately reflect the focus of this program. The AA-level program provides students with courses rich in content, theoretical foundations and an introduction to the teaching profession, while the Third-year program provides pre-service and in-service students with practical and methods courses to prepare them to meet the needs of students in the elementary classrooms in the FSM.

Through a collaborative effort, the University of Guam offers the Partnership BA in Elementary Education at the National Campus making it possible for students to earn the UOG bachelor’s degree without leaving the FSM. The education associate degree and the third-year certificate program have been articulated to meet the requirements of the bachelor’s degree.

Associate of Arts in Pre-Teacher Preparation -- Elementary

Program Learning Outcomes

Students completing the AA degree program in Pre-Teacher Preparation-Elementary will be expected to demonstrate the following competencies:

1. Demonstrate basic knowledge of the foundations and concepts related to elementary education.
2. Demonstrate familiarity with a variety of instructional strategies for elementary school students.
3. Demonstrate basic knowledge in the following areas: art, communication, humanities, language, literature, math, science and social sciences.

Program Course Matrix

Courses	Outcome 1	Outcomes 2	Outcomes 3
AR 101			I
ED 210a	I	D,M
ED 215	I,D
ED/PY 201	I,D
EN 200			I
EN 208			I
EN/CO 205		I	I,D
ED292	I	I,D	I,D
MS/ED 210	I
Science w/lab	I		I
SS 120			I
SS 125 or SS 170 or SS 171			I
SS/PY 101	I		I

The core courses for the AA degree in Teacher Preparation-Elementary cover different parts of the PLO content. The parts of the PLO content is introduced (I), developed (D) and Mastered (M) in different courses throughout the degree program.

Program Admission Requirements:

Admissions to the AA degree in Teacher Preparation is per the COM-FSM admissions policy as stated in the catalog.

Third-year Certificate of Achievement in Teacher Preparation – Elementary

Program Learning Outcomes:

Students completing the Third-year Certificate of Achievement in Teacher Preparation- Elementary will be expected to demonstrate the following competencies:

1. Demonstrate comprehension and application of the FSM elementary school curriculum standards.
2. Apply a variety of teaching approaches to meet learning needs of FSM elementary school students.
3. Assess and evaluate learning of the elementary student at both the formative and summative levels.
4. Organize and manage an elementary classroom environment for learning.
5. Demonstrate comprehension and application of learning theories and principles, human development, language development, educational foundations, socio cultural issues, technology and strategies for teaching students with special needs.
6. Demonstrate professionalism.

Program Course Matrix

Courses	Outcome 1	Outcomes 2	Outcomes 3	Outcome 4	Outcome 5	Outcome 6
ED/PY 300	I	I	I	I	D,M	D
ED 301a	I	I		I,D	D	D
ED 301b	I	D	I,D		D
ED 302	D	D	I,D	D	D	D
ED 303	D	D	I,D	D	D	D
ED 304	D	D	I,D	D	D	D
ED 305		D			D	D
ED 330		D	I	D	D	D
ED 338	D	D		D	D	D
ED 392	D,M	D,M	D,M	D,M	D,M	D,M

I = Introduced, D = developed and practiced with feedback, M = demonstrated at the mastery level appropriate for graduation

Program Admissions Requirements:The admission policy for the Third-Year CA in Teacher Preparation-Elementary was modified in the spring of 2011 to read as follows:

Admission Application Deadlines: Applications for admission to the third-year certificate program, along with entrance essays, must be submitted at least two weeks (10 working days) prior to the start date of an early registration period.

Full Admission:  A student will be admitted with full status if he/she

1. possesses an associate degree in education
2. has earned a CumGPA of 2.75 or above
3. has a score of at least 20 on the entrance essay with no individual score below a three

Note:  Entrance essay is scored based on the COMET Rubric.

Probationary Status: A student with the education associate degree may be admitted on probation if he/she

1. has a minimum CumGPA of 2.5 and
2. has a minimum score of 15 on the entrance essay with no individual score below a three (3)

A student is required to take EN 220 Writing for Teachers if he/she has a score of 15-19 on the entrance essay or individual score of three (3) in Syntax and /or Vocabulary.

Pre-requisite Courses: Students who enter the program without having completed ED 210a, ED 215, and/or ED/PY 201 need to complete these courses with a grade of ‘C’ or better during the first semester of the program.

Removal from Probationary Status:The student may be removed from Probationary Status after the first semester of the third-year program if the student.
1. successfully passes EN 220 Writing for Teachers and
2. Earns a semester GPA of at least 2.75 (with no grade lower than a C) with a minimum of 15 credits.

Should a student begin the program in the summer when 15 credit hours are impossible to attain, the same stipulation as above applies for the summer and fall semester combined (or the first two semesters in any combination) even if the course load in the respective semesters exceeds 15 credit hours.

A three member subcommittee will represent the Division to review third-year applications along with the representatives from Admissions Board and RAR.

There were several significant policy changes in the revised admission policy. Students are now required to have completed an AA or AS in education, excluding early childhood. Previously, students were admitted with a degree in any field. Deadlines have been established for applications. Also, clearer requirements for probationary status have been established including how to move to full admission status.

“Shelved” Programs

During the 2009 to 2011 period, the early childhood, related services, and special education programs have been “shelved” due to lack of enrollment. It should be noted that these programs can be “unshelved” should a need for one or more programs becomes evident and funding becomes available.

Discontinuation of AA in Teacher Education Program/Extension of Third-year in Teacher Preparation Program.

A letter proposing a change to the name Associate of Arts in Teacher Preparation program to Associate of Arts in Pre-Teacher Preparation was transmitted to the Vice President of Instructional Affairs on October 12, 2010. The name AA in Teacher Preparation has been misleading to the departments of education, assuming that students graduating from the program are ready to be in the work force. The Curriculum Committee acted on the proposal during its January 17, 2011 meeting and was approved by the president on March 17, 2011.

Faculty/Staff

The COM-FSM Division of Education has seven (7) full-time faculty, one (1) Coordinator for the UOG/COM-FSM BA Partnership Program, one (1) Peace Corps faculty, one (1) Computer Lab Assistant (on special contract), and one (1) clerk. As of this writing, the art instructor position is vacant.

Paul Gallen Professor of Education B.A., University of Guam M.Ed., University of Hawaii paulg@comfsm.fm	Dr. Richard Womack Professor of Education/Business B.A., University of California at Berkeley M.Ed./Ed.D., University of Nevada, Reno rwomack@comfsm.fm
Magdalena Hallers Professor B.A., University of Guam M.Ed., University of Guam mhallers@comfsm.fm	Susan Moses Professor B.S., University of Illinois M.Ed., University of Oregon smoses@comfsm.fm
Robert Andreas Associate Professor B.A., University of Guam M.A., University of Hawaii, Manoa andreas@comfsm.fm	Dr. Sven Mueller M.A., Free University, Berlin, Germany Ph.D., Indiana University, Bloomington
Molly Peterson Peace Corps Volunteer/Instructor B.S., Saint Bonaventure University M.S., Saint Bonaventure University mollyp@comfsm.fm	Sylvia Henry UOG/COM-FSM Partnership BA Coordinator A.A., College of Micronesia-FSM BA, University of Guam shenry@comfsm.fm
Mason Tihpen Information System Specialist A.A., College of Micronesia-FSM B.A. E., University of Guam masotihp@comfsm.fm	Josephine Kostka Administrative Assistant A.A. Community College of Micronesia josephine@comfsm.fm

 

Health Indicators Program Enrollment
Programs	Fall 2010	Spring 2011	Total
AS in Early Childhood Education	4	3	7
LA/Education	0	1	1
AA in Teacher Preparation	350	367	717
AS in Teacher Ed. Elementary	350	95	445
Third-year Teacher Preparation	84	74	158
Total Enrollment	438	445	883

Note: Enrollment data for summer is not available at OAR or IRPO.

Graduation Outcome


Programs                         Enrollment     Graduates     Graduates

			%
AS in Early Childhood Education	4	0	0%
LA/Education	0	0	0%
AA in Teacher Preparation	350	8	2%
AS in Teacher Ed. Elementary	144	23	16%
Third-year Teacher Preparation	84	7	8%
Total	578	38	6%



Programs                         Enrollment     Graduates      Graduates

			%
AS in Early Childhood Education	3	0	0%
LA/Education	1	0	0%
AA in Teacher Preparation	367	8	2%
AS in Teacher Ed. Elementary	95	26	27%
Third-year Teacher Preparation	74	11	15%
Total	540	45	8%

Average Class Size Overall Enrollment by
Course




Overall No. of Sections Offered




Overall Average Class Size




Fall   2010      Spring   2011      Fall   2010       Spring   2011        Fall   2010        Spring 2011
335                    329                     19                       19                     17.63                    17.31


 

Seat Cost (SY2010-11)

Division	Student seats	Credits	Obsolete cost data	Credits per seat	Seat cost
Education	718	2,154	$226,170.00	3	$105.00

Course Completion Rate (Pass/Fail)

Fall 2010
Course	Campus	A		B	C	D	F	W	I	Total     Pass (³D)	Fail	Pass%	Fail%
AR 101	National	4		4	6	3	1	0	0	18          17	1	94%	6%
ED 210a	National	2		19	8	6	0	0	0	35          35	0	100%	0%
ED 215	National	5		7	9	1	4	0	0	26          22	4	85%	15%
ED/PY 201	National	1		8	6	7	5	0	0	27          22	5	81%	19%
ED292	National	12		8	8	0	0	0	0	28          28	0	100%	0%
MS/ED 210	National	1		11	10	0	2	0	0	24          22	2	92%	8%
ED/PY 300	National	5		10	0	2	0	0	0	17          17	0	100%	0%
ED 301a	National	7		14	1	0	1	0	0	23          23	0	100%	0%
ED 301b	National	12		5	0	0	1	0	1	19          18	1	95%	5%
ED 302	National	12		5	4	0	1	0	0	22          22	0	100%	0%
ED 303	National	10		10	0	0	0	0	0	20          20	0	100%	0%
ED 304	National	9		7	1	0	0	0	0	17          17	0	100%	0%
ED 305	National	1		13	3	0	0	0	0	17          17	0	100%	0%
ED 330	National	7		10	1	0	1	0	0	19          18	1	95%	5%
ED 338	National	2		1	8	1	2	0	0	14          12	2	86%	14%
ED 392	National	6		2	1	0	0	0	0	9           9	0	100%	0%
	Total:									335         319	16	95%	5%

Spring 2011
Course	Campus	A	B	C	D	F	W	I	Total	Pass   (³D) Fail	Pass%	Fail%
ED 210a	National	10	7	5	3	1	0	0	26	25        1	96%	4%
ED 215	National	3	5	11	3	2	0	0	24	22        2	92%	8%
ED/PY 201	National	1	7	12	3	1	0	0	24	23        1	96%	4%
ED292	National	13	15	4	2	0	0	2	36	34        2	94%	6%
MS/ED 210	National	6	10	11	0	0	0	0	27	27        0	100%	0%
ED/PY 300	National	0	3	2	4	2	0	0	11	9        2	82%	18%
ED 301a	National	7	9	2	2	0	0	0	20	20        0	100%	0%
ED 301b	National	11	4	1	0	1	0	0	17	16        1	94%	6%
ED 302	National	6	6	5	2	2	0	0	21	19        2	90%	10%
ED 303	National	14	7	1	1	0	0	0	23	23        0	100%	0%
ED 304	National	3	9	0	0	0	0	0	12	12        0	100%	0%
ED 305	National	10	7	0	0	0	0	0	17	17        0	100%	0%
ED 330	National	11	12	1	1	1	0	0	26	25        1	96%	4%
ED 338	National	3	7	6	3	0	0	0	19	19        0	100%	0%
ED 392	National	11	10	5	0	0	0	0	26	26        0	100%	0%
	Total:								329	317      12	96%	4%

 Students’ Satisfaction Rate

The table below summarizes the number of graduates per campus since fall 2010. Most of the graduates with an Associate degree continue their enrollment in the Third-Year Certificate of Achievement program while those who graduate from the Third-year Certificate of Achievement in Teacher Preparation-Elementary program continue enrollment in the Partnership BA in Elementary Education program offered at the National Campus. Since spring 2009 to spring 2011semester, thirty-eight (38) students have graduated from the Partnership program. Currently, a total of seventeen (17) students are enrolled in the program.


Graduate by Program

Program                                                                 No. of Graduates
AS in Early Childhood Education	0
LA/Education	0
AA in Teacher Preparation	16
AS in Teacher Ed. Elementary	49
Third-year Teacher Preparation	18
Total	83

Transfer data

Only the students who graduated from the programs at National Campus are being tracked. The tables below show the number of students from fall 2010 and spring 2011 who continue on with our third-year program; the Partnership BA in Elementary Education Program; and/or went straight back to work after receiving a degree. Those who went back to work are in-service teachers from Pohnpei DOE who need to get their associate degree as required by the FSM Certification.

AA Degree Graduates

Student	Semester Graduated	State	Status
1	Fall 2010	Pohnpei	Continue in Third Year CA
2	Fall 2010	Pohnpei	Continue in Third Year CA
3	Fall 2010	Pohnpei	Continue in Third Year CA
4	Fall 2010	Pohnpei	Continue in Third Year CA
5	Fall 2010	Pohnpei	Continue in Third Year CA
6	Fall 2010	Pohnpei	Continue in Third Year CA
7	Fall 2010	Pohnpei	Continue in Third Year CA
8	Fall 2010	Yap	Continue in Third Year CA
9	Spring 2011	Pohnpei	Continue in Third Year CA
10	Spring 2011	Pohnpei	Continue in Third Year CA
11	Spring 2011	Pohnpei	Continue in Third Year CA
12	Spring 2011	Pohnpei	In-service (Continue in Third Year CA)




13	Spring 2011	Pohnpei	In-service (Continue in Third Year CA)
14	Spring 2011	Pohnpei	Continue in Third Year CA
15	Spring 2011	Pohnpei	Continue in Third Year CA
16	Spring 2011	Pohnpei	Continue in Third Year CA

During fall 2010 and spring 2011, 18 students graduated from the TYC in Teacher Preparation- Elementary program.

Third-Year Graduates

Student	Semester Graduated	State	Status
1	Fall 2010	Pohnpei	In-service (Continue in UOG & COM-FSM BA)
2	Fall 2010	Pohnpei	Continue in UOG & COM-FSM BA
3	Fall 2010	Yap	Continue in UOG & COM-FSM BA
4	Fall 2010	Yap	Continue in UOG & COM-FSM BA
5	Fall 2010	Pohnpei	Working at Seinwar Elem. School
6	Fall 2010	Marshall Islands	Continue in UOG & COM-FSM BA
7	Fall 2010	Pohnpei	Continue in UOG & COM-FSM BA
8	Spring 2011	Kosrae	Continue in UOG & COM-FSM BA
9	Spring 2011	Yap	Continue in UOG & COM-FSM BA
10	Spring 2011	Pohnpei	In-service (Continue in UOG & COM-FSM BA)
11	Spring 2011	Yap	Continue in UOG & COM-FSM BA
12	Spring 2011	Pohnpei	In-service (Continue in UOG & COM-FSM BA)
13	Spring 2011	Pohnpei	Continue in UOG & COM-FSM BA
14	Spring 2011	Pohnpei	Continue in UOG & COM-FSM BA
15	Spring 2011	Kosrae	In Kosrae
16	Spring 2011	Pohnpei	Continue in UOG & COM-FSM BA
17	Spring 2011	Pohnpei	Continue in UOG & COM-FSM BA
18	Spring 2011	Pohnpei	Continue in UOG & COM-FSM BA

 

Learning Outcome Assessment

Program Learning Outcome (PLO) Level: The parts of the PLO content is introduced (I), developed (D) and Mastered (M) in different courses throughout the degree program.

Course	PLO#	I, D, M	Reflection/Comments
AR 101	3	I
ED 210a	1, 2	I, D, M	Number of students: N=25 (Spring 2011) Recommendations: Relate all Final Examination Question to the appropriate CLO and break this out in CLO Groups for evaluation of course. The ED210 course outline should now reflect the introduction to teaching as an entry course into the profession and should be welcomed.
ED 215	1	I, D	Number of students: N=24 (Spring 2011)




			Recommendations: Course outline/syllabus needs to be updated to match textbook used. Changes need to be made to some student learning outcomes (such as 2.b., 2.c., & 2.d). Instead of having them as separate student learning outcomes-combine them. Rewrite and combine slo 4 and 5; disability by disability to match textbook (recommend. From previous course assessments). Need to have to separate checkouts for visual impairments and hearing impairments (as recommended before) or give more activities and time for discussing topics before checkout. Include video viewing and observations of individual’s with disabilities to better understand the different categories/types of disabilities. Include a slo for a final project on different types of health impairments and disabilities. Continue to work with state campuses on the common assessments. Recommendations from ED215 students: More group work. More time, more examples, and more activities (role play, simulations, etc.). Slow down and provide more time to study. To include more assignments than tests and quizzes.
ED/PY 201	2	I, D	Number of students: N=24 (Spring 2011) Recommendations: Changes need to be made to most student learning outcomes and suggested assessment strategies (#2- 4: too specific). Written checkouts should be for each chapter only (Chapters 11 & 12). Rewrite student learning outcome numbers 4 & 5 –topics on developmental issues (individual projects). Include SLO for the first chapter (introduction). Include a final project (developmental issues) for the course. Align course outline/syllabus with chapters of textbook (already recommended in previous course assessments). Develop course outline and work with state campuses for the common assessments. Additional observations: One student received an “A” letter grade. Students with more absences failed to turn in course work.   Special comments: explanations on course grading, opportunities to achieve outcomes, how many students receive an A, B, C, etc.

			1.   A = 1 B = 7 Students C = 11 Students D = 4 Student F = 1 Student
ED 292	1, 2, & 3	I, D	Number of students: N=36 (Spring 2011)
MS/ED 210	PLO	I	Number of students: N=27 (Spring 2011)
Science w/lab	1	I
SS    125    or SS   170    or SS 171	3	I
SS/PY 101	1 & 3	I

Course	PLO	I, D, M	Reflection/Comments
ED/PY 300	1-6	I, D	Final Grades: 3 Bs, 2 Cs, 4 Ds, and 2 Fs. Comments: Needless to say, I wish I could start all over again with this class. After the slow start and the devastating test results, I thought we should spend as much time as we needed on each topic. As the course went on, however, the students seemed to rely on the fact that we would sometimes even read the passages together if no one volunteered to move the class discussion along, which made us lose much needed time.
ED 301b	1-3, 5-6	I, D	Number of students: N=17 (Spring 2011) Special comment: If a student scored below 70% on a paper or quiz on the first try, s/he was given a chance to do a make-up. However, per the course policy, the highest score a student could earn on the second try was 70%. To get students to come to class on time and read the assignment in the textbook, bonus quizzes were given throughout the course. These quizzes were given only during the first five minutes of class and appeared to motivate students to come to class on time. The quizzes were open book so the skill actually being tested was their ability to scan. According to the Best Practices instructor, scanning is a valuable skill that the students should learn. This practice will be continued this summer and next fall. Final grades: 11 As; 4 Bs; 1 C; and   1 F.  The student who earned the C is a very capable student who attended class regularly but simply failed to submit assignments in a timely manner. Points were deducted for lateness,  and this seriously affected her grade.

			The student earning the F stopped attending class towards the latter part of the semester. No reason was given for this action. Recommendations for improving ED/PY 301b: The recommendations for improvement of this course have been highlighted under the discussions above. In addition, to earn bonus points this semester students were asked to submit a reflection paper summarizing at least three ways to improve the course. Suggestions offered by the students include: visit the schools; extend the class time; rethink the peer evaluations of teaching demonstrations; have students teach real students; do not allow students to submit late assignments; do not allow students to come to class late;  give students more work on the weekends; do not give so many assignments; spend more time on writing lesson objectives; have students share their translated assignments with each other; bonus quizzes should be from closed books; have students deliver their translated lessons to the entire class; provide more time for assignments that have to be typed, and have a bigger classroom space. All of these suggestions will be taken into consideration when planning lessons and activities for the summer and fall 2011 semesters. As recommended on the Fall 2010 course level assessment report for this course, a direct link to the FSM Standards and Benchmarks was included with each SLO on the Spring 2011 syllabus. This practice will be continued each semester. Beginning with the summer 2011 semester, a more concerted effort will be made to develop lesson objectives from the standards and benchmarks.
ED 302	1-6	I, D	Number of students: N=21 (Spring 2011) Suggestions for Improvement: We need to be clearer on the respective weigh of content and methods. Since the course had methods in its title, I emphasized methods, learning half-way during the semester it is actually content, content, and, again, content that needs to be emphasized. We also need to pick a different, more appropriate book (for elementary Social Studies).
ED 330	2-6	I, D	Number of students: N=26 (Spring 2011) Special comment: If a student scored below 70% on a paper or quiz on the first try, s/he was given a chance to do a make-up. However, per the course policy, the highest score a student could earn on the second try was 70%. Several opportunities to earn bonus points were provided during the course. To get students to come to class on time and read the assignment in the textbook, bonus quizzes were given throughout the course. These quizzes were given only during the first five minutes of class and appeared

			to motivate students to come to class on time. The quizzes were open book so the skill actually being tested was their ability to scan. According to the Best Practices instructor, scanning is a valuable skill that the students should learn. This practice will be continued this summer and next fall. Recommendations for improving ED 330: Areas needing special attention for the spring 2011 semester are highlighted above in bold and/or discussed. Students were required to submit a reflection paper summarizing three recommendations for improving the course. Some of these recommendations are included in the discussions above. Other recommendations focused primarily on general orchestration of the course rather than specific SLOs and included the following: arrange for at least one visit to a local classroom (3 students suggested this), schedule the course for the morning, rethink the way peers evaluate in-class checkouts, have more quizzes, have more role-play activities, do not allow students to be late to class, do not accept work that is submitted late, do not give so many bonus opportunities, wait until everyone is in class and then give the bonus quiz, give partial credit when students only meet part of a bonus requirement, play more games, type the lesson plan and place it in everyone’s folder (The lesson plan is usually written on the board ahead of class.), have more quizzes and tests, include more group presentations, extend the time go to the elementary classrooms to observe, do not extend due dates, do more demonstrations, include how to set up a grading system, obtain written feedback from students, give extra work on the weekends, make tests more difficult, and arrange for a bigger space. The instructor also had the opportunity to attend two (2) FSM education conferences in October and November. It was learned that the FSM school accreditation standards include a classroom observation and criteria for acceptable classroom management. Links to these standards were incorporated in the spring 2011 ED 330 course syllabus, and copies of the accreditation instruments were included in the student activity booklet that accompanies this course. The instructor will continue to make a direct link between ED 330 and the FSM school accreditation standards.
ED 338	1-6	D, M	Number of Students N=19 Special comments: A = 3 Student B = 7 Students C = 6 Students D = 3 Students F = 0 Student

			Recommendations: Course outline needs to be updated to match textbook used. Student learning outcomes need to be organized for easier assessment. Change some SLOs that are very outdated and not based on current studies. Align course outline/syllabus with chapters of textbook. Include SLO using the National Curriculum Standards (NCS)- linking SLOs & NCS with accommodations.
ED 392	1-6	D, M	Number of students N=26 (Spring 2011) Recommendations: Revise text Add technology to PLO # Submit new course outline Schedule class time to allow for travel and one day lab together and administering lesson assessments Devise an assessment procedure that allows for assessing student knowledge in the FSM and State curriculum content areas particularly the course in the General Education core.

The summaries above were provided by the faculty who taught the courses during fall 2010 and spring 2011. The details of the SLO assessments for each of the courses summarized above are attached as Appendix A to this report.

The attempt to obtain SLO assessment of the other courses listed in the major requirements of the AA degree in Teacher Preparation-Elementary did not get materialized because each instructional division at the National Campus will submit their own SLO assessment to the VPIA office for analysis.

SY 2010-11 Assessment Plan

Evaluation questions	Data sources	Sampling	Analysis
Do our students possess pedagogical	FSM Teacher	All entering 3rd	Comparison of cohort
content knowledge?	Competency	Year; all	scores with FSM
	Exam	completing 3rd &	certification standards
		4th Year students	& item analysis
Do our students possess subject-area	FSM-NSTT	All entering 3rd	Compare students’
content (reading, writing, math and		Year; all	scores with FSM
science) knowledge?		completing 3rd &	Certification Standards.
		4th Year students
Are the students able to plan, deliver,	Common	All students	Compare student
and assess a lesson in a peer teaching,	observation	enrolled in ED	performance across
role play situation?	instrument	292	campuses for
	across all		competency and
	campuses		consistency.
Are the students able to plan, deliver,	Common	All students	Compare student
and assess a lesson in a local	observation	enrolled in ED	performance across
elementary classroom?	instrument	392	campuses for
	across all		competency and
	campuses		consistency.
Have students become familiar with	Common	All students	Compare student
basic education terminology, basic	assessment	enrolled in ED	performance across
teaching methods, basic principles of	instrument	210a	campuses for
assessment, classroom management,	across all		competency and
and lesson planning?	campuses		consistency.
Are the students able to identify and	Common	All students	Compare student
differentiate the different disability	assessment	enrolled in ED	performance across
conditions?	instrument	215	campuses for
	across all		competency and
	campuses		consistency.
Are the students able to demonstrate	Common	All students	Compare student
understanding of the physical,	assessment	enrolled in	performance across
cognitive, and social/emotional	instrument	ED/PY 201	campuses for
development of  children and youth	across all		competency and
from birth through adolescent stage?	campuses		consistency.
Are the students able to fulfill the role	ED 492/498	All students	Analyze student
of a teacher in a local classroom for	INTASC	enrolled in ED	performance levels
an entire semester?	rubrics and	492/ 498	(distinguished,
	showcase		proficient, basic, &
	portfolio		unsatisfactory) using
			the INTASC rubrics.

Timeline

Activity	Who is Responsible?	Date
Teacher Competency Exam for all students	Professors: Moses, Hallers, & Gallen	End of fall 2010& end of spring 2011
NSTT Content Exams for all students	Professors: Womack & Andreas via help of NDOE	End of fall 2010& end of spring 2011

ED 292 for all students in ED292	Dr. Womack	End of fall 2010& end of spring 2011
ED 392 for all students in ED 392	Dr. Womack	End of fall 2010& end of spring 2011
ED 210a for all students enrolled in ED 210a	Dr. Womack	End of fall 2010 & end of spring 2011
ED 215 for all students enrolled in ED 215	Prof. Hallers	End of fall 2010 & end of spring 2011
ED/PY 201 for all students enrolled in ED/PY 201	Prof. Hallers	End of fall 2010 & end of spring 2011
ED 492/498 for all 4th Year graduates	Ed. Div. faculty	End of fall 2010 &end of spring 2011

Report on Evaluation Question #1 on School Year 2010-2011 Division of Education Program Assessment Plan.

The first evaluation question on the 2010-2011 Division of Education assessment plan is: Do our students possess pedagogical content knowledge? This question was to be evaluated by a review of FSM Teacher Competency Exam (TCE) data for all entering and completing third- and fourth- year students. Such review was to include a comparison of cohort scores with FSM certification standards and an item analysis of performance on the exam.

FSM Teacher Competency Exam Results. During this past year, the FSM Department of Education officially adopted the COM-FSM competency exam as a component of the National Standardized Test for Teachers (NSTT). The test consists of 100 multiple-choice items, 75 of which target competencies addressed in the third-year program and 25 of which target competencies addressed in the fourth-year program. A score of 53 out of the first 75 items (70%) was established as the bottom cut-off score for certification at the Basic level. Fourth-year students were administered all 100 items, while third-year students were administered only the first 75. Three (3) students in the December 2010 third-year cohort completed all 100 items. It was decided to test students only when they completed the third- and fourth-year programs to avoid students learning from the test due to multiple administrations of the same instrument.

Table No. 1 below summarizes the scores of the December 2010 and May 2011 graduates. Of the 17 third-year graduates, 15 students took the exam. (Although signs were posted announcing the test administration, one (1) December 2010 graduate and one (1) May 2011 graduate failed to take the exam.) Of the 15 third-year graduates, only eight (8) scored 53 or higher. The highest score achieved was 60, while three (3) students scored 53. An additional three (3) students scored between 50-52. Two students scored only 40 on the exam. These scores are consistent with the performance of the students in the third-year courses.

Of the seven (7) fourth-year graduates, four (4) passed the exam considering only the first 75 questions. If all 100 questions are considered, however, only one (1) student achieved a score of 70% or higher.

It should be noted that the names and scores of students who passed the exam will be forwarded to the FSM Department of Education and recorded for certification purposes. According to FSM DOE policy, a student/teacher may attempt to pass the exam three (3) times.

Table No. 1 Teacher Competency Test Scores for December 2010 and May 2011 Third-year and Fourth-year Graduates

Student	Program	Graduation Cohort	Score on first 75 items	Score on entire 100 items
TY #1	Third-year	December 2010	40	49
TY #2	Third-year	December 2010	51	N/A
TY #3	Third-year	December 2010	54	67
TY #4	Third-year	December 2010	42	N/A
TY #5	Third-year	December 2010	Did not take	N/A
TY #6	Third-year	December 2010	59	75
TY #7	Third-year	May 2011	53	N/A
TY #8	Third-year	May 2011	60	N/A
TY #9	Third-year	May 2011	43	N/A
TY #10	Third-year	May 2011	40	N/A
TY #11	Third-year	May 2011	Did not take	N/A
TY #12	Third-year	May 2011	49	N/A
TY #13	Third-year	May 2011	52	N/A
TY #14	Third-year	May 2011	53	N/A
TY #15	Third-year	May 2011	58	N/A
TY #16	Third-year	May 2011	53	N/A
TY #17	Third-year	May 2011	57	N/A
BA #1	BA	December 2010	60	68
BA #2	BA	December 2010	67	85
BA #3	BA	December 2010	55	65
BA #4	BA	December 2010	57	68
BA #5	BA	December 2010	50	58
BA #6	BA	December 2010	49	58
BA #7	BA	May 2011	46	57

Item analysis of the results. The second part of assessment question #1 requires an item analysis of the performance of students on the FSM TCE. The primary topic of each
TCE item is listed in Table No. 2 below along with the number of students who missed each item. Items missed by 30% or more of the students are highlighted in bold type. These results will be shared with faculty in the Education Division so that areas of weakness may be addressed during this school year.

Recommendations for improvement.

1) Several years ago there were two additional parallel competency exams developed that are currently in draft stage. There is a need to finalize these exams so that students/teachers do not learn from repeatedly taking the same test. Discussions have begun with the FSM DOE in this regard.

2) A study manual designed to prepare students/teachers to take the FSM TCE is scheduled to be completed in the next two weeks. This manual should be made available to all teachers and to students in the COM-FSM third- and fourth-year programs to enhance their performance on the exam.

Question #4

Showcase Portfolio: Final Presentation

(5) Strong, convincing, and consistent evidence; quality reflection
(3) Clear evidence and/or reflection&l
(1) Limited evidence and/or limited reflection
(0) No evidence and/or weak reflection

INTASC Principle	5	4	3	1	0
1.   Understanding Content	7	0	1	0	0
2.   Understanding Development	6	1	1	0	0
3.   Understanding Differences	4	2	1	1	0
4.   Designing Instructional Strategies	5	1	1	1	0
5.   Understanding and Using Management Strategies and Motivation	6	1	0	1	0
6.   Communicating to Learners	6	1	1	0	0
7.   Planning Instruction and Using Integration	6	2	0	1	0
8.   Assessment of Student Learning	5	2	0	1	0
9.   Reflecting on Practice	4	3	0	1	0
10. Participating in Professional Community	7	0	1	0	0

Seven out of the eight teacher candidates graduated. One failed to graduate from the program resulting from inefficient teaching performance and lacking evidence of accomplishment of the INTASC principles.

Conceptual Element/Category	Performance Levels
	Unsatisfactory	Basic	Proficient	Distinguished
	Is frequently late or	Sometimes late or	Late or absent once	Is never late in class
	absent	absent with valid	with valid excuse	or absent from class
		excuse		(and other assigned
				activity)
		N=1	N=8	N=8
	Does not do the	Completes all the	Assigned tasks are	Does the assigned
	assigned tasks	tasks with some	complete an well	tasks very well;
	quite often	reliance from others	done; submits them	completes and
		and sometimes	on deadline date	submits them before
		submits them late		the deadline
		with valid reason.
KS:			N=10	N=7
Commitment to	Is always defensive	Accepts	Accepts	Accepts constructive
Learn (Own	when criticized	constructive	constructive	criticisms, addresses
Learning an	constructively by	criticisms but does	criticisms and does	shortcomings pointed
Student Learning)	peers/supervisors	not do something to	something to	out and monitors own
		improve oneself	improve oneself	progress in the light
				of those criticisms
			N=10	N=7
	Does not show any effort to improve instructional	Confer with peers and supervisors and carries out their	Make plans of action to improve student learning,	Read books, makes use of information from the internet,

	practices to	suggestions to	discusses them with	discusses with peers
	improve student	improve student	supervisors and	and supervisors ways
	learning	learning	implements them	to improve student
				learning and carries
				them out in
				instruction
			N=9	N=8

Conceptual Element/Category	Performance Levels
	Unsatisfactory	Basic	Proficient	Distinguished
	Does not use	Uses appropriate	Uses appropriate	Uses appropriate
	appropriate verbal	verbal and non-	verbal and non-	verbal and non-verbal
	and non-verbal	verbal language	verbal language	language when
	language when	when	when	communicating at all
	communicating	communication in	communicating	times and encourages
		class	during group work	others (peers and
			and class discussion	students) to do the
				same
			N=9	N=8
	Does not listen	Listens actively	Listen actively	Listen actively when
EC:	actively when	when	when	communicating at all
Willingness to	communicating	communicating	communicating	times and encourage
Communicate		during class	during class and	others (peers and
Enthusiastically		discussion	group discussions	students) to do the
				same
			N=10	N=7
	Loves to talk but	Loves to	Loves to	Loves to
	does not waif for	communicate	communicate	communicate
	one’s turn.	appropriately	appropriately and	appropriately and
		(language not	observes the give-	observes the give-
		offensive and waits	and-take process	and-take process;
		for one’s turn)		Maintains composure
				at all times
			N=9	N=8

Conceptual Element/Category	Performance Levels
	Unsatisfactory	Basic	Proficient	Distinguished
	Is frequently	Interacts with	Interacts with	Interacts with others
	disrespectful in	others in polite and	others in polite and	in a polite and
	interacting with	professional	professional	professional manner ,
	students, peers,	manner	manner and works	works with them
	teachers, university		with them willingly	willingly and values
	personnel, and			their contributions to
	others			any cooperative
				endeavor
			N=8	N=9

	Shows over bias to	Makes statements	Makes statements	Makes statements
RD:	certain groups of	appreciating	appreciating diverse	appreciating diverse
Sensitivity to	people/students	diversity and the	opinions and using	opinions and using
Diversity	and gives negative	contributions made	them to build on	those opinions to
	statements about	by different groups	knowledge,	build on knowledge,
	them		expectations, etc.	expectations, etc;
				Actively seeks out
				opportunities to draw
				out inputs from
				diverse groups and
				incorporating them in
				one’s work or project
		N=1	N=8	N=10
	Does not make any	Makes one or two	Makes more than	Makes a lot of
	provision for	provisions to	two provisions to	provisions to
	accommodating	accommodate	accommodate	accommodate
	diversity in group	diversity in group	diversity in group	diversity in group
	work or addressing	work or in the	work or in the	work or in the
	diversity in the	classrooms when	classrooms when	classrooms when
	classrooms when	doing practicum in	doing practicum in	doing practicum in
	doing practicum in	the schools (e.g.	the schools (e.g.	the schools in terms
	the schools	differentiated	addressing learning	of content and
		activities for	style preferences,	methodology;
		different ability	differences, in	Addresses
		level)	abilities, gender	exceptionalities in
			equity)	class
		N=1	N=10	N=7

Recommendation

1. Update course outlines with the new requirements and formats.
2. Update tools/rubrics used in the program.
3. Incorporate INTASC principles in rubrics used for observation.
4. Design student learning outcomes for development of unit/lesson plans based on the curriculum standards in the methods courses.
5. Continue to work with state campuses on uniform assessments for AA Teacher Preparation program and TYC in Teacher Preparation.
6. Establish a capacity within the instructional divisions to share SLO assessment of courses offered in the major requirements of the AA in Teacher Preparation-Elementary degree program.
7. Design activities for the “Teacher Corp” Program that will complement the programs being offered by the Division.
8. Increase quantity and quality of teachers produced.
9. Strengthen admission requirements for the TYC Teacher Preparation program.