Candidate Proficiencies
Exit from the graduate certification program requires transcripts showing successful completion of all general education requirements, transcripts showing successful completion of program course requirements with a grade of “C” or better in each course, evidence of passing the APT K-9 Test or APT Art Test as appropriate, exit review by the MAT Program and Certification Advisor using the Completion Checklist, and completed Disposition Self-Rating Sheet.
Exit from the undergraduate certification program is concurrent with exit from the degree program. Candidates must earn a B- or better in Student Teaching at both the preprimary and primary levels (Methods II and Methods IV) with recommendations from the college supervisor and cooperating teacher. They must also successfully complete all LAS Core (general education) requirements, their focus area, and professional education courses with required grades, as well as all college graduation requirements including a minimum of 120 credit hours. Candidates must have a minimum 2.5 overall GPA and pass the ICTS ECE and APT exams. They must complete all culminating assignments including the reflective essay, and the paper and electronic teaching portfolios. Candidates must be recommended for certification by the ECE faculty and Program Director.
Exit from the graduate degree program requires completion of the number of semester hours required by the graduate program; successful completion of required graduate coursework with a grade of “B” or better, with no more than 6 semester hours of a grade of “C”; cumulative GPA of 3.0 or better; passing scores on the Capstone Project as determined by the external readers; and the filing of appropriate institutional paper work.
The Education Department’s graduate programs have established objectives for specific learning outcomes around a conceptual framework which includes the Illinois Professional Teaching Standards (IPTS) and which is organized into four major categories.
a) Analysis of student work samples within methods courses and student teaching internship
b) The Instruction section of the Capstone Teacher Portfolio
c) Scores on the ICTS Assessment of Professional Knowledge Test (APT)
d) Dispositions assessments by the teacher candidate and others
a) Assessment scores on observation reports during student teaching internship
b) The Learning Environment section of the Capstone Teacher Portfolio
c) The Instruction section of the Capstone Teacher Portfolio
d) Scores on the ICTS Assessment of Professional
Knowledge test (APT)
e) Dispositions assessments by the teacher candidate and others
a) The reflection components of their Capstone Teacher Portfolio
b) The Professional section of their Capstone Teacher Portfolio
c) Dispositions assessments by the teacher candidate and others
The undergraduate program assesses its students throughout the program in relation to its conceptual framework and the Illinois Professional Teaching Standards. Data is also available for alignment with the NAEYC and Illinois Standards for Early Childhood Educations. The final column of Table 3.12 indicates major assessments completed during the clinical experience. Outcome #1 is detailed below. The assessment of additional outcomes is on display in the Exhibit Room.
In the graduate programs the Teacher Work Sample (TWS) is a required assignment in the math and art methods course and in the student teaching seminar that is concurrent with clinical practice.
The ETS Pathwise: Summative Performance Assessment form includes:
Domain D Teacher Professionalism
D1: Reflecting on the extent to which the learning goals were met
Every lesson plan has a reflection component that includes three elements:
1) If you were to teach this class again to the same students, what would you do differently? Why? (methods, materials, procedures)
2) How will you use the information from the assessment to plan future instruction?
3) Which students did not meet the objective(s)? Why? What will you do to help them?
In the undergraduate program, candidates move through the clinical sequence (four semesters) as a cohort and their interaction becomes notably more professional as their skills increase. Candidates are asked to reflect on their experience in each of their courses, using different formats to suit the material/experience and to introduce them to a range of strategies. The Primary Methods Instructor asks candidates to respond in class to a question that she asks related to their experience. This leads to a discussion and then an individual response from her. In the Methods I-IV seminars the students journal outside of class and individually submit their thoughts to the seminar instructor. The Role of Art in Development I and II instructor posts a forum and candidates journal online, collectively during their entire senior year. They are given a prompt for each journal but encouraged to journal about other matters that arise during their primary practicum and student teaching. Candidates are required to respond to each other’s postings and lively and thoughtful exchanges often result. This online journal is one of five major culminating assessments.
Other activities that support a process of assessment, reflection, and action directed at supporting student learning include the Reflective Practice assignment completed during both the preprimary and primary student teaching. This assignment requires a written analysis and presentation to peers, faculty, and mentoring classroom teachers of a video of the candidate teaching. The required paper and electronic teaching portfolios ask the candidate to examine their teaching experience, consider strengths, weaknesses, and goals. Each candidate also completes a Senior Project in an art medium of choice that portrays the individual’s journey to teaching. This experience is examined in a reflective paper, an artist’s statement, and a public critique. It supports the candidates in not only exploring where they have come from, but also their goals and career objectives.
Reflection emphasis begins with the first course and continues throughout the programs, ensuring that our teacher candidates become reflective practitioners.
Exit from the undergraduate certification program is concurrent with exit from the degree program. Candidates must earn a B- or better in Student Teaching at both the preprimary and primary levels (Methods II and Methods IV) with recommendations from the college supervisor and cooperating teacher. They must also successfully complete all LAS Core (general education) requirements, their focus area, and professional education courses with required grades, as well as all college graduation requirements including a minimum of 120 credit hours. Candidates must have a minimum 2.5 overall GPA and pass the ICTS ECE and APT exams. They must complete all culminating assignments including the reflective essay, and the paper and electronic teaching portfolios. Candidates must be recommended for certification by the ECE faculty and Program Director.
Exit from the graduate degree program requires completion of the number of semester hours required by the graduate program; successful completion of required graduate coursework with a grade of “B” or better, with no more than 6 semester hours of a grade of “C”; cumulative GPA of 3.0 or better; passing scores on the Capstone Project as determined by the external readers; and the filing of appropriate institutional paper work.
The Education Department’s graduate programs have established objectives for specific learning outcomes around a conceptual framework which includes the Illinois Professional Teaching Standards (IPTS) and which is organized into four major categories.
I.As Choreographers of Instruction who can make plans and preparations for instruction, teacher candidates are expected to be able to:
1. Demonstrate their understanding of the central concepts, methods of inquiry, and structures of the disciplines and can create learning experiences that make the content meaningful to all students. (IPTS #1)
This expectation is assessed by:
a) The ICTS content area test
b) Analyses of undergraduate courses for general education and concentration area courses
c) The Instruction section of the Capstone Teacher Portfolio
d) Dispositions assessments by the teacher candidate and others
d) Pre- and post-content area tests
2. Demonstrate their understanding of how individuals grow, develop and learn and how to provide learning opportunities that support the intellectual, social, and personal development of all students. (IPTS #2)
This expectation is assessed by:
a) Case studies of individual K-12 students
b) The Differentiated Instruction component of lesson plans
c) The Instruction section of the Capstone Teacher Portfolio
d) Scores on the ICTS Assessment of Professional Knowledge test (APT)
e) Dispositions assessments by the teacher candidate and others
3. Demonstrate their understanding of how students differ in their approaches to learning and how to create instructional opportunities that are adapted to diverse learners. (IPTS #3)
This expectation is assessed by:
a) The Differentiated Instruction component of lesson plans
b) The Instruction section of the Capstone Teacher Portfolio
c) Scores on the ICTS Assessment of Professional Knowledge Test (APT)
d) Dispositions assessments by the teacher candidate and others
4. Demonstrate their understanding of instructional planning and how to design instruction based upon knowledge of the discipline, students, the community, and curriculum goals. (IPTS #4)
This expectation is assessed by:
a) Lesson Plans within methods courses
b) The Instruction section of the Capstone Teacher Portfolio
c) Scores on the ICTS Assessment of Professional Knowledge Test (APT)
d) Dispositions assessments by the teacher candidate and others
5. Demonstrate their understanding of various formal and informal assessment strategies and how to use assessments to sup[port the continuous development of all students. (IPTS #8)
This expectation is assessed by:
a) Analysis of student work samples within methods courses and student teaching internship
b) The Instruction section of the Capstone Teacher Portfolio
c) Scores on the ICTS Assessment of Professional Knowledge Test (APT)
d) Dispositions assessments by the teacher candidate and others
II.As Designers of Learning Environments who can plan for physical and affective environments conducive to effective teaching and learning, teacher candidates are expected to:
1. Demonstrate their understanding of how individuals grow, develop, and learn and how to provide learning opportunities that support the intellectual, social, and personal development of all students. (IPTS #2)
This expectation is assessed by:
a) Case studies of individual K-12 students
b) The Differentiated Instruction component of lesson plans
c) The Instruction section of the Capstone Teacher Portfolio
d) Scores on the ICTS Assessment of Professional Knowledge test
e) Dispositions assessments by the teacher candidate and others
e) Dispositions assessments by the teacher candidate and others
2. Demonstrate their understanding of how students differ in their approaches to learning and how to create instructional opportunities that are adapted to diverse learners. (IPTS #3)
This expectation is assessed by:
a) The Differentiated Instruction component of lesson plans
b) The Instruction section of the Capstone Teacher Portfolio
c) Scores on the ICTS Assessment of Professional Knowledge test (APT)
d) Dispositions assessments by the teacher candidate and others
b) The Instruction section of the Capstone Teacher Portfolio
c) Scores on the ICTS Assessment of Professional Knowledge test (APT)
d) Dispositions assessments by the teacher candidate and others
3. Demonstrate their understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. (IPTS #5)
This expectation is assessed by:
a) Assessment scores on observation reports during student teaching internship
b) The Learning Environment section of the Capstone Teacher Portfolio
c) The Instruction section of the Capstone Teacher Portfolio
d) Scores on the ICTS Assessment of Professional
Knowledge test (APT)
e) Dispositions assessments by the teacher candidate and others
b) The Learning Environment section of the Capstone Teacher Portfolio
c) The Instruction section of the Capstone Teacher Portfolio
d) Scores on the ICTS Assessment of Professional
Knowledge test (APT)
e) Dispositions assessments by the teacher candidate and others
4. Demonstrate their understanding of effective written, verbal, non-verbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (IPTS #7)
This expectation is assessed by:
a) Assessment scores on observation reports during student teaching internship
b) The Learning Environment section of the Capstone Teacher Portfolio
c) The Instruction section of the Capstone Teacher Portfolio
d) Scores on the ICTS Assessment of Professional
Knowledge test (APT)
e) Dispositions assessments by the teacher candidate and others
b) The Learning Environment section of the Capstone Teacher Portfolio
c) The Instruction section of the Capstone Teacher Portfolio
d) Scores on the ICTS Assessment of Professional
Knowledge test (APT)
e) Dispositions assessments by the teacher candidate and others
III.As Production Managers of Learning Experiences who can deliver effective instruction, teacher candidates are expected to be able to:
1. Demonstrate their understanding of the central concepts, methods of inquiry, and structures of the disciplines and how to create learning experiences that make the content meaningful to all students. (IPTS #1)
This expectation is assessed by:
a) The ICTS content area test
b) Analyses of undergraduate courses for general
education and concentration area courses
c) The Learning Environment section of the Capstone Teacher Portfolio
d) Dispositions assessments by the teacher candidate and others
b) Analyses of undergraduate courses for general
education and concentration area courses
c) The Learning Environment section of the Capstone Teacher Portfolio
d) Dispositions assessments by the teacher candidate and others
2. Demonstrate their understanding of use of a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and performance skills. (IPTS #6)
This expectation is assessed by:
a) Lesson Plans within individual methods courses
b) The Learning Environment section of the Capstone Teacher Portfolio
c) Scores on the ICTS Assessment of Professional
Knowledge test (APT)
d) Dispositions assessments by the teacher candidate and others
b) The Learning Environment section of the Capstone Teacher Portfolio
c) Scores on the ICTS Assessment of Professional
Knowledge test (APT)
d) Dispositions assessments by the teacher candidate and others
3. Demonstrate their knowledge of effective written, verbal, non-verbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (IPTS #7)
This expectation is assessed by:
a) Assessment scores on observation reports during student teaching internship
b) The Learning Environment section of the Capstone Teacher Portfolio
c) The Instruction section of the Capstone Teacher Portfolio
d) Scores on the ICTS Assessment of Professional
Knowledge test (APT)
e) Dispositions assessments by the teacher candidate and others
4. Demonstrate their understanding of various formal and informal assessment strategies and how to use them to support the continuous development of all students. (IPTS #8)
This expectation is assessed by:
a) Analysis of student work samples within methods courses and student teaching internship
b) The Instruction section of the Capstone Teacher Portfolio
c) Scores on the ICTS Assessment of Professional
Knowledge test (APT)
d) Dispositions assessments by the teacher candidate and others
b) The Instruction section of the Capstone Teacher Portfolio
c) Scores on the ICTS Assessment of Professional
Knowledge test (APT)
d) Dispositions assessments by the teacher candidate and others
IV.As Professional Educators, teacher candidates are expected to be able to:
1. Demonstrate their understanding of the role of the community in education and develop and maintain collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being. (IPTS #9)
This expectation is assessed by:
a) The Professional section of their Capstone Teacher Portfolio
b) Dispositions assessments by the teacher candidate and others
b) Dispositions assessments by the teacher candidate and others
2. Demonstrate that they are reflective practitioners who continually evaluate how choices and actions affect students, parents, and other professionals in the learning community and actively seek opportunities to grow professionally. (IPTS #10)
This expectation is assessed by:
a) The reflection components of their Capstone Teacher Portfolio
b) The Professional section of their Capstone Teacher Portfolio
c) Dispositions assessments by the teacher candidate and others
3. Demonstrate that they understand education as a profession, maintain standards of professional conduct, and provide leadership to improve learning and well-being. (IPTS #11)
This expectation is assessed by:
This expectation is assessed by:
a) The Professional section of the Capstone Teacher Portfolio
b) Dispositions assessments by the teacher candidate and others
b) Dispositions assessments by the teacher candidate and others
The undergraduate program assesses its students throughout the program in relation to its conceptual framework and the Illinois Professional Teaching Standards. Data is also available for alignment with the NAEYC and Illinois Standards for Early Childhood Educations. The final column of Table 3.12 indicates major assessments completed during the clinical experience. Outcome #1 is detailed below. The assessment of additional outcomes is on display in the Exhibit Room.
In the graduate programs the Teacher Work Sample (TWS) is a required assignment in the math and art methods course and in the student teaching seminar that is concurrent with clinical practice.
The ETS Pathwise: Summative Performance Assessment form includes:
Domain D Teacher Professionalism
D1: Reflecting on the extent to which the learning goals were met
Every lesson plan has a reflection component that includes three elements:
1) If you were to teach this class again to the same students, what would you do differently? Why? (methods, materials, procedures)
2) How will you use the information from the assessment to plan future instruction?
3) Which students did not meet the objective(s)? Why? What will you do to help them?
In the undergraduate program, candidates move through the clinical sequence (four semesters) as a cohort and their interaction becomes notably more professional as their skills increase. Candidates are asked to reflect on their experience in each of their courses, using different formats to suit the material/experience and to introduce them to a range of strategies. The Primary Methods Instructor asks candidates to respond in class to a question that she asks related to their experience. This leads to a discussion and then an individual response from her. In the Methods I-IV seminars the students journal outside of class and individually submit their thoughts to the seminar instructor. The Role of Art in Development I and II instructor posts a forum and candidates journal online, collectively during their entire senior year. They are given a prompt for each journal but encouraged to journal about other matters that arise during their primary practicum and student teaching. Candidates are required to respond to each other’s postings and lively and thoughtful exchanges often result. This online journal is one of five major culminating assessments.
Other activities that support a process of assessment, reflection, and action directed at supporting student learning include the Reflective Practice assignment completed during both the preprimary and primary student teaching. This assignment requires a written analysis and presentation to peers, faculty, and mentoring classroom teachers of a video of the candidate teaching. The required paper and electronic teaching portfolios ask the candidate to examine their teaching experience, consider strengths, weaknesses, and goals. Each candidate also completes a Senior Project in an art medium of choice that portrays the individual’s journey to teaching. This experience is examined in a reflective paper, an artist’s statement, and a public critique. It supports the candidates in not only exploring where they have come from, but also their goals and career objectives.
Reflection emphasis begins with the first course and continues throughout the programs, ensuring that our teacher candidates become reflective practitioners.
