Department of Education School of Education and Behavioral Sciences

1. Department of EducationSchool of Education and Behavioral Sciences Elementary Education CIP Code 131202 Program Code 350 Program Quality Improvement Report 2010-2011

2. 1. Graduates will demonstrate competence in basic skills and in-depth knowledge of the subject matter they teach. (Knowledge, Comprehension, and Application) 2. Graduates will demonstrate professional knowledge and effective pedagogical skills. (Knowledge, Comprehension, and Application) Graduates will demonstrate understanding of student development and create appropriate learning environments. (Knowledge, Comprehension, Application, Synthesis) 4. Graduates will demonstrate the ability to think reflectively and critically about the teaching/learning process. (Evaluation) 5. Graduates will demonstrate ability to interact effectively with diverse students, parents/families, and communities. (Knowledge, Comprehension, Application) 6. Graduates will demonstrate ability to use a variety of strategies to assess, analyze, and modify teaching/learning. (Knowledge, Comprehension, Application, Synthesis, Evaluation) • Department of Education • Elementary Education • Program Goals and Objectives • (Aligned with the Association for Childhood Education International (ACEI) and the Oklahoma 15) Program Quality Improvement Report 2010-2011

3. Alignment Among Program Outcomes, CU Mission Statement & Strategic Plan 2013 Program Quality Improvement Report 2010-2011

4. Alignment Among Program Outcomes, CU Mission Statement & Strategic Plan 2013 Program Quality Improvement Report 2010-2011

5. Alignment Among Program Outcomes and Department of Education Mission Program Quality Improvement Report 2010-2011

6. Alignment Among Program Outcomes and Department of Education Mission Program Quality Improvement Report 2010-2011

7. Action Plan 2008-2009 Program Quality Improvement Report 2010-2011

8. Direct Measures of Assessment with Remediation Program Quality Improvement Report 2010-2011

9. Indirect Measures of Assessment with Remediation Program Quality Improvement Report 2010-2011

10. Student-Learning Outcome and Measurements Program Quality Improvement Report 2010-2011

11. Measure 1: OGET • Oklahoma General Education Test • Criterion-referenced and competency-based state teacher exam • Assesses general knowledge • A passing score of 240 required for admission to the Teacher Education program, along with other criteria such as an overall GPA of 2.5. Program Quality Improvement Report 2010-2011

12. Multi-Year Trend ChartOGET Critical Thinking: Reading and Communication Overall Scores Program Quality Improvement Report 2010-2011

13. Multi-Year Trend ChartOGET Communication Overall Scores Program Quality Improvement Report 2010-2011

14. Multi-Year Trend ChartOGET Critical Thinking: Mathematics Overall Scores Program Quality Improvement Report 2010-2011

15. Multi-Year Trend ChartOGET Mathematics Computation Overall Scores Program Quality Improvement Report 2010-2011

16. Multi-Year Trend ChartOGET Science, Art & Literature, Social Sciences Overall Scores Program Quality Improvement Report 2010-2011

17. Multi-Year Trend ChartOGET Critical Thinking: Writing Overall Scores Program Quality Improvement Report 2010-2011

18. Analysis of Data: RSU candidates maintained the 100% pass rate. 91% of CU candidates passed. This is a 15% increase over 2008-2009. In 2008 – 2009 Cameron candidates only exceeded the state average in three areas: Computation Skills, Liberal Studies: Science, Art & Literature, Social Sciences, and Critical Thinking Skills: Writing. In 2009-2010 candidates exceeded the state average in Communication, Liberal Studies: Science, Art & Literature, Social Sciences, and Critical Thinking Skills: Writing. Even though the writing scores exceeded the state average, they are still the lowest as compared to the other areas. Outcome 1 Measure 1: OGET Program Quality Improvement Report 2010-2011

19. Outcome 1Measure 1: OGET Action Plan: • In order to help students improve in the areas of Critical Thinking Skills in Mathematics, Reading and Communication, the Department of Education faculty will work in partnership with the General Education Faculty to review the test result data and the test objectives in order to create an action plan. This could be done by inviting them to be members of the Assessment Advisory Board. (2010-2011 AY) Program Quality Improvement Report 2010-2011

20. Measure 2: OSAT • Oklahoma Subject Area Test • Criterion-referenced and competency-based state teacher exam • Composed of two sub-tests assessing subject content knowledge • evaluates through 55 selected response items & 1 constructed response item • evaluates through 55 selected response items • Passing score of 240 required for admission to student teaching, along with other criteria such as an overall GPA of 2.5. Program Quality Improvement Report 2010-2011

21. Multi-Year Trend ChartOSAT Subtest 1 Reading Overall Scores Program Quality Improvement Report 2010-2011

22. Multi-Year Trend ChartOSAT Subtest 1 Language Arts Overall Scores Program Quality Improvement Report 2010-2011

23. Multi-Year Trend ChartOSAT Subtest 1 Social Studies Overall Scores Program Quality Improvement Report 2010-2011

24. Multi-Year Trend ChartOSAT Subtest 1 Constructed Response Overall Scores Program Quality Improvement Report 2010-2011

25. Outcome 1Measure 2: OSATSubtest 1 Analysis of Data: • In 09 – 10, 79% of Cameron’s candidates and 100% of RSU’s candidates passed Subtest 1. This is a decline of 5% over last year for CU and an increase of 17% for RSU. CU candidates scored above the state average in but one are (SS) of the test. RSU candidates scored above the state averages in all but one area (LA). • The writing scores for the CU campus declined while the RSU campus scores’ increased. This could be because the action plan was implemented by adding tutorial writing sessions through SOEA at the RSU campus. Program Quality Improvement Report 2010-2011

26. Action Plan: (Recommended by Assessment Advisory) Take Reading Diagnosis before taking the Elementary OSAT. Add additional writing component to Reading Diagnosis writing exercises that include multistep directions. Emphasize strategy file in Reading Diagnosis course. (Spring 2011) Focus on (emphasize) objectives in the OCTP study guide to help improve test results. This could be accomplished by revisiting alignment among the methods courses’ objectives. (Spring 2011) Outcome 1Measure 2: OSATSubtest 1 Program Quality Improvement Report 2010-2011

27. Multi-Year Trend ChartOSAT Subtest 2 Math Overall Scores Program Quality Improvement Report 2010-2011

28. Multi-Year Trend ChartOSAT Subtest 2 Science Overall Scores Program Quality Improvement Report 2010-2011

29. Multi-Year Trend ChartOSAT Subtest 2 Health & Fitness Overall Scores Program Quality Improvement Report 2010-2011

30. Multi-Year Trend ChartOSAT Subtest 2 Fine Arts Overall Scores Program Quality Improvement Report 2010-2011

31. Analysis of Data: 80% of the RSU candidates and 84% of Cameron’s candidates passed Subtest 2. This was a decline of 20% over last year for RSU. This was an increase of 5% for CU. Cameron candidates scored below the state average in math, science, and Fine Arts. RSU candidates scored above the state averages in two areas (science and fine arts). For the CU campus, math continues to be the area with the lowest scores. Outcome 1 Measure 2: OSAT Subtest 2 Program Quality Improvement Report 2010-2011

32. Action Plan: Continue to evaluate the alignment of course objectives in the methods courses with the test objectives. Math test objectives focus on problem-solving, so emphasize in Math Methods course. (2010-2011 AY) Outcome 1 Measure 2: OSAT Subtest 2 Program Quality Improvement Report 2010-2011

33. Outcome 1 Measure 3: Student Teaching Evaluations • Revised beginning Fall 2007 • Content addendum added Spring 2008 & scored once per placement • Completed by mentor teacher at the end of each of two placements; by university supervisor twice during each placement • Two evaluators ensures reliability and validity of scores. • RSU students complete student teaching during spring semester only. • Remediation provided if needed Program Quality Improvement Report 2010-2011

34. Measure 3: Student Teaching Evaluations - Lawton 1=Does not meet expectations 2=Meets expectations 3=Exceeds expectations Passing = 2 or above Program Quality Improvement Report 2010-2011

35. Measure 3: Student Teaching Evaluations – RSU 1=Does not meet expectations 2=Meets expectations 3=Exceeds expectations Passing = 2 or above Program Quality Improvement Report 2010-2011

36. Outcome 1Measure 3 Student Teaching Evaluations Analysis of Data: • Candidates are scoring well above passing in all areas Action Plan: • Continue to monitor Program Quality Improvement Report 2010-2011

37. Outcome 1Measure 4: Follow-Up Survey • Completed by school administrator, mentor teacher, and university representative at the end of candidate’s first year of teaching • Used to assess how well the program prepared candidates • Initial administration in 06-07 year, compared to 07-08, 08-09, 09-10 data in following chart (Lawton only) • Have no data from RSU graduates because Cameron does not supervise resident teachers in NE Oklahoma Program Quality Improvement Report 2010-2011

38. Measure 4: Follow-up Survey Data Mean Scores for CU Lawton Students Only(selected items,07-08, N=49; 08-09, N=43, 09-10, N=40)1=Not Acceptable 2=Emerging 3=Competent 4=Exemplary Passing = 3 or above • Analysis of Data: • Administrators and University Representatives’ ratings increased from 08-09 to • 09-10. • Mentors rated candidates lower from 08-09 to 09-10. • Action Plan: • Consider more in-depth training for mentors so that they clearly understand what they are evaluating in regards to this specific item and how it relates to the candidate’s preparation and experience. Program Quality Improvement Report 2010-2011

39. Multi-Year Trend ChartFollow-Up Survey Program Quality Improvement Report 2010-2011

40. Student-Learning Outcome and Measurements Program Quality Improvement Report 2010-2011

41. Measure 1: OPTE • Oklahoma Professional Teacher Exam • Criterion-referenced and competency-based state teacher exam • Assesses professional knowledge & skills • 75 selected-response items • Constructed-response items consist of 3 written performance modules • Critical Analysis: Candidates analyze an educational issue related to learners and the learning environment. • Student Inquiry: Candidates describe an instructional activity which would help students achieve a specific learning goal. • Teacher Assignment: Candidates apply professional knowledge to evaluate a school or classroom situation and recommend a course of action. • Passing score of 240 required to obtain an Oklahoma Teaching License Program Quality Improvement Report 2010-2011

42. Multi-Year Trend ChartOPTE: Learners in the Learning Environment Overall Scores Program Quality Improvement Report 2010-2011

43. Multi-Year Trend ChartOPTE: Instruction and Assessment Overall Scores Program Quality Improvement Report 2010-2011

44. Multi-Year Trend ChartOPTE: The Professional Environment Overall Scores Program Quality Improvement Report 2010-2011

45. Multi-Year Trend ChartOPTE: Critical Analysis Module Overall Scores Program Quality Improvement Report 2010-2011

46. Multi-Year Trend ChartOPTE: Student Inquiry Module Overall Scores Program Quality Improvement Report 2010-2011

47. Multi-Year Trend ChartOPTE: Teacher Assignment Module Overall Scores Program Quality Improvement Report 2010-2011

48. Analysis of Data: In 09 – 10, 100% of RSU candidates passed, while 96% of CU candidates passed. This was consistent for RSU; however, it’s a 3% increased for CU over last year. Also, Cameron candidates scored above the state average in all areas except two. RSU candidates scored above the state average in four areas and fell below state average in the areas the Professional Environment, and the Teacher Assignment Module. This is consistent with last year; however, scores increased in Instruction and Assessment over last year. Action Plan: (Recommended by Assessment Advisory ) Develop writing exercises that include multi-step directions; Focus on objectives in the OCTP Study Guide. (Spring 2011) Outcome 2 Measure 1: OPTE Program Quality Improvement Report 2010-2011

49. Measure 2: Teacher Work Sample Multi-week thematic unit created by the teacher candidate Taught in a public school classroom under guidance of a public school mentor teacher Organized into 6 “factors” or sections Emphasis on using assessment to guide instruction & achieving student learning gains Program Quality Improvement Report 2010-2011

50. Multi-Year Trend ChartTeacher Work Sample Factor 2: Unit Goals and Objectives Program Quality Improvement Report 2010-2011