The candidate assessment data provide evidence that the unit is meeting professional,
state, and institutional standards and that candidates have positive impacts on P-12
student learning. Specific evidence is provided to demonstrate the candidates' successful
mastery of appropriate Knowledge, Skills, and Professional Dispositions that serve
to impact student learning in the P-12 school setting. Knowledge-Specifically, the
knowledge assessment data reveal that candidates are very knowledgeable of their content
as indicated by 100% Praxis passage rate across all initial programs. Exhibit1.4.a-Table
1.1 records the initial teacher candidate Praxis pass rate on content licensure tests
for the following years: Fall 2011-Spring 02; Fall 2012-Spr. 2013; Fall 2013-Spr.
2014. Also, candidates in the Special Education component demonstrate knowledge in
an academic discipline as well as in Special Education pedagogical content knowledge
and skills. These data reflect candidates' pass rates for Fall 2011-Spring 2012; Fall
2012-Spr.2013; Fall 2013-Spr. 2014 as shown in Table 1.1 (Exhibit1.4.a). Candidates
in the alternative teacher certification program also demonstrate evidence of content
knowledge through success on general and content specialty Praxis assessments. The
assessment data for completers in the MAT Alternative Teacher Certification Program
(ATCP) that was initially known as the Teach GSU Program reflect pass rates on content
licensure tests. Specifically, in Exhibit1.4.a Table 1.1a the data reflect pass rates
on content licensure tests for Teach GSU completers for 2013-2014; 2012-2013; and
2011-2012. In Exhibit1.4.a Table 1.1b the data also reflect pass rates on content
licensure tests for Fall 2012 and Fall 2013 for MAT Alternative Teacher Certification
completers. Further evidence of knowledge that the candidates possess knowledge of
the "in depth content that they teach" is reflected in the course assessments and
activities. In summary, the assessment data for the previous 3 years is reflected
in Exhibit1.4.b. Examples of the assessment data are also reflected in Exhibit1.4.g.
These samples follow: 1) ED 312: Introduction to the Education of Exceptional Children
(Planning for Inclusive Classrooms); 2) ED 581 :Leadership Seminar (Diversity Lesson
Plan; 3) ED 452 Advanced Seminar Methods(Daily Lesson Plan and Thematic Unit); 4)
ED 504-Reading for Children (The Reading-Writing Connection: Writing Children's Books);
5) ED 402: Instructional Technology (Technology Lesson Integration). Skills-Assessment
data provide evidence that candidates demonstrate professional and pedagogical knowledge
and skills as they complete various signature course assessments and experiences.
Specifically, the results of key course assessments and scoring guides used for assessing
candidate learning against professional and state standards demonstrate that candidates
possess strong professional and pedagogical knowledge (Exhibits1.4.c). For example,
aggregate data on selected key assessments (from AIMS) are identified in Exhibit1.4.d.
Additionally, the Unit's Conceptual Framework that presents an alignment with SPA
standards is also included in Exhibit1.4.d. Another example of assessment data providing
evidence that candidates demonstrate professional and pedagogical knowledge and skills
is reflected in in ED 431 Diagnosis and Correction of Reading Difficulties. This course
provides opportunities for the candidates to analyze, research, and assess selected
students in the P-12 schools. Specifically, as the candidates prepare for their culminating
signature project (The Diagnostic- Remediation Connection), they connect course experiences,
analyze research, and use the case study model to complete the following: 1) administer
formal and informal assessment measures to identify the reading/literacy needs of
the subject (student); 2) select and use appropriate instructional strategies and
resources based on the assessment results; 3) re-assess to determine the impact of
the instruction/treatment. (Exhibit1.4.h) Several candidates have presented the results
of the design and implementation of their Diagnostic-Remediation Packet at the Annual
Research Symposium at local and state levels (see Exhibit1.4.h-The Diagnostic-Remediation
Connection Assessment). This signature project provides various opportunities for
candidates to assess student learning and use assessments to design and implement
instruction designed to positively impact student learning (Exhibit1.4.h). This signature
project as well as other samples included provide opportunities for candidates to
apply professional and pedagogical knowledge as they become engaged in professional
experiences. Some of these include the following:1) NASA/NICE Involvement; 2) Leadership
Summit; 3) MLBCEO Speaks to Students Through SKYPE Newspaper; 4) Health Seminar; 5)
Poor Man's Supper; 6)Special Needs Basketball (Marcus Hicks Spring 2015); 7) Spring
Fling Collaboration between GSU and LA TECH. Additional evidence of candidates meeting
pedagogical knowledge and skills is demonstrated in their engagement in professional
activities. For example, for the past 20 years, the initial and advanced candidates
have been involved in planning and implementing the Department of Curriculum and Instruction
Annual Spring Reading Conference. (Exhibit1.4.h). The candidates have also served
as featured presenters for the event. Another example is candidate involvement in
the 2015 Summer Enrichment Program, at the Grambling Housing Authority. (Exhibit1.4.h
-Ruston Daily Leader Newspaper Article). Specifically, the candidates had an opportunity
to provide meaningful Reading/Literacy experiences for a group of students in PK-5
grades. Professional Dispositions-The assessment data on professional dispositions
provide evidence that initial and advanced candidates possess positive professional
dispositions. See Exhibit1.4.e for scoring guides used for assessing professional
dispositions. Specifically, during the academic year of 2013-2014, 25 initial candidates
were assessed on their professional dispositions. As seen in the data summary table
(Exhibit1.4.f), the majority of candidates had the desired dispositions either almost
always or always. For most categories 80% or more of the candidates had the expected
dispositions. Data from the Dispositions Inventories were discussed in the College
of Education Assessment Retreat. The dispositions data on the advanced candidates
provide primary evidence that they possess positive professional dispositions. Exhibit1.4.f
provides a table that outlines the results of 34 reporting advanced candidates in
the Master of Education program from the Spring of 2011 until the Fall of 2014. The
rubric of the scales asks respondents to rate themselves 5=Always, 4=Almost Always,
3=Often, 2=Sometimes & 1= Never. Students scored the highest in Disposition 3.8 (Display
a classroom climate conducive to learning) 4.88. Overall, the scores in each category
of the Dispositions Instrument were above always and closer to almost always. (Exhibit1.4.f)
The data further indicate that mean scores for 7 out of the 8 classes exceeded 4.50
in this disposition indicating that respondents as a whole believe that they always
are almost always had a positive self-concept development and respect for others.
The eighth class (Spring 2014) scored in the range of often to almost always having
a positive self-concept development and respect for others. The data reveal that 7
out of the 8 classes means scores of over 4.50 in this disposition which mean respondents
as a whole in 7 out of 8 classes believe that they always are almost always demonstrate
sensitivity to the many facets of diversity. Three of these 7 classes scored a perfect
mean score (5) indicating that all students in those classes believe that they always
demonstrate sensitivity to the many facets of diversity. The eighth class (Spr. 2014)
scored in the range of often to almost always demonstrate sensitivity to the many
facets of diversity. Mean scores in excess of 4.50 for 7 out of the 8 classes in this
disposition indicates that respondents as a whole in 7 out of 8 classes believe that
they always are almost always demonstrate sensitivity to the many facets of diversity
Based on the data from the Dispositions Inventory (see Exhibit1.4.f), the candidates
in the initial and advanced programs during the reporting period possess the professional
dispositions necessary to help all student learn. The data further reveal that for
Disposition 3.2. mean scores in excess of 4.50 for 7 out of the 8 classes indicating
that respondents as a whole in 7 out of 8 classes believe that always are almost always
had a positive attitude and mutual respect towards students, parents and colleagues.
The eighth class (Spr. 2014) scored in the range of often to almost always having
a positive attitude and mutual respect towards students, parents and colleagues. There
was one class (Spr. 2012) that averaged the highest possible score meaning everyone
in the class believed they always have a positive attitude and mutual respect towards
students, parents and colleagues. (Exhibit1.4.f). Additionally, Disposition 3.3 (Display
Sensitivity to Diverse Learning Styles and Multiple Intelligences) has two dimensions.
Seven out of 8 classes believe that they always are almost always displayed sensitivity
to diverse learning styles and multiple intelligences. Five of these seven classes
scored a perfect mean score (5) identifying that all students in those classes always
displayed sensitivity to diverse learning styles and multiple intelligences. The eighth
class (Spr. 2014) scored in the range of often displayed sensitivity to diverse learning
styles and multiple intelligences. The mean scores for each class in Disposition 3.3
include; Spr. 2011=5, Fall 2012=4.85, Spr. 2012=5, Fall 2012=5, Spr. 2013=5, Fall
2013=5, Spr. 2014=3, Fall 2014=4.66. (Exhibit 1.4.f)
Content Knowledge. The Unit has engaged faculty in other departments in reviews of candidate performance
on Praxis I and Praxis II, both measures of content knowledge, and has developed strategies
to align curriculum in these general education and other content courses with those
specific areas measured on the Praxis examinations. These have resulted in alignment
of course objectives, activities, and assessments for the General Education courses
as indicated: ENG 101 and 102; Math 131 and 132; Social Studies courses in HIST 101
and ECON 102; and Science, BIOL 103. The Unit also adopted additional mathematics
courses to strengthen all candidates' knowledge of mathematics. These recent additions
include MATH 131_College Algebra, MATH 147---Pre-Calculus I, and MATH 148---Pre-Calculus
II. Previously, these course were only required for Mathematics and Science majors.
The courses themselves added a one hour lab in addition to the three hours of classroom
instruction, intended to strengthen the mathematics content knowledge of candidates.
Additional resources were acquired to further support and enhance mathematics knowledge
and skills of candidates, including a Math Clinic staffed 8 hours per day by mathematics
faculty dedicated to assisting candidates, and a PLATO computerized Laboratory to
extend mathematics skills. An additional resource developed and implemented by one
of the mathematics faculty members (Mr. Eugene Taylor) is the Instructional Test Preparation
Math Resources stressing skills necessary for mastery of the mathematics section of
the Praxis. These resources have resulted in candidate improvement in mathematics
content knowledge and skills (See Exhibit 1.4.h) Pedagogical Knowledge and Skills.
Unit faculty and staff continue to provide workshops designed to enhance candidate
knowledge and skills in content and pedagogy. Unit faculty teaching 300 and 400 level
professional courses have designed examination items verisimilar to those utilized
on the Praxis examinations. One of the required advanced courses for all candidates,
ED 452 Advanced Seminar Methods, requires that candidates participate in a 2-day PLT
Workshop focused on:1) test content and time allowance;2) test style and types of
questions; 3) designing appropriate item responses; 4)connections of the course content
and the Knowledge Base Strands presented in the course with the knowledge required
for successful completion of the PLT; and 5) developing and practicing test-taking
strategies. Presentations on resources used and other test-success strategies are
shared by candidates who experienced success on the PLT. An additional improvement
strategy is the requirement that all incoming freshman students declaring education
as a prospective major enroll in FYE 101 and FYE 102, both of which include test-taking
strategies, participation in learning communities, and introduction to the Praxis
examinations. Unit faculty and administrators meet periodically to discuss additional
strategies to enhance content knowledge of prospective candidates and to promote their
success on required Praxis examinations. Additional content and pedagogical content
were added to the curriculum for teaching candidates as the State of Louisiana adopted
the Common Core State Standards and the COMPASS teacher evaluation instrument in 2010.
The curriculum, course content, and assessments were revised to align with these state
adopted standards. In fall 2012, the Teacher Candidate Evaluation instruments were
revised to reflect the special critical attributes of the three domains consistent
with pedagogical areas on COMPASS. These improvements focused on promoting candidate
skills in planning and delivering instruction effective for learning of all students.
Pedagogical Knowledge, Skills, and Dispositions. The Unit has made the conscious decision
to expand field and internship placements to inclusion classroom settings demonstrating
implementation of Universal Design for Learning and differentiated instruction strategies.
Additional opportunities for candidates to work and interact closely with professionals
in the P-12 communities have been incorporated into the curriculum to enhance candidate
professionalism and positive dispositions. Observation checklists and evaluation instruments
have been revised and aligned with state and institutional standards and provide ample
opportunities for performance-based feedback to candidates to promote their continuous
improvement. In order to facilitate continuous improvement in program quality and
candidate performance the Unit routinely engages in the following activities: Review
and revision of course content, activities, and assessments, ensuring alignment with
all adopted standards; monitoring candidate performance in coursework and field experiences
utilizing multiple assessment tools; and systematically collecting and analyzing data
from field supervisors and cooperating teachers focused on candidate impact on student
learning. Unit faculty have incorporated into course activities multiple opportunities
for candidates to engage in self-reflection at the conclusion of major class projects,
end of the semester, and at completion of field experiences. Finally, data from the
"Follow-Up Study of Graduates" (Exhibit 1.4.i) and the "Employer Feedback on Graduates"
(Exhibit 1.4.j) are closely reviewed to help insure that course experiences, activities
and assessments appropriately reflect the feedback. These data are also very important
to help promote continuous program improvement. Additionally, data from the state
are also closely reviewed to help insure that the Grambling State University Teacher
Preparation program is reflective of critical elements and experiences that are designed
to help promote candidate success and student achievement. (Exhibit 1.4.k)
Standard 1 Exhibits
