Content Knowledge for Teacher Candidates
Columbia College Chicago candidates are prepared to be creative leaders who can effect positive change. As a result of their experiences in the unit’s programs they possess the knowledge, skills and dispositions to function as reflective practitioners. This is demonstrated through the use of multiple assessments by instructors, clinical supervisors, external evaluators and standardized state tests, as well as through feedback from the P-12 community. Professional course syllabi reflect our conceptual frameworks and detail alignment of course objectives, assignments, assessments, and standards.
The graduate programs’ candidates demonstrate their content knowledge through scores on the state content test (ICTS) and through scores on the ETS Pathwise Summative Performance Assessment items A3 (understanding of the connections between content) and A4 (selects appropriate materials). The Performance Assessment is completed jointly by the field experience supervisors and the cooperating teachers in the K-12 settings.
Scores on the Pathwise assessment profiles provide evidence that both elementary and art teacher candidates exceed the proficient standard for demonstrating content knowledge in the classroom as evaluated by field experience supervisors and cooperating teachers.
The undergraduate program candidates demonstrate their content knowledge through scores on the state content test (ICTS) and through the college grades in relevant courses at entry to the program. Because the undergraduate content courses are sometimes provided by another institution, ECE evaluates students’ transcripts at entry to the program after having received a cumulative grade point average of C+ or above. Table 1.4 indicates the undergraduate candidates’ mean scores on the ICTS.
The graduate programs’ candidates demonstrate their content knowledge through scores on the state content test (ICTS) and through scores on the ETS Pathwise Summative Performance Assessment items A3 (understanding of the connections between content) and A4 (selects appropriate materials). The Performance Assessment is completed jointly by the field experience supervisors and the cooperating teachers in the K-12 settings.
Scores on the Pathwise assessment profiles provide evidence that both elementary and art teacher candidates exceed the proficient standard for demonstrating content knowledge in the classroom as evaluated by field experience supervisors and cooperating teachers.
The undergraduate program candidates demonstrate their content knowledge through scores on the state content test (ICTS) and through the college grades in relevant courses at entry to the program. Because the undergraduate content courses are sometimes provided by another institution, ECE evaluates students’ transcripts at entry to the program after having received a cumulative grade point average of C+ or above. Table 1.4 indicates the undergraduate candidates’ mean scores on the ICTS.
