1b. Pedagogical Content Knowledge and Skills for Teacher Candidates. [In this section the unit must address (1) initial teacher preparation programs at the undergraduate and graduate levels and, if the institution offers them, (2) licensure and non-licensure graduate programs for teachers who already hold a teaching license.]
1. (Programs Not Nationally Reviewed) What data from key assessments indicate that candidates in initial teacher preparation programs demonstrate the pedagogical content knowledge and skills delineated in professional, state, and institutional standards? [Data for initial teacher preparation programs that have been nationally reviewed or reviewed through a similar state review do not have to be reported here. Summarize data here only for programs not already reviewed.]
Generally, candidates for certification demonstrate pedagogical content knowledge and skills in planning curriculum through completing CA7, Long Range Planning. They demonstrate the more specific skills of unit planning and lesson planning in ED424, Teaching Literacy in the Content Area through completion of CA9 Literacy Unit. Additionally, candidates in most content areas complete program assessments in methods courses in their content area. For example, English Education majors complete EN235, Methods for Teaching Secondary Language Arts, in which Program Assessment (PA3), a unit with lesson plans for teaching language arts, is completed. CA7, CA9, and the major-specific program assessments lead up to ED425/ ED406, a candidate assessment in which candidates complete CA10: Teacher Work Sample, Phase I and II.
Teacher candidates in art, seek K-12 Specialist certification. Art education majors complete the core education sequence, ED321, ED424, and ED425. Additionally, they complete AR311, Art for Teachers and AR411, Instructional Analysis & Design—Specific Secondary Methods in Art, in which they complete program assessments.
Candidates for K-12 Specialist certification in vocal and/or instrumental music develop pedagogical skills in planning, assessing, and instructing as they progress through a series of courses in music pedagogy. Candidates must earn a “C or better in ME251, Intro. to Music Education; ME341, Elementary Music Methods, ME450 or ME451 Secondary Music Methods, and ME460 or ME461 Music Education Seminar and Practicum. ME251 lays a theoretical foundation and introduces basic skills of instructional planning and technology, and there are opportunities to observe faculty teaching K-12 learners. ME341. ME351 and ME450/451 are methods classes that target students at elementary or middle and secondary level. Candidates teach lessons in the targeted grade levels. ME460/461 are instrumental/vocal seminar and practicum courses in which faculty and students collaborate to plan, teach, assess, and reflect on a music education experience for public school students. CA10 TWS requirement, adapted to music, is taught and assessed at this time.
Student teaching evaluations are used to assess application of pedagogical knowledge for all candidates for initial certification. On the student teaching evaluation summary (questions 17-25 relate to the organizing theme, facilitating learning, which represents major aspects of planning, instructing, and assessing pedagogical content knowledge).
2. (Programs Not Nationally Reviewed) What data from key assessments indicate that advanced teacher candidates know and apply theories related to pedagogy and learning, are able to use a range of instructional strategies and technologies, and can explain the choices they make in their practice. [Data for advanced teacher preparation programs that have been nationally reviewed or reviewed through a similar state review do not have to be reported here. Summarize data here only for programs not already reviewed.]
No advanced teacher programs
3. What do follow-up studies of graduates and employers indicate about graduates' preparation in pedagogical content knowledge and skills? If survey data have not already been reported, what was the response rate?
The follow-up data show that the majority of graduates surveyed believed that Millikin provided them good preparation in pedagogical content knowledge and skills, which include planning, delivering, and assessing instruction. These questions related specifically to MTS4, 6, and 8 and to the organizing theme of the conceptual framework, facilitating learning. The Pedagogical Content Knowledge & Skills Follow-Up data (taken from the Alumni Survey) shows the responses of graduates on the follow up study to three questions related to pedagogical skills and knowledge: (4) Planning (6) Instructional Delivery and (8) Assessment. Chart A in 1b.4 indicates that 85% graduates rated planning skills (question 4 above) as Very Good or Commendable; 80% indicated their instructional delivery (question 6) as Very Good or Commendable; 77% rated their assessment skills (question 8) as “Very Good or Commendable.” The “Acceptable” percentages were 10%, 14%, and 21%. Ratings of “Minimal” for planning were 5%, “instructional delivery, 6%, and assessment, 2%. Trends noted in the open-ended data are: (1) Secondary candidates expressed noted discrepancies between their curriculum and ELED/ECE curricula related to timing and duration of field experience prior to student teaching. “We didn’t learn about lesson plans or teach any lessons at all until late in our junior year.” 2) Candidates want more preparation in differentiating instruction to accommodate diverse learners. 3) Concerns were expressed that Millikin encourages the use of active learning and creativity, while their schools emphasized use of textbooks and direct instruction. The junior block for secondary education was developed recently to provide more teaching experience for secondary education majors. RtI is now being incorporated into several courses, which will allow for more emphasis on differentiation. The active learning vs. teach-for-the-test issue requires an eclectic approach to provide skills for using all strategies as needed.
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