ANÁLISIS DE LOS DATOS

Preface: As established in Section 1, Context, faculty in the Elementary Education Department began over three years ago to restructure their annual faculty retreats in order to more accurately and fully align program standards and practices with those of ACEI and NCATE, as well as to study data relevant to program decisions. As a result, the frequency of these retreats has increased, they have become more data-driven, and important curricular changes have been made. While the changes and areas under study described in this section of the report reflect deliberation and action related to the findings revealed on key assessments reported within, it is important to note that in many instances decisions are based on study of phenomena over a more prolonged period of time, and that patterns have been substantiated as a result of the process outlined above.

1. Content Knowledge

Analysis of multiple data sources (content exams such as PRAXIS II and College BASE, GPAs, and content indicators on the Student Teacher Assessment Instrument (STAI), the

Integrated Unit Plan, and the Teacher Work Sample (TWS), indicates that candidates meet expectations for content mastery, with particularly strong performance on measures of their ability to project content knowledge when teaching. Candidates perform at high levels on

assessments such as the STAI, TWS, and Integrated Unit Plan on indicators related specifically to content knowledge. Their ability to display thorough knowledge of content while teaching across all disciplines is powerful testimony of their commitment to content preparation for teaching, as well as to the dedication of faculty in emphasizing content appropriately in all methods courses. Faculty, through focused study during retreats, made a decision to assess content in all areas of teaching, and worked diligently to incorporate these emphases. Via planning with the faculty who teach methods courses in the arts and sciences, elementary faculty ensured that the

structures and natures of the various disciplines, as well as the methodologies introduced in the various courses, were reinforced in general methods courses and all field experiences involving teaching. Faculty members are quite pleased with the results of this monumental effort which required the retooling of several assignments/assessments within the program. Also, in some cases, significant changes were made in courses in an effort to increase the content preparation of students. An existing methods course in physical education was redesigned to include health content and a health focus, resulting in a revised course, PER 381, Health and Physical

Education for the Elementary School. In addition to a state-mandated increase in the number and kinds of reading courses required in elementary education degree programs (15 hours of reading courses required), the elementary education faculty determined that all candidates should be required to take 18 hours of reading content/methods courses for adequate content knowledge relating to the science of literacy instruction. They further recommended that CRD 326, Diagnosis and Remediation of Reading Difficulties, be required of all candidates. This was in part a response to indications from first-year teacher surveys on which graduates consistently targeted the need for stronger preparation in the teaching of reading/literacy. Based on difficulties candidates had in analyzing data on the Reading Case Study, faculty are

recommending that CEL 315, Early Literacy II, be a prerequisite to CRD 326, Diagnosis and Remediation of Reading Difficulties, the course in which the case study is completed.

assess content as they do on other measures of content. However, it appears that performance in the content areas is higher on the PRAXIS II than on the College BASE examination. It is difficult to draw conclusions based on this one observation, as College BASE was only piloted in spring of 2006. Also, scores reported on these two different tests represent different groups of students. Nonetheless, not only have scores improved on the PRAXIS II over the past three years, all candidates have met the state- and institution-required cut score. There are several factors that must be considered when analyzing candidate performance on content measures. Eighty to ninety percent of the candidates in the Elementary Education Program transfer from community colleges, having completed all or the majority of their core general education courses at those institutions. While state agencies do monitor the general education requirements at all

institutions of higher learning, as well as articulation agreements between community colleges and universities, there has not been a coordinated and concentrated effort to ensure that specific content is mastered by all students. Because the Mississippi Delta is an impoverished area providing limited experiences for students, claiming a large number of low-performing high schools, many students are entering the community colleges with uneven preparation in the content areas. Faculty will initiate a task force during the 2006 – 2007 academic year, drawing representatives from across the disciplines at the community colleges in the region, as well as faculty from the arts and sciences at this institution, to address this issue. Faculty members are also are considering recommending to the Curriculum Committee/Teacher Education Council that students/candidates be required to earn a minimum grade of C in all content area courses, as is the standard for courses within the elementary education major. College BASE will continue to be piloted to determine if it is the best measure of content preparation. Meanwhile, program planners will consult with faculty from across all disciplines about the possibility of developing quality examinations of content across all disciplines.

During the fall retreat (2006), faculty will also study more specifically those

inconsistencies within the data that merit further analysis. For example, candidates’ performance on mathematics was stronger on the PRAXIS II than on other content areas, yet was revealed as a weaker content area for the on-campus group when tested through College BASE. One

explanation could be the fact that two groups of students were represented by the results on the respective tests. The wealth of data provided by the assessments merits closer inspection, and faculty want to avoid the pitfall of making generalizations that are unscientific in nature or have explanations other than the obvious.

2. Professional and Pedagogical Knowledge, Skills, and Dispositions

While 100% of candidates met PRAXIS II requirements set by the state and institution on the Principles of Learning and Teaching (PLT) Test, and percentage gains have been noted over the past three years for all but one subcomponent of the test, faculty would like to see improved performance on the test. During the fall of 2006, faculty plan to realign the program curriculum with the elements measured by the test to ensure that all concepts and skills are covered

adequately throughout the program. They will also involve faculty across all disciplines in this endeavor. Further, faculty will consider the sequencing of courses within the program. For example, assessment is a key element measured by the test. Although assessment is addressed in all methods courses, the capstone assessment course is offered during the semester prior to student teaching. At that point, most candidates have already taken the PLT. During this same semester the early childhood and middle level methods courses are taken, each covering critical knowledge, skills, and dispositions assessed by the PLT. Candidates may need to be advised to take the PRAXIS II at a later point in the program than has traditionally been the case.

During the 2005-2006 academic year, faculty implemented a revised dispositions assessment system, calling for assessment of candidates using the Dispositions Rating Scale (DRS). While candidates have consistently displayed behaviors that are primarily at the acceptable and target levels on this assessment, faculty have noted that in general dispositions related to professional behaviors have improved since the implementation of the system.

Particularly in instances where candidates have had to meet with faculty for conferences due to a deficiency(ies) in an area(s), there has, in most cases, been noted a conscientious effort and/or marked improvement in behavior on the part of the candidate. Faculty members are extremely pleased with the results they are seeing, and plan to continue with the system.

Faculty members also see a need to strengthen candidates’ abilities to think critically. When analyzing data from the assessments, they noticed a tendency for students to score slightly lower on indicators that address critical thinking abilities, either directly or indirectly. For

example, the indicator dealing with critical thinking on the Student Teacher Assessment Instrument (STAI) was one for which fewer target level behaviors were noted. Although

candidates were quite successful on the Teacher Work Sample (TWS) on an indicator measuring their ability to make modifications based on the analysis of students’ learning, they were least successful on the Reading Case Study (RCS) on the component that required them to analyze error patterns, a critical thinking skill. Faculty members plan to provide more opportunities to employ critical thinking through such strategies as case studies and higher level questioning across courses within the program to strengthen candidates’ critical thinking abilities. The Elementary Education Department has also been awarded a grant to implement the Literacy Enhancement Clinic, which will provide intensive small-group and one-on-one opportunities for candidates to diagnose students’ reading problems and plan/implement interventions.

Performance on teacher professionalism measures (PRAXIS II: Principles of Learning and Teaching (PLT) and the Dispositions Rating Scale (DRS)) indicates a need for increased opportunities to make connections between the family, home, and community. Faculty found this somewhat puzzling, as many opportunities for interacting with families and the community are offered throughout the program through the activities of the Association for Elementary

Education, comprised of several professional affiliates. During the past year, the group worked with the Chamber of Commerce, promoted the Born to Read Early Literacy Program, and a host of other events/experiences to provide such opportunities. Faculty will be investigating this finding further during the fall 2006 retreat in an effort to pinpoint if candidates are not making appropriate linkages to experiences, or if assessments are flawed or used at points in the program when candidates have not had sufficient experiences in these areas.

3. Student Learning

The implementation of the Teacher Work Sample (TWS) has provided an excellent opportunity for candidates to measure and reflect upon their impact on students’ learning. Candidates report that it helps them to better understand the “why” of their teaching. Though it has actually meant additional work for them, they have embraced it wholeheartedly, revealing a true commitment to the profession. Faculty members will continue to infuse the methodology throughout the Elementary Education Program. They also hope to introduce the methodology into area schools through professional development so that there can be continuity of the practice as candidates first work with cooperating teachers and later assume teaching positions in area schools. In addition, the Literacy Enhancement Clinic will engage all candidates in more extensive literacy education experiences. An important feature of the clinic will be its focus on

test data within the clinical experiences will require candidates to measure the impact of their instruction on student learning.