Advanced Licensure Programs – 2012-13 Annual Report

2012-13Student Learning Outcomes Assessment Plan and Report

College: College of Education

Department:Middle and Secondary Education

Degree Program: Masters of Education in Middle and Secondary Grades Education (M.Ed.)

The University of North Carolina at Charlotte offers two (2) pathways to the Advanced Teacher Licensure available in North Carolina. Due to state regulations both must have the exact same student learning outcomes. Those pathways are a traditional Master of Education degree or a Master of Arts in Teaching degree, with this latter degree earned after completing the approved Graduate Certificate Program in the same licensure area.

Reflection on theContinuous Improvement of Student Learning
1. List the changes and improvements your program planned to implement as a result of last year’s student learning
outcomes assessment data.
2. Were all of the changes implemented? If not, please explain.
3. What impact did the changes have on student learning?
  1. Based upon the 2011 assessment data, candidates in the M.Ed. in Middle and Secondary Grades met all performance outcomes for each Student Learning Outcome. Changes were not needed in the program or instruction based on the collected data. Student learning continues to be strong.

Student Learning Outcome 1
(knowledge, skill or ability to be assessed)
Advanced teacher candidates demonstrate in-depth knowledge of the content that they plan to teach through inquiry, critical analysis, and synthesis of the subject and are leaders in the content that they teach.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes.
No changes were made to the effectiveness measure for SLO1.
Effectiveness Measure: Identifythe data collection instrument, e.g., exam, project, paper, etc. that will beused to gauge acquisition of this student learning outcomeandexplain how it assesses the desired knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive.
M.Ed. candidates demonstrate comprehensive knowledge and skills through a culminating project. Candidates in both middle and secondary education must complete a capstone experience. They may choose from either a comprehensive portfolio or research project. The goal of the course is to help the student demonstrate through a cumulative teaching Comprehensive Capstone Portfolio (CCP) that the student has obtained the knowledge, skills and dispositions of a master teacher. The specific artifact that will be submitted by the candidates is the Comprehensive Capstone Portfolio (CCP) which contains five entries, an introductory overview, and a reflective summary. Each entry is completed by the student over the entire semester then loaded onto Moodle for revision and assessment. The final product is uploaded to Taskstream for the summative portfolio assessment using the MDSK Graduate Capstone Assessment Rubric. Each entry is carefully scripted to address one or more of the five North Carolina Teacher Standards with particular emphasis on impact on Student Learning. The five entries, introductory overview, and reflective summary also collect work samples, artifacts, research, and projects accumulated during the entire Masters Program of Study. The Comprehensive Capstone Portfolio (CCP) is assessed by one or more faculty and successful completion is reported to the Graduate School.
Of these five major entries, one specifically addresses Student Learning Outcome 1. This is Entry 2:Analysis of Teaching, which demonstrates the candidate’s content knowledge and leadership abilities. For Entry 2: Analysis of Teaching, each candidate chooses a video-taped lesson that synthesizes his/her knowledge of content. In the accompanying in-depth analysis of this tape, candidates describe the lesson and activities, connect the lesson to the North Carolina Essential Standards or Common Core State Standards in their content area(s), discuss the lesson’s impact on student learning, and critique the lesson through self-reflection. In Entry Two, candidates use an Analysis of Teaching Project in their licensing area to demonstrate their knowledge and applications of respective educational environments, content and curriculum expertise, leadership, and their ability to impact student learning. The candidates include the complete narrative from the project, all artifacts, and a video that serves to support and verify the project. Candidates in an essay carefully analyze the design and delivery of instruction, impact on student learning based on evidence and artifacts, and data driven implications for future teaching. The choices for the Analysis of Teaching Project are well-grounded in respected educational theory and research and clearly support positive impact on student learning. The video is uploaded to Moodle for class analysis but to maintain privacy of students, videos are not uploaded to Taskstream. The video length is based upon the class schedule. The instructional plans and essay are loaded to the Comprehensive Capstone Portfolio (CCP). All literature must be properly cited using APA formatting. The essay length is 3-6 pages. This requirement will provide the opportunity to demonstrate your ability to develop, implement, and assess both student learning and the effectiveness of a developmentally appropriate instructional investigation designed to promote learners’ construction and understanding of one major social studies concept or topic along with the development of one or more cognitive processes skills. This task is a reflective analysis of instructional methods that you currently use in your classroom.
Methodology: Describe when, where and how the assessment of this student learning outcome will be administeredand evaluated. Describe the process the department will use to collect, analyze and disseminatethe assessment data to program facultyand to decide the changes/improvements to make on the basis of the assessment data.
The Comprehensive Capstone Portfolio (CCP) is completed in MDSK 6691 - Seminar in Professional Development, which is taken during the final semester of the candidate’s program. It consists of five entries, an introductory overview, and a reflective summary which are designed to assess the candidate’s knowledge, skills, and dispositions in their content area. Of these five major entries, one specifically addresses Student Learning Outcome 1. This is Entry 2:Analysis of Teaching, which demonstrates the candidate’s content knowledge and leadership abilities.
In this entry, candidates demonstrate leadership by participating in the presentation and critique of their peers’ videos in content groups within the class. The course instructor then analyzes the video and accompanying reflection for content appropriateness in design, duration, and implementation. The essay shows deep and rigorous reflection regarding delivery of the unit, powerful impact on student learning based on evidence and artifacts, and creative, innovative, and data driven implication for future teaching. The video and the summary outline serves to support and verify the project showing clear, consistent and convincing evidence of exemplary teaching methods and powerful impact on student learning.
This entry is scored by the course instructor using the MDSK Comprehensive Capstone Portfolio (CCP) Rubric, which employs a three point scale, with a score of one indicating standards have not been met, two proficient work, and three accomplished work. Any candidates not achieving proficiency (score of 2) receive remediation by the course instructor. Revisions are allowed because mastery learning is expected for all teacher education candidates in North Carolina.
Scores are collected using the College’s electronic data management system and are analyzed at the college and program levels. Simple descriptive statistics are used to analyze the scores, and disaggregated findings are reported by semester at three levels (College, Program, and Licensure Area). Once a year results from all assessments administered by the programs are disseminated to the faculty in the College of Education. The data are discussed during a final faculty meeting and next steps are determined by which to address any needs identified. All strategies determined during this closing the loop discussion are implemented during the next academic year. All data reports created by the College of Education are housed on a secure website which is accessible to all faculty within the College of Education.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring Rubric. (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive.)
The program expects 80% of its teacher candidates to score 2 or better (proficient or accomplished) on a 3 point scale on the Comprehensive Capstone Portfolio (CCP) Rubric element for Entry 2: Analysis of Teaching.
2011Assessment Data / 2012 Assessment Data
Program / MGSE / MGSE / MGSE / MGSE
Semester / Spring 2011 / Fall 2011 / Spring 2012 / Fall 2012
Count / 4 / 18 / 5 / 1
Entry Two: Analysis of Teaching Project / 100% / 100% / 100% / 100%
Plans for 2013-14: Based upon the 2012 assessment data included in this annual report, what changes/improvements willthe programimplementduring the next academic yearto improve performance on this student learning outcome?
All performance outcomes were met; no changes are needed at this time.
Assessment Lead’s Comments on Student Learning Outcome 1:
This will be completed summer of 2013 by the Assessment Coordinator.
Student Learning Outcome 2
(knowledge, skill or ability to be assessed)
Advanced teacher candidates demonstrate in-depth understanding of the content and theories related to pedagogy and learning and are able to select, use and explain a broad range of evidence-based instructional strategies and technologies that promote student learning.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes.
No changes were made.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will beused to gauge acquisition of this student learning outcomeand explain how it assesses the desired knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive.
M.Ed. candidates demonstrate comprehensive knowledge and skills through a culminating project. Candidates in both middle and secondary education must complete a capstone experience. They may choose from either a comprehensive portfolio or research project. The goal of the course is to help the student demonstrate through a cumulative teaching Comprehensive Capstone Portfolio (CCP) that the student has obtained the knowledge, skills and dispositions of a master teacher. The specific artifact that will be submitted by the candidates is the Comprehensive Capstone Portfolio (CCP) which contains five entries, an introductory overview, and a reflective summary. Each entry is completed by the student over the entire semester then loaded onto Moodle for revision and assessment. The final product is uploaded to Taskstream for the summative portfolio assessment using the MDSK Graduate Capstone Assessment Rubric. Each entry is carefully scripted to address one or more of the five North Carolina Teacher Standards with particular emphasis on impact on Student Learning. The five entries, introductory overview, and reflective summary also collect work samples, artifacts, research, and projects accumulated during the entire Masters Program of Study. The Comprehensive Capstone Portfolio (CCP) is assessed by one or more faculty and successful completion is reported to the Graduate School.
Of these five major entries, one specifically addresses Student Learning Outcome 2. This is Entry 1: Study of Studies: A Review of the Literature, which addresses pedagogical content knowledge that promotes student learning.In Entry 1, Study of Studies in the Content Area, the candidate researches and reads at least ten (10) or more research articles dealing with a topic in the their content area of education. From these research based articles, candidates write a 3-6 page essay a Study of Studies, a review of the literature, from an Advanced Content course to demonstrate their grasp of research and research methodology in their particular content area. This three point essay must address the following (1) exploring the relevance of the literature to the educational environment, (2) the insights into new and innovative thinking about classroom practice and curriculum in their content area, and (3) the potential impact that the Study of Studies might have on student learning in multiple contexts. Candidates are required to develop a PowerPoint presentation and present an overview of their Study of Studies to peers in their content area.
Methodology: Describe when, where and how the assessment of this student learning outcome will be administered and evaluated. Describe the process the department will use to collect, analyze and disseminate the assessment data to program faculty and to decide the changes/improvements to make on the basis of the assessment data.
The Comprehensive Capstone Portfolio (CCP) is completed in MDSK 6691 - Seminar in Professional Development, taken during the final semester of the candidate’s program. It consists of an introductory overview, reflective summary, and five major entries which are designed to assess the candidate’s knowledge, skills, and dispositions. Of these five major entries, one specifically addresses Student Learning Outcome 2. This is Entry 1: Study of Studies: A Review of the Literature in which candidates use a Thematic Analysis of Readings on Research to demonstrate their grasp of research and research methodology in their particular content area. They build on this Study of Studies by developing a structured review of the literature through a three point essay (1) exploring the relevance of the literature to the educational environment, (2) the insights into new and innovative thinking about classroom practice and curriculum, and (3) the potential impact that the Study of Studies might have on student learning in the greater educational arena. Evidence used for demonstrating impact on student learning contains some data that are empirical, and candidates include a discussion of this impact as evidenced by the data and other appropriate artifacts.
This entry is scored by the course instructor using the Comprehensive Capstone Portfolio (CCP) Rubric, three point rubric, with a score of one indicating proficiency ‘not met’, two ‘proficient’, and three ‘accomplished’ work. Any candidates not achieving a proficient rating receive remediation by the course instructor. Revisions are allowed because mastery learning is expected for all teacher education candidates in North Carolina.
Scores are collected using the College’s electronic data management system and are analyzed at the college and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated findings are reported by semester at three levels (College, Program and Licensure Area). Once a year results from all assessments administered by the programs are disseminated to the faculty in the College of Education. The data is discussed during a final faculty meeting and next steps determined to address any needs identified. All strategies determined during this closing the loop discussion are implemented during the next academic year. All data reports created by the College of Education are housed on a secure website which is accessible to all faculty within the College of Education.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring Rubric. (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive.)
The program expects 80% of its teacher candidates to score “2” or better (proficient or accomplished) on a 3 point scale on Comprehensive Capstone Portfolio (CCP) rubric element (Entry 1: Study of Studies: A Review of the Literature).
2011Assessment Data / 2012 Assessment Data
Program / MGSE / MGSE / MGSE / MGSE
Semester / Spring 2011 / Fall 2011 / Spring 2012 / Fall 2012
Count / 4 / 18 / 5 / 1
Entry 1: Study of Studies: A Review of the Literature / 100% / 100% / 100% / 100%
Plans for 2013-14: Based upon the 2012 assessment data included in this annual report, what changes/improvements willthe program implement during the next academic year to improve performance on this student learning outcome?
All performance outcomes were met; no changes are needed at this time.
Assessment Lead’s Comments on Student Learning Outcome 2:
This will be completed summer of 2013 by the Assessment Coordinator.
Student Learning Outcome 3
(knowledge, skill or ability to be assessed)
Advanced teacher candidates engage in professional activities and reflective practice which require them to analyze current research and policies related to schooling, teaching, and learning, and to collaborate with the professional community to create meaningful learning experiences for all students
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes.