Teacher Preparation-Elementary (3rd Year) Certificate

Program Student Learning Outcomes Assessment
(AY 2017-2018)

AY 2016-2017

AY 2015-2016

AY 2014-2015

AY 2013-2014

AY 2012-2013

 

Program Student Learning Outcomes(PSLOs)

At the completion of the Teacher Preparation-Elementary (3rd Year) Certificate, the student will be able to:

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.

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PSLO Assessment Report Summary

What we looked at:

The Education Division’s assessment focused on all 6 PSLOs. Listed below are the assessment plans for each of the PSLOs.

• PSLO #1: Lesson plans produced by the students in the ED 392 Practicum course were reviewed using a rubric to determine comprehension and application of the FSM elementary school curriculum standards. (Target = 90% of students will achieve 70% or better)
• PSLO #2: The lesson delivery of the ED 392 Practicum course at one of the elementary schools was rated using an observation instrument. (Target = 90% of students will achieve 70% or better)
• PSLO #3: The assessment component of the lesson plans produced by students in the ED 392 Practicum course were reviewed using a rubric. (Target = 90% of students will achieve 70% or better)
• PSLO #4: The classroom management skills of the ED 392 Practicum students during lesson delivery were reviewed using an observation instrument. ((Target = 90% of students will achieve 70% or better)
• PSLO #5: Students were administered the FSM Teacher Competency Examination (test of pedagogical knowledge including 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).
• PSLO #6: Professionalism rubric collected twice a semester in all 300 level courses.

What we found:

• PSLO #1
• Spring 2018- 8 (3 males: 5 females) out of 8 students (100%) successfully design lesson plans in language arts as measured by lesson plan rubric.
• 7 (2 males; 5 females) out of 8 students (87%) successfully completed math lesson plans.
• 7 (2 males; 5 females) out of 7 students (100%) successfully completed a social studies lesson plan
• 7 (2males; 5 females) out of 7 students (100%) successfully completed a lesson plan in science.
• PSLO #2
• Spring 2018 -8 (3 males; 5 females) out of 8 students (100%) successfully delivered a language arts lesson
• 7 (2males; 5 females) out of 8 students (87%) successfully delivered a math lesson.
• 7 (2 males; 5 females) out of 7 students (100%) successfully delivered a science lesson.
• 7 (2 males; 5 females) out of 7 students (100%) successfully delivered a social studies lesson.
• PSLO #3
• Spring 2018- 8 (3 males; 5 females) out of 8 students (100%) successfully completed this CSLO by assessing student learning on language arts lesson.
• 7 (3 males; 5 females) out of 8 students (100%) successfully completed this CSLO by assessing student learning on a math lesson.
• 7(2 males; 5 females) out of 7 students (100%) successfully completed this CSLO by assessing student learning on science lesson.
• 7(2 males; 5 females) out of 7 students (100%) successfully completed this CSLO.
• PSLO #4
• Spring 2018- 8 students (5 females; 3 males) out of 8 students (100%) successfully managed the students during their language arts lessons.
• 7 (5 females;2 males) out of 7 students (100%) successfully completed teaching materials and managed classroom during a math lesson.
• 7 (2 males, 5 females) out of 7 students (100%) successfully completed teaching materials and managed classroom during science lesson.
• 7( 2 males, females) out of 8 students (100%) successfully completed teaching materials and managed classroom during social study lesson.
• PSLO #5
• Spring 2018- 6 (5 females, 1 male) out of 6 Third-year graduates (100%) passed the FSM Teacher Competency Exam with a score of 53/75 or higher.
• Fall 2017- 4 (3 females; 1 male) out of 9 students (44%) passed the FSM Teacher Competency Exam with a score of 53/75 or higher.
• PSLO #6
• Spring 2018- All TYC courses offered with the total enrollment of 81 students, 23 males, 58 females, 100% of students achieved 71% attendance, 100% achieved 74% promptness, 100% of students achieved 92% class participation, 100% of students achieved 68% submission of assignments, 100% of students achieved 87% quality of assignments, 100% of students achieved 98% attire, 100% of students achieved 99% respectfulness of communication.
• Fall 2017 - Of the 7 courses offered 61/61(100%) of students achieved 71% attendance, 61/61(100%)achieved 74% promptness, 61/61(100%) achieved 90% class participation, 61/61 achieved 70% submission of assignments, 61/61 achieved 89% quality of assignments, 61/61 achieved 98% attire, 61/61 achieved 98% respectfulness of communication.

What we are planning to work on:

• Continue to offer study sessions using the TCE Preparation Manual in the weeks prior to the administration of the TCE to pending third-year graduates.
• Establish inter-rater reliability in assessing lessons taught
• Review and implement recommendations from Third Year Program Review.
• Review PSLO #6 to determine if it should be maintained. If yes, how best to measure it.
• Review the FSM School Accreditation System teacher observation forms for possible adoption as tools for assessment of PSLOs 1-4
• Review the item analysis for the TCE from fall 2015 and spring 2016
• Teach how to write lesson objectives, lesson plans and conduct assessment consistently across all courses

Recommendations for students:

• Students planning to enroll in Teacher Preparation – Elementary (3rd Year) program must fulfill the admission requirements for the program. A student will be admitted to full status if he/she possesses an association degree in an education program (excluding Early Childhood), has earned a CumGPA of 2.75 or above, and has a score of at least 20 on the entrance essay with no individual score below a three (3).
• Third-year students should plan to take ED 301a, ED 301b, ED 303, and ED 330 in the first semester of the program as these courses are prerequisite for ED 305 and ED 338. Also, it is recommended that students take ED/PY 300 during the first semester, if possible, as it is a foundation course for the other courses in the program.
• Students in the two-year Pre-Teacher Preparation program should try to learn as much as they can in ED/PY 201 to help them succeed in ED/PY 300.
• Students planning to enroll in the Teacher Preparation-Elementary (3rdYear) program should plan ahead to compete the Pre-Teacher Preparation requirements in a timely manner to ensure continued eligibility of Pell Grant.
• Students should register for at least 15 credits each semester.