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Education

Use of Data for Program Improvement

The unit regularly and systematically uses data, including candidate and graduate performance information, to evaluate the efficacy of its courses, programs, and clinical experiences. The unit analyzes program evaluation and performance assessment data to initiate changes where indicated. Candidate and faculty assessment data are regularly shared with candidates and faculty respectively to help them reflect on their performance and improve it.

Through summary reports of assessment data, Gateway Committees, academic departments, Teacher Education Committee (Unit), the Graduate Council and appropriate campus wide governance committees use assessment data to reflect on candidate performance and to initiate program and course changes where needed. The unit Assessment Plan (Initial and Advanced Programs) describes the specific processes. (Complete plans are available in the evidence room.) These mechanisms ensure that programs are improved and reflect changes at the state and federal level as they impact public schooling. Efforts are made to use data to improve programs with no adverse consequences to individual candidates.

Candidates and Faculty

Candidates are required to reflect on their performance and develop plans for improvement both formally and informally. For example, informal reflection begins in EDUC 131: Introduction to Teaching as candidates review the verification of observation evaluation forms submitted by cooperating P-12 teachers. Candidates and the professor individually review the ratings given and discuss any deficiencies and means for improvement. At this point, much of the discussion centers around expected behaviors and dispositions for educators. Informal opportunities continue in subsequent professional education courses. The reflections become more formalized and assessed in upper division courses.

Candidates in the professional year develop teacher work samples (TWS, Rubric). Teacher Interns must describe contextual factors, plan and deliver an instructional sequence, assess student performance before and after instruction, analyze student learning, and then reflect on their practice in light of their students’ learning. As part of their reflection, candidates must consider areas of their practice that should be developed and improved. The TWS is submitted and scored at the end of the teacher internship experience. Other examples of how candidates reflect on their practice and pl

an for improvement include: 1) the final report and exit interview required for Observation and Participation, 2) the self-evaluations of performance used during the teacher internship, 3) the self-evaluation of field experiences in Education administration and school counseling, and reflective commentaries submitted in initial and advanced program portfolios.

Candidates for masters and specialists degrees complete reflections as part of the oral examination requirements. The candidate evaluates and exhibits individual learning as well as evaluating the efficacy of the degree program. Faculty evaluate individual candidates and through the gateway committees analyze issues and trends for programs. Gateway committees, academic departments and the Graduate Council make recommendations for curricular change.

Additionally, the School Counseling Program has developed a pre-/post-survey to determine growth of students in the program. This plan was under construction for 2005-2006 academic year and has been implemented in the Fall of 2005.

There are established processes through which faculty continuously and systematically use data to reflect on and improve their own practice. Course evaluations completed by candidates serve as an important source of data for the annual evaluation of individual faculty members. Faculty work with their peers and the Dean to reflect on their performance and to develop ways to improve their teaching. Gateway Committees allow faculty involved in specific courses and levels to use data collaboratively to change curricula, field experiences, procedures, and assessment practices.

Initial Programs

Before changing initial level programs or adding new programs, changes must go through the Chadron State College governance structure. (Examples of changes include adding new courses, deleting existing courses, and modifying program admission or exit requirements.) Program modifications usually begin via respective departments or an office within a school needing to request the change. The department or office provides the justification and institutional paperwork for implementing the process to modify any existing policies or coursework. Once the change has been approved within the originating department, it is then open for college-wide comment, including the Teacher Education Committee (Unit), Academic Review Committee, and other committees having regular input on curricular matters. Provided no objections are raised during the college-wide comment period, curricular changes are submitted to the Vice President for Academic and Student Affairs. If objections occur and cannot be resolved by the two parties, the college Academic Review Committee meets to discuss the issue and makes a recommendation to the Vice President for Academic and Student Affairs, who makes the final decision or, if required, final recommendation to the President. All curricular changes must be approved by the Vice President for Academic and Student Affairs. Some curricular changes, including new degree programs, must be approved by the Nebraska State College Board of Trustees and the Post-Secondary Coordinating Commission. Eventually all changes must meet Nebraska Department of Education rules and accreditation standards of program or professional societies or organizations.

The overall sequence was given in the previous section. 

Advanced Programs

Before changing advanced level programs or adding new programs, changes must go through the Chadron State College governance structure. (Examples of changes include adding new courses, deleting existing courses, and modifying program admission or exit requirements.) Program modifications usually begin via respective departments or office needing to request the change. The department or office provides the justification and institutional paperwork for implementing the process to modify any existing policies or coursework. Once the change has been approved within the originating department, it is then open for college-wide comment, including thee Graduate Council, Academic Review Committee, and other committees having regular input on curricular matters. Provided no objections are raised during the college-wide comment period, curricular changes are submitted to the Vice President for Academic and Student Affairs. If objections occur and cannot be resolved by the two parties, the college Academic Review Committee meets to discuss the issue and makes a recommendation to the Vice President for Academic and Student Affairs, who makes the final decision or, if required, final recommendation to the President. All curricular changes must be approved by the Vice President for Academic and Student Affairs. Some curricular changes, including new degree programs, must be approved by the Nebraska State College Board of Trustees and the Post-Secondary Coordinating Commission. Eventually all changes must meet Nebraska Department of Education rules and accreditation standards of program or professional societies or organizations

The overall sequence was given in the previous section.