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Millikin University - Decatur, IL
Assessment System 

4.5 Description of the system by which candidates’ proficiencies are regularly assessed

Candidate performance is assessed at four checkpoints: #1—Admission to Millikin; #2—Admission to Teacher Education and Retention; #3—Approval to Student Teach and #4—Program Completion.

 

Checkpoints: #1—Admission to Millikin

 

Criteria for Consistent and Accurate Measurement:

  1. High school performance. This includes class rank (seeks upper one third of class), GPA, courses that the student takes, and the high school he/she attends. As far as the courses that are considered, they look for college prep programs with an emphasis on the basics (English, math, science). Class rank fluctuates the most depending on the school a student attends, and they take this into consideration.
  2. Standardized tests – the ACT and SAT. The average ACT score for MU students is 23.2.
  3. Promise of student contribution. This is based on co-curricular activities, whether they work while maintaining a consistent GPA, etc., and a campus interview. The interview is not required, but most who apply and are admitted go through an interview – 75-80%.

 

Purpose:

  1. To recruit and admit students who will be successful at Millikin.
  2. To prepare programming appropriate to incoming students.

Persons Collecting and Analyzing Data:

The nature of data to be collected is determined by the Enrollment Management Team, which meets weekly to plan for short and long-term enrollment. The Enrollment Management Team is chaired by Rich Dunsworth, Vice President of Enrollment. Members include Richard Dunsworth, Vice President for Enrollment, Walt Wessel, Registrar; Stacey Hubbard, Dean of Admissions and Financial Aid; Stacey LaFeber, Associate Dean of Admissions; Sarah Shupenus, Director of Marketing; Lori Kerans, Director of Athletics; Laura Birch, Director of Institutional Assessment.

Timeline:

Admissions are rolling.

How the Data is Used

  1. Determine extent to which admissions decision are congruent with Millikin’s vision and mission. In other words, are those admitted to Millikin retained?
  2. Enrollment planning is grounded in data so that we price and market our programs effectively.

Analysis Completed by Unit to assure fairness, consistency and accuracy:

  1. Unit members and the Director of the School of Education work on a student-by-student basis with the Director of Academic Development.
  2. Demographic and attitudinal profiles of admitted students prepared by the Enrollment Management Team are shared with the Director of School of Education, as well as graduate exit interviews. These, in turn, are part of the annual program assessment done by the Education Unit. Data and discussion of these data contribute to the revision of our conceptual framework or accompanying curriculum and field experiences for students.

 

Checkpoint #2—Admission to Teacher Education and Retention

 

Criteria for Consistent and Accurate Measurement:

Students wishing to complete a certification program must apply for admission to one of Millikin’s School of Education programs. They are officially admitted as program candidates when they have met the following entrance requirements:

  1. A passing score on the Illinois Basic Skills Test
  2. A grade of C in Critical Reading, Writing and Research I and a C in CRWR II (IN150 and IN151)
  3. Completion of 30 credit hours at Millikin (or 15 for transfer students)
  4. A cumulative grade point average of 2.7 or higher
  5. Achievement in courses directly related to teaching subject(s)
  6. Motivation for developing teaching skills demonstrated by a candidate’s written essay (Candidate Assessment #1), which is scored by Unit faculty using a rubric.
  7. Demonstration of  professional, ethical, and legal conduct, including dispositions appropriate for professional teachers demonstrated by a candidate’s written essay (Candidate Assessment #2), which is scored by Unit faculty using a rubric. A legal background check is also documented.
  8. Positive recommendation of the Director of School of Education, the Student Life and Academic Development Office and appropriate departmental selection committee, including the academic adviser, and the Committee on Teacher education programs. Recommendations are based on the above criteria, information in the student application, transcripts, advising folder, and state test results.

The Council on Teacher Education Programs (CTEP) may choose to interview selected candidates or to inform selected candidates of improvements needed for a positive recommendation by CTEP (raise grade point average, repeat courses, improve specific course grades, complete courses, seek Writing Center assistance, complete a successful internship, etc.). CTEP may recommend that the student be admitted, be provisionally admitted, or be denied. Or, the application may be held for consideration at a later semester to give candidates an opportunity to meet criteria necessary for admission. The official teacher education admission decision is made by CTEP. Applicants are notified individually as to approval or denial for admission to the School of Education. Names of admitted students are published in minutes of the Committee on Teacher Education Programs distributed to all faculty. Any student denied admission to the School of Education may file an appeal with the director of the CTEP within 10 days of notice of denial. Students may reapply if criteria are later met.

Purpose:

  1. To provide candidates feedback on their readiness to successfully complete a teacher education program.
  2. Specifically, to assure that candidates are ready to enroll in the following junior and senior-level courses: ED305, ED306, ED307, ED310, ED320, ED 321, ED332, ED335, ED336, ED337, ED339, ED406, ED 424, ED425, ED430, ED435, ED439, MA425, ME450, ME451, ME460, ME461
  3. To insure that teacher candidates are meeting teacher education standards and that they have evidenced an academic and dispositional preparedness to successfully complete a teacher education program.

Persons Collecting and Analyzing Data:

  1. The Director of School of Education oversees the teacher education database and other records of candidates’ progress toward meeting TE admission criteria.
  2. Candidate records are begun by the Admissions Office and the  Secretary to the Dean of the College of Professional Studies when prospective candidates declare an interest in completing a teacher certification program, before or after they enroll at Millikin.
  3. Data are updated each semester by the School of Education Office Manager to reflect candidates’ performance during the previous semester.
  4. Data are updated with each report from the Illinois Certification Testing System (ICTS) Web site www.icts.nesinc.com by the School of Education Office Manager
  5. The Director of School of Education is responsible for communicating with prospective TE candidates with regard to the status of their applications for admission.

Timeline:

Admissions are rolling, and occur at the CTEP meetings scheduled monthly.

How the Data is Used

  1. Admission is a prerequisite for designated upper division courses.
  2. Admission gives us an early reading on the proficiency of candidates, vis-á-vis Millikin Teaching Standards.

Analysis Completed by Unit to assure fairness, consistency and accuracy

  1. A census of prospective and admitted candidates in teacher education is completed the second week of each semester. These data are made available to department chairs and the coordinator of music education so that staffing and curricular offerings can be adjusted to meet the needs of candidates.
  2. Numbers of enrolled candidates are reported as requested by Title II Regulations, AACTE and the Illinois Data Warehouse.
  3. Passing rates for Illinois Basic Skills test are analyzed by Unit members and University support services to assure that all candidates are receiving opportunities to succeed.

 

Checkpoint #3—Approval to Student Teaching

 

Criteria for Consistent and Accurate Measurement:

During spring semester of the junior year, candidates complete an application for student teaching. Applications, supporting transcript, must:

  1. be signed by the appropriate department chair, indicating likelihood of successful completion of the program and continuing recommendation;
  2. include a declaration that the candidate has met the minimum state qualifications of teachers, including absence of felony, drug, sex or other criminal convictions as shown with a second legal background check
  3. be accompanied by an application to CTEP or show that the candidate has already been admitted to a teacher education program
  4. show that the candidate has passed basic skills test and, the appropriate subject area test(s);
  5. show an overall grade point average of 2.7 or better, a major grade point average of 2.7 for all majors except chemistry (2.0) and math (2.2) and a 2.7 in the professional education
  6. C or higher in two math classes (for ECE or EL ED only) that are above College Intermediate Algebra
  7. be accompanied by  acceptable Candidate Assessments #1-9 (of 11) which have earned a satisfactory or commendable rating graded by faculty using a rubric in respective courses where Candidate Assessments are administered.
  8. show successful completion of required pre-student teaching clinical experiences attempted to date by documented field experience evaluation rubrics completed by classroom teachers; and
  9. include a workable plan for completing all required clinical experience prior to student teaching and all coursework prior to or during the semester of student teaching.

Purpose:

  1. To assure the appropriate preparation of teacher education candidates to student teach.

Persons Collecting and Analyzing Data:

  1. The Director of Teacher Education and the Field Placement coordinator is responsible for evaluating applications for student teaching and for communicating with candidates and their advisors when applications do not meet the standards outlined above.

Timeline:

Applications for student teaching should be submitted no later than one year prior to the desired semester of student teaching.

How the Data is Used:

  1. These data are used to determine appropriate placements for student teachers. The Field Placement Coordinator oversees the placement of student teachers.
  2. These data are shared with department chairs of the various programs and with the coordinator of music education so that they may plan for staffing of the student teaching internship and its accompanying student teaching seminar.
  3. The data from the state content exams is used to determine if programmatic curricular changes or adjustments need to be made in order to assure success of candidates.

Analysis Completed by Unit to assure fairness, consistency and accuracy:

  1. The faculty in the unit will analyze numbers of students successfully completing the content area tests to be eligible for student teaching.
  2. The faculty in the unit will analyze other problems that kept individuals from being admitted to student teaching (such as failure to complete adequate numbers of internship requirements or failure to have coursework completed).

 

Checkpoint #4—Program Completion

 

Criteria for Consistent and Accurate Measurement:

Candidates are approved for certification when they have met the following requirements:

  1. B.A. or B.S. requirements from 2002 Bulletin or later.
  2. Successful completion of student teaching internship with a grade of B- or higher, as evidenced by accompanying documentation of student teaching evaluation rubric, lesson plan binders, evaluation letter, University supervisor’s observation notes
  3. Acceptable completion of final Candidate Assessments 10: Teacher Work Sample and 11 Student Teaching Analysis (of 11) which have earned a satisfactory or commendable rating graded by faculty using a rubric.
  4. Student teachers will need to pass the Assessment of Professional Teaching state exam before being entitled for a certificate.

Purpose:

To assure that only fully qualified candidates are endorsed by the Certification Officer for certification.

Persons Collecting and Analyzing Data

  1. The Office Manager in collaboration with the Director of the School of Education, serves as Certification Officer and is responsible for monitoring the above criteria, data which are entered in the teacher education database.
  2. As requested, the Office Manager shares data on program completers with the state to meet Title II requirements, with AACTE and with the Illinois Data Warehouse as appropriate.
  3. The Office Manager updates Data on candidate performance on content area tests with each report from the Illinois Certification Testing System (ICTS) web site, www.icts.nesinc.com, and shared with respective department chairs and Coordinator of Music Education.

Timeline

Ongoing. The largest number of program completions occurs at the end of spring semesters, and the second largest, at the end of fall semesters.

How the Data is Used:

  1. Data are used to identify students who have earned MU’s entitlement  for teacher certification by completing one of our TE programs.
  2. Department chairs and the Coordinator of Music Education examine the data from content area tests to determine if changes need to be made in programs and our conceptual framework.

Analysis Completed by Unit to assure fairness, consistency and accuracy:

  1. The unit examines data from the Assessment of Professional Teaching to determine if changes need to be made in the professional and pedagogical courses offered in TE programs or in the unit’s conceptual framework.

 


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Millikin University - Decatur, IL
 
Millikin University - Decatur, IL
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