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Department of Education Accreditation

1c.1. What data from key assessments indicate that candidates in initial teacher preparation and advanced teacher preparation programs demonstrate the professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning?

Field-based signature assignments from baccalaureate initial licensing candidates during two practica and two student teaching placements are used to collect data on knowledge and skills that facilitate learning.  These data originate from several assessment instruments: Formal Lesson Plan rubrics, Formal Observations Evaluation, completed by university supervisors, the Classroom Performance Evaluations, completed by cooperating teachers (school-based faculty) in practica, and Student Teaching-Classroom Performance Observation, completed by cooperating teachers.   Assessment results indicate that baccalaureate initial licensing candidates demonstrate proficiency in professional and pedagogical knowledge and skills. Scores are consistently on target or higher.  Although slight score fluctuation is noted over three years across courses and assessment instruments, mean scores are consistently above the target level. Table 1c1.1  provides details.

In the three non-reviewed baccalaureate programs, initial licensing candidates’ professional and pedagogical knowledge and skills are measured by 10 rubric items on signature assignments. On four-point scale assessments, mean scores for business education, chemistry education, and life science education ranged from 3.33 to 3.87.   These means reflect candidates’ proficiencies in professional and pedagogical knowledge and skill performance.  Table 1c1.3 provides details.

Pedagogical and professional knowledge and skill performance of post-baccalaureate exceptional needs candidates at the initial level is assessed on field-based signature assignments using a five-point scale. Candidates demonstrate proficiency levels at or above the expected target of 3.50 / 5.00. In initial and advanced programs at the post-baccalaureate level candidates performed at 4.00 /5.00 on all indicators except those related to lesson planning. Table 1c1.4 provides details.

1c.2. What data from key assessments indicate that candidates in initial teacher preparation programs consider the school, family, and community contexts and the prior experiences of students; reflect on their own practice; know major schools of thought about schooling, teaching, and learning; and can analyze educational research findings?

At the baccalaureate initial licensure level, five key assessments measure candidates’ professional and pedagogical knowledge and skill competencies. These assessments are:  Reflection on Field Experience in EDUC 140; the Research Paper in EDUC 250, the Post-Observation Lesson Analysis Narratives (POLAN) in EDUC 201, the Formal Lesson Plan and POLAN in EDUC 301, and two Student Teaching placements, EDUC 480 and EDUC 483; and the School Community Profile, in EDUC 301.  Please refer to the green highlight cells in Table 1c2, which is linked in Table 1c2.1.

In EDUC 140, initial licensing candidates research major social issues affecting students and schools and present their research to the class.  Elementary candidates’ mean score in EDUC 140 is 3.91 / 4.00 while secondary candidates’ mean score is 3.78 / 4.00.  In Educational Psychology and Measurement, EDUC 250, evidence on target or above indicate that candidates understand key aspects of teaching and learning and can analyze research findings, as evidenced in the Research Paper signature assignment.  In this assignment elementary candidates’ mean score is 3.57 / 4.00 and secondary candidates’ mean score is 3.78 / 4.00.

A third key assessment is the Formal Lesson Plan.  Candidates are expected to consider students’ prior experiences and knowledge in order to adapt and differentiate lessons. Elementary / mild intervention candidates earn mean scores ranging from 3.44 to 3.67.   Secondary education / mild intervention candidates earn mean scores ranging from 2.52 / 4.00 to 3.04 / 4.00. 

The fourth key assessment is the Post-Observation Lesson Analysis Narratives (POLAN), a signature assignment in which candidates reflect on the effectiveness of their formal lessons. They analyze results of pre and post-assessments administered to students, and consider how they might improve the lesson to further student learning.  Mean scores on professional and pedagogical knowledge and skill items from the POLAN signature assignments range from 3.02 / 4.00 to 3.54 / 4.00 for elementary / mild intervention candidates, and 3.17 / 4.00 to 3.86 / 4.00 for secondary / mild intervention candidates.  

The fifth key assessment, the School Community Profile, in EDUC 301, provides evidence of candidates’ consideration of school, family, and community contexts.  Elementary / mild intervention candidate performance yields a mean of 3.00 /4.00, while secondary / mild intervention candidates’ performance yields a mean of 2.92 / 4.00.

In the three non-reviewed programs 13 rubric criteria are aggregated from Formal Lesson Plan Evaluations and Evaluation of Classroom Performance and Student Teaching Evaluation instruments.  Both cooperating teachers and university supervisors assess candidates with these instruments during two practica and student teaching.  Overall, the mean scores of business, chemistry, and life science education candidates range from 3.40 to 3.69 / 4.00.  Table 1c2.2 details signature assignment results for initial baccalaureate candidates in non-reviewed programs.

Candidates at the initial licensing level of the post-baccalaureate Exceptional Needs Programs, both mild and intense intervention, demonstrate professional and pedagogical competencies through nine key assessments. The key assessments (signature assignments) focus on candidates’ competencies in researching about and putting into practice competencies that reflects their professional and pedagogical knowledge and skills. One key assessment is the Practicum Evaluation in Practicum, SPED 513. The three-year mean for mild intervention candidates is 4.45 / 5.00, and for intense intervention candidates it is 4.85 / 5.00.  The remaining eight of the nine signature assignments are scored on a four-point scale. Candidates in mild intervention score a mean of 3.52 / 4.00, while one intense intervention candidate’s mean score is 4.00 / 4.00.  Table 1c2.3 provides details.

1c.3. What data from key assessments indicate that advanced teacher candidates reflect on their practice; engage in professional activities; have a thorough understanding of the school, family, and community contexts in which they work; collaborate with the professional community; are aware of current research and policies related to schooling, teaching, learning, and best practices; and can analyze educational research and policies and explain the implications for their own practice and the profession?

Candidates at the advanced licensing level of the post-baccalaureate Exceptional Needs Programs, both mild and intense intervention, demonstrate professional and pedagogical competencies through ten key assessments. As with the key assessments (signature assignments) for initial licensure candidates, the advanced licensure assessment focus on candidates’ competencies in researching about and putting into practice competencies that reflects their professional and pedagogical knowledge and skills. One key assessment is the Practicum Evaluation in Practicum, SPED 513. The three-year mean for advanced licensure mild intervention candidates is 4.45 / 5.00, while for intense intervention candidates it is 4.85 / 5.00.  The remaining nine of ten signature assignments are scored on a four-point scale. Advanced candidates in mild intervention score a mean of 3.67 / 4.00, while intense intervention candidates’ mean scores are 3.55 / 4.00.  (Table 1c3) provides details.

1c.4. What do follow-up studies of graduates and employers indicate about graduates' preparation related to professional and pedagogical knowledge and skills? If survey data have not already been reported, what was the response rate?

A link to survey response rates is located on each summary table.

Four years of data are derived from four surveys:  the Alumni Survey, Undergraduate Exit Survey the Employer Survey, the Field-based Faculty Survey of cooperating teachers.  Survey results are sorted by the unit’s major programs. Details of candidate performance are located in Table 1c4.

Alumni Survey data from both baccalaureate and post-baccalaureate alumni indicate satisfaction with preparation in professional and pedagogical knowledge and skills. Candidates selected responses from a five-point Likert scale.  For data collected from 2006 to 2009, the percentage of alumni who rated their professional and pedagogical knowledge and skills at 3.50 or higher over the course of four years ranges from 65% to 87%. The percentage of alumni ratings at 4.00 or higher range from 44% to 73% during the same period. Scores reflect overall agreement among candidates regarding satisfaction with their preparation in pedagogical content knowledge and skills, especially in areas related to preparation to accept the responsibilities of the profession and knowledge, skills and dispositions gained in methods classes.

Undergraduate Exit Survey indicates results from candidates who have recently completed their programs. For data collected from 2006 to 2009, the percentage of recent program completers who rate their professional and pedagogical knowledge and skills at 3.50 or higher over the course of four years ranges from 71% to 100%. The percentage of recent program completers rating professional and pedagogical knowledge and skills at 4.00 or higher ranges from 14% to 81% during the same period. Scores reflect overall agreement among candidates regarding satisfaction with their preparation.

Employer Survey results indicate that employer’s are satisfied with preparation of alumni in their professional and pedagogical knowledge and skills.  For data collected from 2007 to 2009, 39 employers responded to surveys.  Across all Employer Surveys there are 119 possible mean scores for the three year period, using a five-point Likert scale.   During this period, five scores range from 3.00 / 5.00 to 4.00 / 5.00; one score is at 2.50 / 5.00; and, one score is at 1.00 / 5.00.   The remaining mean scores range from 4.00 / 5.00 to 5.00 / 5.00. 

Field-Based Faculty Surveys were administered fall 2009 to seven cooperating teachers.  Among ten survey items, one item yields a mean score of 3.71 on a five-point Likert scale. The remaining mean scores are between 4.00 and 5.00.