Student Learning for Teacher Candidates
The graduate programs assess the development of teacher candidates' ability to assess and analyze their impact on student learning using teacher work samples (Table 1.13). The candidates' effectiveness in analyzing student work is assessed in methods courses and student teaching seminars (Table 1.14) and through scores on ETS Pathwise Summative Assessment A5 and C4 and through Teacher Portfolio items 1f and 3c.
All three measures (TWS, Pathwise Assessment, and Teacher Portfolio) demonstrate the impact on student learning of the graduate teacher candidates as judged by field experience supervisors and external readers of the portfolio.
The Early Childhood Education program’s candidates are evaluated on their impact on student learning on an ongoing basis throughout their student teaching experiences. They are required to develop and present a Reflective Practice Assignment at the end of both their preprimary and primary student teachings. In this assignment candidates select a five-minute segment of videotape of their practice with either a child or a group of children (large or small). The candidates then write an eight-to ten-page analysis of the videotape, guided by a set of questions and a self-selected reading. The candidates make an oral presentation of their teaching, using the videotape, to both cohorts of candidates (preprimary and primary), program faculty, and any supervising teachers who choose to attend. All faculty present evaluate these presentations using the Competency/Mastery rubric developed by the program, based on the work of Danielson.
All three measures (TWS, Pathwise Assessment, and Teacher Portfolio) demonstrate the impact on student learning of the graduate teacher candidates as judged by field experience supervisors and external readers of the portfolio.
The Early Childhood Education program’s candidates are evaluated on their impact on student learning on an ongoing basis throughout their student teaching experiences. They are required to develop and present a Reflective Practice Assignment at the end of both their preprimary and primary student teachings. In this assignment candidates select a five-minute segment of videotape of their practice with either a child or a group of children (large or small). The candidates then write an eight-to ten-page analysis of the videotape, guided by a set of questions and a self-selected reading. The candidates make an oral presentation of their teaching, using the videotape, to both cohorts of candidates (preprimary and primary), program faculty, and any supervising teachers who choose to attend. All faculty present evaluate these presentations using the Competency/Mastery rubric developed by the program, based on the work of Danielson.
