1d. Student Learning 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 can assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and develop and implement meaningful learning experiences to help all students learn? [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. A table summarizing these data could be attached at Prompt 1d.4 below.]
Program completers in specialist K-12 initial teacher preparation programs in art education and music education complete the CA10, TWS, which is a culminating assessment used to assess all candidates’ ability to assess, analyze, and monitor student learning, as well as planning meaningful learning experiences. Art education students complete all of the CA’s that secondary education majors complete. They complete CA7 in the ED321, General Secondary Methods and Assessment. CA7 involves long range planning. ED321 also involves four weeks of half-day field experiences in their content area. During the senior year, art education candidates complete the CA10 TWS, using the same directions and rubric that is used by candidates in other secondary majors. In addition to the ED321 course, art majors also complete ED311, which is art methods for elementary school. In CA10 TWS, art majors design a one-to-two week unit and that is pre-assessed, with modification of lessons in order to better teach the students with different needs in the class. Also, the art education majors, like all other content areas, identify 3 focus students who represent different levels of diversity, and data is gathered to note their performance and any specific adaptations that are needed. Art majors also design their classes into comparison groups to assess the extent to which all students learned. See 1d.5, Live Text, CA7 and 10; Art Education Requirements
Music education is preparing for a 2011 NASM review. The curricula in vocal music education and instrumental education parallels school of education requirements, and includes a music education subcore, which includes 13 credits of the core education courses completed by all other education majors. They complete ED120, ED200, ED310, ED320 (220) and ED424. In those courses they complete seven of the eleven required candidate assessments.
Other courses in the music education curricula are tailored to the needs of music education. They complete general methods courses in music education, and they complete specific methods in either vocal education or methods for specific instruments. Their students complete ME460/461 Instrumental/Vocal Music Education Seminar and Practicum, in which CA10 TWS is completed. CA10 (TWS for Music Education) that follows the same rubric, but it is adapted to music. Music candidates use a vocal or instrumental work of music, for which they use as a pre-test, design lessons, and follow a pattern similar to other candidates. Music education majors complete their program with a semester of student teaching (ME470/471)
In short, music education majors complete education curricula and requirements that include the eleven CAs and closely parallel the requirements of other teacher education candidates.
2. (Programs Not Nationally Reviewed) What data from key assessments indicate that advanced teacher candidates demonstrate a thorough understanding of the major concepts and theories related to assessing student learning; regularly apply them in their practice; analyze student, classroom, and school performance data; make data-driven decisions about strategies for teaching and learning; and are aware of and utilize school and community resources that support student learning? [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. A table summarizing these data could be attached at Prompt 1d.4 below.]
No advanced candidates
3. What do follow-up studies of graduates and employers indicate about graduates' ability to help all students learn? If survey data have not already been reported, what was the response rate? [If these survey data are included in a previously attached table, refer the reader to that attachment; otherwise, a table summarizing the results of follow-up studies related to the ability to help all students learn could be attached at Prompt 1d.4 below.]
Graduates were asked, "How would you rate Millikin’s Teacher Education Program in preparing you to create learning environments that are respectful of diversity and responsive to the different ways in which individuals learn?" Responses were: Commendable, 44.5%; Very Good, 44.5%; Acceptable, 7%; and Minimal, 4%. Responses are similar to those on other questions. In each Comments section of the Alumni Survey, there were concerns about how to differentiate instruction and how to understand behavior of students with special needs, as well as expressions of regret that they had not had more experience with special needs students before they began teaching. Little mention was made, however, of students for whom English is a second language or of students from diverse cultural backgrounds. Comments in response to this question included 15 comments, which is more than other questions; one statement that said that Millikin definitely emphasized the need to differentiate instruction, but did not teach specific strategies for differentiation. More common than this already familiar concern were at least five different comments that said that their internship experiences in local schools made them more comfortable with cultural differences and minorities. One person said “Decatur Public Schools are an essential part to better preparing students for these needs. Continue to expose them to the various environments the area has to offer.” DPS#61 has approximately 67% of students from poverty-level homes. This fact led to alumni comments which indicated that student teaching helped them become accustomed to working with a wide variety of student needs and characteristics. In short, the Alumni Survey showed that candidates recognize that the internship experiences in local schools help them learn to teach diverse learners.
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