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III. Standard 1: candidate knowledge, skills, and dispositions
Candidates preparing to work in schools as teachers
or other professional school personnel know and demonstrate the content,
pedagogical, and professional knowledge, skills, and dispositions necessary
to help all students learn. Assessments indicate that candidates meet
professional, state, and institutional standards.
Element 1: Content Knowledge for Teachers
Overview From the Conceptual Framework:
The Professional Education Unit faculty have shaped and sequenced course
content to enable students in initial teacher preparation programs to
grasp and master the ideas, theories, principles, and methods of inquiry
that establish the foundation for understanding an academic area of study.
To ensure that courses contribute to teacher preparation, courses delivered
by faculty in the Professional Education Unit must be designed and delivered
to account for the appropriate items from the “Course Syllabus Congruence
Checklist” www.msucoe.org/congruence.html Conceptual Framework, New
or Experienced Teacher Standards, and the NCATE Themes. Furthermore, each
initial teacher preparation program has completed a program review and
has in the process linked program courses and experiences to learned society
standards, the New Teacher Standards, and Kentucky Core Content, and CATS
Testing Content. Matrices have been used to show the relationship between
program course requirements and standards. Course syllabi are submitted
and reviewed each semester a course is taught. www.msucoe.org/syllabi.html
and www.msucoe.org/programs.html
Candidates are expected to build upon and master discipline-specific
knowledge, understand the structure of knowledge, develop and demonstrate
skills related to scholarly inquiry, and to understand the forms of assessment
which are used to evaluate performance in the area(s) in which they will
be teaching. Teaching expertise is enhanced when candidates not only deal
with substantive knowledge, principles, ideas and the relationship among
these but they are also challenged to think critically about the structure
of that knowledge in the context of discipline specific standards. www.msucoe.org/conceptframe.html
All students at the university are required to successfully
complete 48 semester hours of general education coursework. As noted in
the Conceptual Framework, the general education framework has three components:
(1) required core courses, (2) area studies courses, and (3) integrative/capstone
course. The general education component serves students enrolled in the
Teacher Education Program well because course work is designed to foster
competencies which are essential for teacher educators: written and spoken
English, mathematics, and computer competence. In addition, “area
studies” course work such as, sociology, psychology, science, and
the humanities extend the students basic knowledge base. The integrative
component is delivered in the form of a capstone experience and delivered
by a candidate’s academic department/program. Teacher preparation
candidates most often take this course in the form of a seminar delivered
concurrently with the Clinical Practice semester.
General knowledge and skills required for new teachers is assessed prior
to entry into the Teacher Education Program. Competency demonstrated in
the following tests is basic to and integrated with competency in specific
content knowledge. Students must meet the minimal score on one of the
following four examinations: 1) Score a minimum of 21 ACT (with 10 on
each of the sub-tests), 2) Score a minimum of 18 ACT Composite with a
minimum of 10 on each of the sub-tests and the Pre-Professional Skills
Test (PPST) Written format: Reading - 173, Mathematics - 173, and Writing
- 172; OR Computer format: Reading - 320, Mathematics - 318, and Writing
– 318, 3) Score a minimum of 750 Graduate Record Exam (GRE), or 4)
Score a minimum of 990 SAT. In addition all applicants must successfully
complete the PPST Writing Test (The written test requires a score of 172
or higher and the computer test requires a score of 318 or higher. http://www.moreheadstate.edu/units/undergraduate/cat02-03/
or Documents Room: 2002-2003 Undergraduate Catalogue 1.3)
The admission data presented below documents the fact that the average
GPA and ACT Score of all candidates at the time of admission to the Teacher
Education Program is above the minimum score required.
The final checkpoint of basic competencies related
to general education is the TEP admission interview. Once an applicant's
portfolio is completed, the student schedules an admission interview with
the faculty in the respective teacher certification program. This committee
interviews each applicant and determines his/her readiness to enter the
TEP based on the student's academic, professional and personal qualities.
The student must receive a minimum score of 35 points from the interview
committee before he/she can be recommended for admission to the TEP. The
interview committee's recommendation is forwarded to the University's
Teacher Education Council (TEC), which makes the final decision on TEP
admission. http://www.moreheadstate.edu/colleges/education/esu/
Completion of Program
Candidates must demonstrate proficiency of content knowledge through the
completion of program specific courses. The number of courses taken varies
from program to program. For example Elementary Education P-5 candidates
are required to complete an 18 hour related studies component and a 21-hour
academic component from Speech-Theater, English, Fine Arts- Multidisciplinary,
Music, French, Spanish, Mathematics, Science, or Social Studies. A Middle
School 5- 9 candidate seeking certification is required to complete a
six-hour related studies component and two 24-hour academic components.
Choices come from: English/Communication, Special Education, Social Studies,
Science, or Mathematics. Secondary School Preparation programs, such as
Chemistry 8-12 preparation programs, for example require candidates to
successfully complete 29 hours in chemistry content and 16 hours in related
mathematics and sciences. www.msucoe.org/programs.html
To ensure that courses are aligned with standards,
all syllabi are designed to articulate the New Teacher Standards, NCATE
themes, and the Conceptual Framework. www.msucoe.org/congruence.html.
Course Syllabi are available for review at www.msucoe.org/syllabi.html.
In addition, all academic teacher preparation programs have successfully
completed a formal program review and in the process documented in a holistic
fashion how institutional, state and nationally mandated content and assessment
requirements have been fulfilled.
More concrete documentation of candidate's content area expertise is revealed
through the quality of lesson plans, unit plans, assessment activities,
and a variety of course related assessments. Examples of candidate coursework
and exit portfolios are available for review in the Documents Room; providing
insight about formative and summative assessment. (Documents Room: Candidate
Work Exhibit)
PRAXIS II test scores provide additional documentation of content knowledge.
Eighty-six percent of all candidates taking PRAXIS II and the PLT Exams
were successful in 2002 – 2003. Candidate success on the PRAXIS exams
is of great importance; therefore, the Executive Committee for the Transformation
of Teacher Education identified two tasks in the Transition Team Plan
(Objective 10: Tasks A and C) to ensure program accountability: A) to
align entrance and exit requirements with standards and Praxis Exams (accomplished
fall 2002) and C) to require each department to develop a comprehensive
preparation and remediation strategy to increase success on the PRAXIS
II and PTL Exams. Since the Fall Semester of 2001, candidates have been
required to take the required PRAXIS exam(s) prior to the clinical semester.
As of the Fall of 2002 all candidates were required to deliver copies
of score reports to the Educational Services Unit. This change was made
to: 1) make it possible to record subsection scores that could be shared
with program faculty who could use section scores to inform them about
their programs and 2) require candidates with less than the minimum scores
to meet with advisors to develop and implement a remediation plan prior
to leaving campus for clinical practice. (Documents Room: Data Portfolio
2.1 Tab 3)
Morehead State faculty members, supervisors, and public
school cooperating teachers all work together to ensure that candidates
demonstrate content area competency when working with students during
field experiences or clinical practice. An evaluation of candidate performance
as recorded on the KTIP and/or the “Student Teacher Record of Performance”
observation instruments documents proficiency in content related assessment
categories (New Teacher Standard VIII). Content knowledge proficiency
is further documented through an evaluation of the candidate’s exit
portfolio, NTS VIII documents. (Documents Room: Candidate Work Exhibit)
Candidates enrolled in the Master of Arts in Teaching Program (alternative
route to certification) document content competency through fulfillment
of the following entrance criteria: 1) baccalaureate degree from an accredited
institution, 2) earned undergraduate GPA of at least 2.75 or an earned
graduate GPA of 3.0, 3) successful completion of the GRE or ACT, and passing
scores on the appropriate PRAXIS exam(s). Content mastery is checked throughout
the program through: 1) grades, 2) school mentor and university supervisor
on-site input during EDUC 550 and EDUC 551, and 3) successful completion
of at least two content area courses. Exit content proficiency is evaluated
through portfolio evaluation and success on the PLT Exam. The portfolio
is designed around the New Teacher Standards. (MAT candidate portfolios
are available for review in the documents room). As of June 2003, a Chemistry
8-12 option has been added to the Secondary MAT Program options. In addition
an MAT in Business and Marketing was approved spring of 2003. Candidate
success is measured through satisfactory performance on the exit portfolio
and the PLT Exam. www.msucoe.org/programs.html see check sheet or www.moreheadstate.edu/units/graduate/grad-cat03/
p77
Content knowledge for experienced teachers pursuing a Master of Arts in
Education Degree is checked at admission to the program, when determining
eligibility to sit for the programs exit exam(s), and to determine eligibility
for exit. The following program admission standards are in place to ensure
adequate content knowledge and skills area preparation: Completion of
a baccalaureate degree from a regionally accredited university or college,
an undergraduate GPA ranging from of 2.5 – 3.0 depending on the program,
GRE scores ranging from 650 - 800 depending on the program. Graduate candidates
must receive written notification of unconditional admission status by
the time 12 semester hours of coursework has been completed to continue
taking courses for credit. A minimum of a 2.5 is required to continuation
in or completion of a masters degree program. Additional entrance requirements
are program specific and intended to ensure quality of candidates being
admitted to a masters degree program. For example in the case of music
and art, applicants must demonstrate proficiency in the art form through
an audition or portfolio review. See the Graduate Catalogue for program
specific information. www.moreheadstate.edu/units/graduate/grad-cat03/
Graduate course syllabi reflect compliance with the items on the Syllabus
Congruence Checklist, including the Experienced Teacher Standards. Candidates
continue to extend and refine their content knowledge and skill base when
they successfully complete the 12 – 24 credit hours of content area
courses in the middle and secondary grades programs. More specifically,
content knowledge is checked through performance on course assessments
(Documents Room: Candidate Work Exhibit) and successful performance on
departmental exit requirements (multiple choice, written exams, oral exams,
and/or portfolio evaluation). Each experienced teacher program specifies
all entrance, transition point, and program completion requirements in
the www.moreheadstate.edu/units/graduate/grad-cat03/
or www.msucoe.org/programs.html
(see check sheet).
Element 2: Content Knowledge for Other School Personnel
Within the College of Education, programs of study for other professional
school personnel include graduate programs in educational leadership and
school guidance counseling and school administration. Each of these graduate
programs prepares candidates in their respective fields through the use
of a four-stage process that involves (a) the careful selection of degree
candidates, (b) the student’s completion of a curriculum of study
designed to reflect national standards, (c) the successful completion
of carefully supervised field clinical experiences, and (d) the successful
completion of a summative evaluation assessment in the designated professional
fields.
Admission requirements for candidates seeking a degree in school Guidance
Counseling include: 1) an undergraduate GPA of 2.5 on all course work
that has been completed; 2) a minimum GRE score of 800; 3) possession
of undergraduate teaching certificate in the area for which certification
is sought, and 4) one year teaching at the level for which the degree
is sought.
Candidates preparing for careers as certified school guidance counselors
pursue full/standard certification, the completion of a Master’s
degree and leads to provisional certification as a guidance counselor
and the completion of phase one. The program of study requires the completion
of a minimum of 36 semester hours of study in content areas aligned with
the New Counselor Standards. Successful completion of each course documents
candidate content knowledge in the area of school counseling. (Documents
Room: Candidate Work Exhibit) Upon successful completion of the required
practica and with a recommendation by the faculty, candidates must successfully
complete a comprehensive departmental exit examination assessing content
mastery across the entire curriculum. For the past five years the passing
rate for the Master’s candidates has been 94% (202P, 19 F) The second
phase of counselor preparation leading to standard certification occurs
with the completion of either the Rank I Program in Counseling (60 semester
hours) or the completion of the Education Specialist Degree (66 semester
hours). Both programs have been designed to align with the Experienced
Counselor Standards. This phase of professional preparation requires advanced
supervised practica and the successful completion of an oral exit examination
before a panel of three faculty members. For the past five years the pass
rate for Rank I and Ed.S. candidates has been 100%. (See page 49)
Candidates pursuing certification as school principals must fulfill all
admission requirements: 1) minimum of 2.5 on all undergraduate course
work, 2) an undergraduate BA degree from an accredited college or university,
3) a minimum GRE score of 750; 4) a valid teaching certificate; 5) a minimum
of five years of full-time teaching; 6) three positive letters of recommendation
from colleagues who can address the candidate’s potential to be an
effective leader; and 7) a positive recommendation from the Program Screening
Committee. www.moreheadstate.edu/units/graduate/grad-03/
Once admitted to the program, candidates complete a two-level, 36-hour
program of study. Level I is an 18-hour program and includes a practicum
course in which candidates work with practicing school principals for
a minimum of 50 clock hours. Level 2 is also an 18-hour program and is
designed to expand the knowledge and skills needed to be an effective
leader in today’s schools. Candidates who are admitted to the principal’s
program and already possess a Master’s degree from an accredited
university may obtain a principal’s Statement of Eligibility by completing
all Level I courses and passing both the Kentucky Principal’s Examination
and the School Leaders Licensure Assessment. Success on these exams serves
as a mechanism for documenting candidate knowledge.
Summative evaluation for candidates in School Administration takes the
form of two standardized examinations: the Kentucky Specialty Test of
Instructional and Administrative Practices and School Leaders Licensure
Assessment (SLLA). These exams have been administered to candidates since
October of 2001. To date a total of 241 candidates have completed the
“Kentucky Specialty Test” with an average passing rate of 89.3%.
This represents the highest passing rate among Kentucky colleges and universities.
In addition, in order to become fully certified, new school administrators
must complete the one-year Kentucky Principal Internship Program (KPIP)
field experience that includes the development of a portfolio using the
Interstate School Leaders Licensure Consortium (ISLLC) Standards. Finally
all candidates must successfully complete the ISLLC Nationally standardized
examination. Since its adoption in 1999, a total of 95 candidates have
taken the examination with a pass rate of 100%. Although KPIP will no
longer be required, it was in effect during the period of this review.
(See page 50)
Element 3: Pedagogical Content Knowledge for Teacher
Candidates
Pedagogical content area courses are designed to ensure that candidates
in the initial preparation program have an opportunity to grasp the ideas,
theories, principles, skills, methods of inquiry, and information processing
techniques that are essential to individual academic disciplines www.muscoe.org/conceptframe6.html
p. 13 Faculty members delivering academic area content courses are expected
to model best practices and to create learning environments that challenge
candidates to construct knowledge in meaningful ways. http://msucoe.org/ttp.doc,
3 e, f This has become even more important since our initiatives to increase
ownership of secondary programs by the academic departments and to increase
partnerships between these faculty and public school teachers. (See field
experience reforms and professors in the schools, pp. 54ff and p. 81.)
Teacher education candidates must possess a variety of skills in order
to transform theoretical knowledge into effective classroom practices.
Discipline-based methodology courses challenge candidates to begin the
shift to the role of teacher. More specifically, these courses are designed
to provide candidates with opportunities to develop and demonstrate mastery
of the knowledge and skills articulated in the New or Experienced Teacher
Standards. Pedagogical information and practical experiences prepare candidates
to effectively design, plan, implement, and assess learning and instruction.
Courses in this category prepare candidates to understand the complex
relationship among the unique needs of individual learners, formalized
lessons, units of instruction, and the overall curriculum. Exposure to
and use of state generated curriculum guidelines, learner expectations,
and assessment tools help candidate understand the professional realities
they will face when they become practicing professionals. http://www.msucoe.org/conceptframe6.html
p.15.
All candidates in the initial undergraduate certification program complete
a minimum of 150 field experience hours. Field experiences linked to methods
course work are at level 3 (see Field Sequence document http://www.msucoe.org/conceptframe6.html
and placement in the candidates content area; therefore, experiences in
schools provide opportunities for candidates to test and reflect on selected
instructional practices. Feedback from course instructors and public school
teachers is helpful because it assists candidates in accurately interpreting
their teaching and student learning. The field experiences ultimately
prepare candidates to be effective during the clinical practice semester.
Program coursework is sequenced to ensure that candidates complete the
required content courses and one technology course prior to enrolling
in their methods courses, which can only be taken after admission to the
TEP.
Candidates at both the initial and advanced levels develop the ability
to integrate technology into the teaching-learning process, Transition
Team Plan, Goal 5 http://msucoe.org/ttp.doc
. All candidates in the undergraduate initial preparation program are
required to complete two technology courses; one fulfills a general education
computer competency requirement, the second is the Media Strategies Courses
EDF 312 or EDEL 302 (Current course). These education courses challenge
candidates to infuse technology into the teaching-learning process. MAT
candidates are expected to demonstrate computer competence during the
semesters they enroll in EDUC 550 and 551, Supervised Practice in Teacher
Education I, and II. In addition, all candidates have been encouraged
to enroll in EDUC 599, Integrating Technology in to the Classroom. This
on-line course has the potential to further enhance candidates’ ability
to more effectively use technology in the classroom.
Faculty members are responsible for systematically integrating state and
learned society standards www.msucoe.org/programs.html
as well as the Unit's conceptual framework into course syllabi. See Course
Syllabi: www.msucoe.org/syllabi.html.
Candidates must ultimately be able to demonstrate an understanding of
content as well as the ability select and design instructional strategies
and to create learning environments that will challenge their students
to construct knowledge in meaningful ways. To that end, program faculty
design and implement a series of formative assessments to ensure that
candidates have developed the knowledge and skills essential to provide
quality instruction. Feedback and reflection are used to ensure that candidates
are aware of their progress in effectively demonstrating NTS VIII or ETS
II. Summative assessments vary from program to program and are typically
designed to document candidate proficiency in meeting the standards stated
in the course syllabus. The chart below provides examples of “Student
Application of Pedagogical Content Knowledge.”
Examples of candidate work documenting proficiency
in the area of pedagogical content knowledge, including their ability
to use technology to demonstrate knowledge or as a tool to promote student
learning are on display in the Documents Room: Candidates Work Exhibit.
Further documentation of initial teacher candidates’ (including MAT
candidates’) pedagogical content knowledge is documented through
the score the candidate achieves on the Principles of Learning and Teaching
Exam (PTL). Spring 2002 was the first semester candidates took this exam,
and the scores achieved during 2002 were used to determine cut-off scores.
As of January 2003 candidates are required to successfully complete the
PLT to be eligible for certification. Additional insight about initial
and MAT candidate proficiency in the area of pedagogical knowledge is
derived from the evaluation the MSU supervisor and Public School Cooperating
Teacher during the clinical experience. They independently determine candidate
proficiency by evaluating of Exit Portfolio Artifacts that are organized
according to each New Teacher Standard. A rubric www.moreheadstate.edu/colleges/education/esu/
is used to guide the candidate’s summative/ exit portfolio evaluation.
(Documents Room: Candidate Work Exhibit)
Candidates in the advanced certification programs are expected to extend
and refine pedagogical knowledge according to ETS elements, the Core Content
for Assessment, KERA Academic Expectations, and the Program of Studies.
The following content themes are addressed: diverse learner needs, assessment,
curriculum development, instructional strategies, the role of technology.
Field experiences are included as part of specific course requirements.
Many of the candidates in the advanced programs are fully employed educators
and use their own classrooms for implementing new instructional strategies.
Candidates who are not employed as educators are placed in appropriate
settings to fulfill the field component. Technology is one theme that
is implemented and it is used as a source for collecting information,
student learning and assessment; and it also serves as a means for communicating
with colleagues, parents, and members of the community. Though technology
is integrated throughout the curriculum, candidates may select one of
the following courses to provide them with additional knowledge and skills
needed to use technology efficiently: EDEL 516: Educational Computing,
EDSE 516: Educational Data Processing, EDSP 690e: Methods of Instructing
Students with MSD, or EDUC: 684, Producing Audiovisual Aids. Candidate
success is measured through performance on class evaluation activities
(formative) and final grades (summative). Demonstration of proficiency
in relation to each Experienced Teacher Standard is measured through candidate
work. (Documents Room: Candidates Work Exhibit) Success on a written exit
exams further documents the candidates pedagogical content knowledge.
(Documents Room: Data Portfolio 2.1)
Extending pedagogical content knowledge and skills is an important concept
in advanced certification programs, and each advanced program contains
courses to address this concept. The chart below provides examples of
how pedagogical content knowledge is incorporated at the advanced level.
Element 4: Professional and Pedagogical Knowledge
and Skills for Teacher Candidates
Professional studies courses are designed and sequenced to ensure that
candidates develop an understanding of the social, intellectual, psychological
foundations of schools as well as develop the methodological knowledge
and skills necessary to be effective teachers.
Two pre-TEP courses lay the theoretical foundation for the professional
studies component of each program: EDF 207, Foundations of Education and
EDF 211, Human Growth and Development. The foundations of education course
explores the larger social and intellectual context of American schooling
and introduces the Unit's conceptual framework, constructivist epistemologies,
the New Teacher Standards, educational resources, and key issues in the
history of education. The human growth and development course focuses
on models of learning and the development, motivation, and achievement
of all students. In addition, learning is enhanced through the exploration
of issues related to cultural diversity and exceptional learners.
www.msucoe.org/conceptframe.html
Both of these courses have field experience requirements and move candidates
into schools or community centers where they can observe human behavior
and experience a variety of learning contexts. Candidates must successfully
complete both of these courses with a minimum grade of C, prior to making
an application to the Teacher Education Program. www.msucoe.org/syllabi.html
http://www.moreheadstate.edu/units/undergraduate/cat02-03/
.
Once admitted to the Teacher Education Program, candidates are eligible
to enroll in the appropriate advanced theory and methods courses. A list
of required courses is located in the Undergraduate Catalogue, on the
candidate’s check sheet, and in the Teacher Education Policy Manual.
Upper division professional studies courses address specific themes and
are designed to meet specific program/candidate needs. For example, a
technology/media course is required for all teacher candidates: EDEL 302
is required for elementary educators, and EDSE 312 is required for secondary
educators. Candidates seeking P-12 certification may choose either technology
course. The learning theories and practice courses (EDEE 305, EDMG 306,
and EDF 311) and the discipline and classroom management (EDUC 582 and
EDUC 482) courses are designed to meet the needs of elementary, middle
or secondary candidates. Each of these courses contains a required level
II field experience component. However candidates are placed in contexts
that are specific to their respective programs for observations and candidates
are involved in tutoring and whole class instruction. The transition from
theory to action takes place at this level. Candidates use their knowledge
and skills to promote student learning. The syllabus for each of these
courses is available at www.msucoe.org/syllabi.html.
A review will reveal the specific links made to the conceptual framework,
New Teacher Standards, and NCATE themes addressed in each course.
Program specific methods courses build on and refine professional education
course knowledge and skills by requiring candidates to apply what has
been learned to content specific activities, such as lesson planning,
student formative and summative assessments, teaching techniques, instructional
unit development and most importantly the relationship that these have
to the KERA initiatives and the development of proficiency in relation
to each of the NTS. Candidates begin to select artifacts for their portfolios
from methods courses to document their knowledge and pedagogical skills.
Candidates’ portfolios are organized by standard and are evaluated
by methods course faculty who provide feedback about portfolio strengths
and weaknesses. These methods courses include level III field experiences
that engage candidates in small group teaching, large group, and whole
class teaching opportunities. (See program specific version of the 4 tiered
“Field and Clinical Experience Model in the Program Reviews: www.msucoe.org/programs.html.
One of the initiatives/goals set forth by the Executive Committee for
the Transformation of Teacher Education in the Transition Team Plan was
to review and revise the Professional Education Core Courses to improve
the quality of candidate preparation. The following curriculum changes
have occurred and or are in process as a result of this review: 1) A generic
field experience course for secondary candidates, EDUC 333, was removed
as a requirement and those field experiences were integrated into newly
created or revised content-based methods courses, (Transition Team Plan,
2002, 6B). 2) A four-tiered field and clinical experience model has been
developed and implemented. 3) Several professional core courses were revised
to include content that was not adequately addressed. For example, the
learning theories courses were revised to put greater emphasis on assessment.
4) A course in discipline and classroom management, EDUC 482, has been
added to the secondary professional education core. www.msucoe.org/ttp.doc
or Documents Room: ECTTE Minutes 1.7
The culminating experience in the initial teacher preparation program
is the Clinical Practices semester. During this semester, candidates are
expected to apply all they have learned in an extended public school experience
that is supervised and evaluated by an MSU Supervisor and a public school
Cooperating Teacher. The quality of each candidate’s performance
is evaluated according to the NTS via the Student Teaching Record of Performance
Instrument. Exit Portfolios are also constructed and designed around the
NTS. Portfolios may be submitted in hardcopy or on a CD. (Documents room:
Candidate Work Exhibit)
Candidates completing an advanced educator program are required to document
proficiency in relation to each of the Experienced Teacher Standards (ETS)
or Interdisciplinary Early Childhood Education Standards (IECE) through
the successful completion of exit assessments and course work. Candidate
competencies are explicitly linked to the ETS and courses that, when successfully
completed, contribute to the fulfillment of the listed outcome(s). www.msucoe.org/programs.html
. In addition, each advanced teacher preparation program faculty has completed
a formal program review documenting the connections between course requirements
and each of the ETS. Methods and curriculum courses (EDEL 640: Contemporary
Instructional Practices, EDSE 633: Effective Classroom Instruction, EDSP
655: Prescriptive Teaching for Children with Learning and Behavior Problems,
EDEL 632: Elementary School Curriculum, EDMG 636: Middle School Curriculum,
EDSE 634: Secondary School Curriculum, and PHED 612: Program Design, Implementation
and Assessment) require candidates to apply knowledge about diverse learners,
best practice, state standards, and school system specific characteristics,
and expectations in their classrooms. www.msucoe.org/syllabi.html
Both initial and advanced programs have courses that focus on a sensitivity
to larger social contexts and cultural differences in the classroom. These
include, at the undergraduate level, EDF 207: Foundations of Education,
and at the graduate level, EDEL 680: History and Philosophy of Education,
EDEL681: Advanced Seminar in Contemporary Educational Thought, and EDGC
680: Family Counseling. In addition, some graduate courses require field
experiences that are designed to extend the candidate’s skills by
providing them with opportunities to use their new knowledge in their
own classrooms and schools. Documents Room: Graduate Field Work 3.4
Course syllabi are at www.msucoe.org/syllabi.html
and can be reviewed to determine the nature of the evaluations used to
assess candidates’ ability to effectively apply pedagogical knowledge
and skills and to create meaningful student learning experiences. (Documents
room: Candidate Work Exhibit). Success on the exit exam documents candidate
professional and pedagogical knowledge. (Documents Room: Data Portfolio
2.1 Tab 10)
Element 5: Professional Knowledge and Skills for
Other School Personnel
Other school personnel develop a comprehensive understanding of the knowledge
base in their respective specialty fields as delineated by professional,
state, and institutional standards. Program coursework and clinical and
field experiences incorporate the use of instructional technology and
are designed to enhance the attainment of knowledge and performance standards
articulated by the learned societies in each of the specific fields of
study. School guidance and counseling programs have been closely aligned
with and adhere to the New and Experienced School Counselor Standards
adopted by the Kentucky Education Professional Standards Board (1996)
as well as the curriculum standards set by the Council for Accreditation
of Counseling and Related Educational Programs (CACREP). Upon successful
completion of required coursework designed to establish a knowledge base
in the field of counseling, candidates are recommended for participation
in clinical field experiences designed to equip them with the necessary
behavioral and clinical service delivery skills for successful performance
as professional school guidance counselors. Successful candidates must
negotiate a series of stages in training including the completion of required
coursework, carefully supervised clinical experiences, and finally comprehensive
summative evaluation in the form of written and oral exit examinations
designed to insure integration of all aspects of training. (Documents
Room: Candidate Work Exhibit).
Graduate candidates in the field of Instructional Leadership pursue a
rigorous program of study and are assessed in concert with standards of
the Interstate School Leaders Licensure Consortium (ISLLC) that have been
adopted as the Kentucky School Administrators Standards. The Instructional
Leadership program implements a performance-based program designed to
meet the ISLLC standards. Coursework is based upon a model that emphasizes
problem identification and solution, role-playing, action research in
work place, and additional experiences based in the community and its
public schools. The instructional leadership program is designed to provide
candidates with a comprehensive view of the role and function of the modern
school administrator as well as training in the specific knowledge base
and practical skills considered essential for successful performance as
a school administrator. These skills include acquiring the ability to
develop a comprehensive community demographic and political profile, the
ability to collect and effectively analyze school data for curriculum
and program decision-making, action research, and extensive preparation
in school budget and financial analysis and human resources utilization.
Instructional Leadership candidates provide evidence of attainment of
program goals and standards through the successful completion of coursework
and the development of a portfolio documenting evidence of the six ISLLC
standards. The candidates in Instructional Leadership are ultimately required
to demonstrate final attainment of program goals by successfully passing
two examinations: The School Leaders Licensure Assessment (SLLA) which
assesses the candidates’ knowledge, dispositions, and performances
according to the ISLLC standards, and the Kentucky Principal Test, which
measures candidates’ knowledge of the Kentucky Revised Statutes (KRS)
and Kentucky Administrative Regulations. Scores from these two tests,
as well as faculty evaluation of candidate portfolio, are used in a process
of continuous assessment of the Instructional Leadership Program.Element
6: Dispositions for
All Candidates
It is the Unit’s expectation that all candidates are able to work
with students, families and communities in ways that reflect the dispositions
expected of professional educators as delineated in professional, state
and institutional standards. While Kentucky’s New and Experienced
Teacher Standards include a measurement of certain dispositions (e.g.
supporting individual needs, self-reflection), teacher education faculty
wished to develop a specific instrument to evaluate the values, beliefs,
and attitudes candidates should possess.
Beginning Spring 2001, a committee was formed to develop a process for
assessing candidate dispositions for initial program candidates. By Summer
2002, eight dispositions were agreed upon as being important to teacher
success: 1) passionate about learning, 2) enthusiastic about teaching,
3) committed to teaching responsibilities, 4) self-reflective, 5) hardworking,
6) resourceful problem-solving, 7) sensitive to differences, and 8) able
to establish rapport. A rubric and score sheet were developed, and two
pilot tests were conducted Fall 2002 and Spring 2003. As a result of each
pilot, score sheet data and procedures for gathering information on candidate’s
dispositions were changed slightly. Faculty input was used to guide the
revision process. www.msucoe.org/dispositions.html
Candidates are to be assessed at least once prior to the clinical semester,
by both the methods class instructor and the field based cooperating teacher.
Two disposition evaluations are to be completed during the clinical semester;
one Disposition Evaluation Score Sheet (DESS) completed by the MSU supervisor
and one by the cooperating teacher. www.msucoe.org/dispositions.html
Beginning fall semester 2003, department chairs will be informed when
a candidate scores 12 or below. Professional development activities, set
by faculty in conjunction with the candidate, must be successfully completed
prior to clinical practice.
The Unit is also experimenting with a Disposition Report form. The purpose
of the form is two- fold. The first purpose is to allow faculty or cooperating
teachers to report a commendable experience or performance by a candidate.
The report would be included as part of the candidate’s file and
would serve as recognition for those candidates demonstrating exceptional
teaching attributes/dispositions. The second purpose is to provide a systematic
approach to dealing with candidates who demonstrate inappropriate or problematic
behaviors. Incidents must be described and signed by both the preparer
and the candidate. Copies are distributed to the candidate, the candidates’
advisor, and the Director of the Educational Services Unit. The advisor
is responsible for informing and calling a meeting of the department committee
when further action is needed. The committee is responsible for establishing
the conditions that must be met by the candidate to be eligible to continue
in the program or to enroll in clinical practice.
Each graduate program has developed and implemented disposition assessments.
The graduate education faculty has identified two dispositions and accompanying
rubric that is used to assess experienced teacher candidates.
The MSU Counseling Program has developed a Disposition Evaluation of Candidates
in Counseling. Progress in the development of the dispositions essential
to good clinical skills is assessed continually throughout a candidate’s
professional training. Failure to develop these essential skills and the
underlying dispositions results in failure to meet course requirements,
which if not remediated, will result in dismissal from the program. The
formal evaluation of these dispositions is conducted most rigorously during
each of the capstone classes EDGC 669, Practicum in Guidance and Counseling
and EDGC 679, Advanced Guidance and Counseling practicum and advanced
practicum respectively.
The School Administrator candidates are assessed using a portfolio rubric
that requires the demonstration of dispositions articulated in the ISSLC
performance standards. The portfolio rubric is applied by course instructors
to document candidate’s dispositions throughout the program. Ultimately
candidates must score a minimum of 12 points on the exit portfolio to
be recommended for certification.
Element 7: Student Learning for Teacher Candidates
Teacher accountability for student learning is a major tenet of the Kentucky
Educational Reform Act (KERA) of 1990. A system of performance-based,
high-stakes testing measures the educational performance of P-12 students
in Kentucky schools. The Morehead State University teacher education program
recognizes the need for teacher candidates to be prepared to work in this
environment. The MSU College of Education’s conceptual framework,
“Educator as Architect”, and both the New and Experienced Kentucky
teacher standards stipulate that “teachers assess and communicate
learning results to students and others with respect to student abilities
to use communication skills, apply core concepts, become self sufficient
individuals, become responsible team members, think and solve problems
and integrate knowledge.”
MSU teacher candidates learn early in their program that the primary focus
of instruction is to increase student learning. Beginning with the initial
course, Foundations of Education (EDF 207), the relationship between assessment
and educational goals is stressed. As students, the candidates experience
a variety of assessments, from conventional tests to alternative assessments,
such as performance tasks. The candidates then progress to designing various
assessments for use in public school classrooms. An example is EDF 311,
Learning Theories, where candidates demonstrate the ability to select
evaluation materials and develop assessment methods for classroom instructional
decisions, as evidenced by the Classroom Assessment Construction Project,
consisting of multiple-choice, open-response and performance assessments
using the Kentucky Core Content for Assessment. (Documents Room: Candidate
Work Exhibit)
The modeling of multiple assessment strategies designed
after the performance assessments of KERA is a thread that is woven throughout
the program. Candidates’ learning is assessed using the same techniques
that they will be using as teachers in P-12 classrooms. Many of these
strategies, such as designing scoring guides and evaluating performance
artifacts of students, are applied in real classrooms during field experiences,
which are an integral component of the Teacher Education Program (TEP).
Prior to clinical practice candidates are required
to successfully complete pedagogy courses in their content area(s). Candidates
draw on their pedagogical and content knowledge and skills to design,
implement, and assess effective lessons. The KTIP lesson plan, which includes
an assessment plan for student learning, as well as “Impact”
and “Refinement” sections in which students analyze and make
instructional changes based on an assessment of student learning, is the
commonly used format for lesson planning, implementation and reflection.
Other assignments include designing scoring guides and assessments in
thematic units and designing and implementing a Teach-Reflect-Re-teach
Plan (EDEE 323 – Language Arts for Early Elementary). www.msucoe.org/syllabi.html
During clinical practice, an emphasis is placed on
the New Teacher Standard IV, Assessing and Communicating Learning Results.
During the professional semester candidates keep a journal that includes
reflections on student learning. In addition the candidates are required
to compile a portfolio that contains examples of assessments, incorporates
samples of student feedback, and includes discussions of collaborative
experiences they have had with colleagues and parents. (Documents Room:
Candidate Work Exhibit)
Graduate programs also focus on assessing student learning. Courses such
as EDF 610: Advanced Human Growth and Development, EDSP 553: Language
Arts for Exceptional Children, and EDSP 641: Conceptions and Identification
of Exceptional Children and Youth and EDEL 624: Practicum in Reading and
EDEL 662: Remediation in Reading use case studies to examine the entire
student learning process and to assess student progress toward specific
goals. In EDEL 632: Elementary Curriculum, candidates refine skills in
elementary curriculum development and implementation, including assessment
and instructional techniques. EDSP 537: Educational Assessment of Exceptional
Children and EDSP 603: Assessment Methodology for the Handicapped are
two courses that concentrate on the development of assessment strategies
for students with special needs. In SCI 570: Earth Science, candidates
use rubrics to assess their own efforts and the work of their peers. They
are also required to provide written feedback to their peers based on
various rubrics. EDEL 680: The History and Philosophy of Education explores
the philosophical assumptions underlying various assessment practices.
(Document Room: Candidate Work Exhibit or www.msucoe.org/syllabi.html)
Element 8: Student Learning for Other Professional
School Personnel
Other school personnel, such as guidance and counseling workers, support
the learning process and contribute to the assessment of student learning.
Specialized courses such as EDGC 620, Psycho-Social and Multi-Cultural
Factors in Counseling, help candidates identify problems that can interfere
with student learning and engage candidates in problem solving to help
overcome these problems. EDGC 661, Measurement Principles and Techniques
and 662, Individual Inventory Techniques are specifically aimed at the
construction of assessments and interpretation of results to monitor student
learning and development. The Instructional Leadership Program recognizes
that student learning, as evidenced by academic achievement, is a primary
indicator of program quality. A major responsibility of the school administrator
is to create a learning climate that promotes academic achievement. Therefore,
the principal as a leader in the school must have a thorough knowledge
of assessment techniques and their interpretation. In support of this
goal, courses are offered, which assist the school administrator in this
role. EDIL 619, Technology and Best Practice for School Improvement emphasizes
best practices for school improvement, and EDIL 621, Research for Instructional
Leadership focuses on creating a climate supportive of excellence in teaching
and learning. Candidates, while engaged in the various practica in school
administration under the guidance of an experienced principal (minimum
of 3 years experience), look at the total school, including student learning
and achievement. In EDIL 637, Leadership for School Program Collaboration
candidates are required to structure collaborations among school and community-based
programs to provide and support student learning. Other school personnel
competencies are demonstrated by the successful completion of examinations
and activities in their area of specialization, such as the Kentucky Specialty
Test and the School Leaders Licensure Assessment. (Documents Room: Candidate
Work Exhibit or www.msucoe.org/syllabi.html
)
Central to the role of other professional school personnel
is the identification and subsequent removal of barriers to effective
student learning. For candidates in counseling and in instructional leadership,
this requires the mastery of a full range of research and assessment skills
necessary for effective identification of barriers to learning. Candidates
in both programs must demonstrate the technical skills necessary to design
effective research and other data collection procedures as well as the
ability to analyze and interpret the resulting information with technical
skill and compassion. Once barriers to learning have been identified,
each candidate must demonstrate the ability to develop an effective response
based upon research-based best practice. Finally, the candidates must
be able to demonstrate the ability to implement such changes in an effective
and efficient fashion and to mobilize the full range of resources of the
school and community for the purpose of enhancing student learning for
each student, especially for minority and for at-risk children and youth.
The creation of positive environments for student learning and the development
of methodologies for enhancing student support form the foundation for
all programs in Instructional Leadership and School Counseling.
For candidates in Instructional Leadership, the process of promoting effective
learning for students is largely based upon the educational leader developing
the skills necessary to use data to build upon developmental levels of
students, to understand the effect of diversity, families, and communities
on learning, and to appreciate the policy context within which each leader
will function. The development of a balance between the administrator
as a school facility manager and as the principle curriculum leader within
the school is stressed as a means of optimizing the role of the modern
school administrator. These skills are continually assessed through the
use of both formative evaluation throughout the program of study and the
use of summative evaluation in the form of final portfolio development,
supervision of field experiences and internship performance, and the successful
completion of the School Leaders Licensure Assessment (SLLA) based on
ISLLC standards which make student success a priority in every standard.
For candidates in counseling, their roles in creating positive learning
environments which support student learning are fundamental and reflected
in each of the New and Experienced School Counseling Standards which underpin
the counseling curriculum, field experiences, and final assessment for
candidates in the program. Stressed throughout the entire program of study
in counseling is the role and function of a school counselor as a direct
provider of counseling services to individuals and small groups of students
as well as school wide through the delivery of school guidance activities
to the entire student body. In addition, the ability to effectively consult
with students, parents, classroom teachers, other professionals within
the school and the community is emphasized. The ability to use research-based
best practices in the delivery of the full range of school guidance services
and to coordinate effectively with parents and the community is regarded
as an essential skill is the process of identifying and removing barriers
to effective learning. Each of the New and Experienced School Counseling
Standards is based upon the goal of enhancing student learning and development
and the school counseling program is carefully aligned in such a way as
to promote the attainment of each of the standards which are assessed
continually throughout training and by the use of comprehensive written
and orally administered summative evaluations prior to program completion.
(Documents Room: Candidate Work Exhibit)
Next: Standard
2: assessment and unit evaluation
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