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Education

Student Learning for Teacher Candidates

Teacher candidates focus on student learning as shown in their assessment of student learning, use of assessments in instruction, and development of meaningful learning experiences for students based on their developmental levels and prior experience.

Initial Teaching Programs

The knowledge, skills, and dispositions to support the learning of all students are addressed in the CSC conceptual framework and assessed throughout the program in coursework and field experiences. Candidates develop the ability to accurately assess and analyze student learning, make appropriate adjustments in instruction, monitor student learning, and positively affect the learning of all students.

Candidates are assessed on areas of the conceptual framework that, in combination, affect student learning during their teaching internship (student teaching) experience. It is difficult to separate individual items from the Teacher Intern Checklist that affect student learning as often a combination of knowledge, skills, and dispositions are necessary to provide an effective classroom environment.

Table 1.17: Mean Ratings for Conceptual Framework Components Relating to Professional and Pedagogical Knowledge and Skills Items from the Teacher Intern Checklist (Documents Center) summarizes ratings from the Teacher Intern Checklist that in combination affect student learning. Mean scores ranged from 3.22 to 5.00, indicating candidates are well prepared to positively impact student learning. Cooperating teachers rated CSC candidates at the 4.0 and 5.0 levels (5-point scale). Mean scores show that teacher interns have a broad knowledge of instructional strategies and professional practices delineated in professional, state, and institutional standards to help all students learn.

Items included within the various conceptual framework sections include the following specific items that most directly affect a candidate’s ability to positively impact student learning:

I.B Promotes activities to elicit critical thought

II.A Encourages student concerns as an element in discussions

II.D Promotes a climate that embraces elements of diversity

III.A Implements teaching-learning activities that are consistent with identified objectives and level of students

III.B Designs and selects appropriate evaluation procedures which measure student achievement

III.D Uses a variety of evaluation devices and/or activities

III.E Diagnoses and prescribes for individual differences

IV.B Explains why subject matter is important to learn

VI.B Clearly identifies instructional goals and objectives

VI.D Provides opportunity for individually guided practice

VI.E Relates subject matter to students lives/interests (relevancy)

VI.G Lessons are at developmentally appropriate level

VI.H Gives students background in the activity and tells them performance expectations

VI.I Modifies instruction on the basis of student needs during instruction

VII.E Analyzes and continually strives to improve teaching effectiveness

The Teacher Work Sample [TWS] performance assessment (TWS, Rubric) provides a comprehensive, authentic demonstration of a candidate’s ability to assess student learning, use assessment data to guide instruction, and develop learning experiences for students based on contextual factors. TWS methodology is designed to prompt the candidate to reflect upon their impact on student learning. Assignments, evaluation procedures and summarizations of results for the TWS appear in “Content Knowledge” section (Table 1.4a Mean Scores for Teacher Work Sample Summary). Detailed results are described in Table 1.4 Means Scores for Teacher Work Sample (Documents Center).

At the secondary level, further evidence of assessment of student learning can be found in the Teacher Internship Guidebook. The following activities in Part II of the Guidebook focuses on instructional methods and management competencies:

Competency 11 – Learning/Teaching Modules

Competency 12 – Lesson/Student Motivation

Competency 13 – Testing and Assessment

Competency 14 – Reading Lesson Assessment

Competency 15 – Grading Policies

Competency 16 – Technology Inclusion

Competency 17 – Multicultural-Diversity Inclusion

Competency 20 – Reflective Teaching

Competency 21 – State Standards Review

Competency 22 – Special Services

At the elementary level, evidence of assessment of student learning is found within the activities associated with the Elementary Check Sheet for Teacher Interns. This check sheet identifies specific activities required of elementary level interns during their internship experience. The following Check Sheet activities provide evidence of student learning as shown in assessment measures:

1.A Reading Inventory

2.A Learning Center

2.D Grading Procedures

2.H Thematic Unit

3.A Integrated Language Experience

3.C Concrete Math Lessons with Manipulatives

3.H Cooperative Learning Activity

Follow-up studies of initial teaching program graduates and their employers provide information regarding candidate focus on student learning. Table 1.33: Mean Ratings of Student Learning for Initial Teaching Program Graduates from Graduate and Employer Follow-up Studies (Documents Center) lists items (# 2-4, #6-11, #14, # 17, #19, # 22-24, #26, and #32) from the most recent initial teaching program graduate and employer follow-up studies that relate to a candidate’s ability to focus on student learning. Graduates and employers both rated initial program graduates focus on student learning at the 4 “beyond expectations” level (5-point scale) with means of 4.02 and 4.10, respectively.

Table 1.33a: Mean Ratings of Student Learning for Initial Teaching Program Graduates from Graduate and Employer Follow-up Studies (Summary)

Advanced Programs (Teaching)

Candidates for the Master of Education in Curriculum and Instruction degree at the Elementary and Secondary levels have completed a degree and requirements for initial certification at the undergraduate level. Individuals generally are working as teachers or in other capacities in schools and are seeking further education to enhance their abilities to positively impact student learning. The focus on student learning component is based on Nebraska Department of Education Rule 24 and NDE evaluates the program.

For the masters level degree program student learning focus is integrated into coursework, including assignments that are applicable to the candidate’s professional position (Syllabi are located in the document center). Student learning focus is assessed much the same as content knowledge, pedagogical content knowledge, and professional and pedagogical knowledge and skills. Assessments include exit GPA requirements (Table 1.7: Mean Exit GPA for Masters of Education—Curriculum and Instruction Graduates), course assessments, graduate portfolio, comprehensive oral exam and follow up exams. (See the previous sections for detailed discussion of the administration and assessment procedures.)

Follow-up surveys of recipients of the Master of Education in Curriculum and Instruction (Elementary and Secondary) and their employers provide information regarding candidate’s ability to focus on student learning. The student learning focus component is based on Nebraska Department of Education Rule 24. The assessment instrument is tied to NDE Rule 24 and the CSC conceptual framework. Table 1.34: Mean Ratings of Focus on Student Learning of Master of Education in Curriculum and Instruction--Elementary and Secondary Recipients from Graduate and Employer Follow-up Studies lists items from the most recent graduate and employer follow-up studies that relate to Student Learning. Results indicate that both graduates and employers rate focus on student learning of C&I program graduates at a high level with overall means of 4.41 and 4.81, respectively (Scale 5=high to 1=low).