5. ISD EN LA EMPRESA FAMILIAR
5.1 Reducciones aplicables al valor de una empresa individual, de un
Date # Test-
takers
# Passing % CSU pass rate
% Pass rate: state
April 2007 0 NA NA 95% June 2007 0 NA NA 97% Sept. 2007 3 3 100% 94% Oct. 2007 2 2 100% 91% Jan. 2008 4 4 100% 98% March 2008 1 1 100% 97% NOTE :
Total number of testees reporting scores for APT test during the period were 10. All 10 passed the test. 100% (Overall pass rate on APT test).
Illinois Content Knowledge and APT Test trend data
Test 2005-2006 2006-2007 2007-2008 Content Knowledge 100% pass rate Total #13 50% pass rate Total # 18 79% pass rate Total # 14 (11 pass)
Apt Test 100% pass rate Total # 7
100% pass rate Total # 20
100% pass rate Total # 10
A number of students took the ICTS tests prior to completing course work that prepares them to be successful, despite advising to the contrary by faculty members. Greater efforts have been made to encourage students not to take the exams until they are adequately prepared.
After reviewing students’ ICTS results, program faculty also made the decision to implement assessments as a part of required classes. Assessments such as constructed response questions have been utilized throughout the program coursework and have proven to be successful in improving students pass rates on the ICTS tests, in particular the APT Test for which a constructed response is required. In addition, the constructed response assessments are an effort to improve and maintain student performance in the future.
Graduate program assessment and quality
Graduate Program objectives are to
1. Build upon and enhance candidates’ core knowledge
2. Build upon candidates’ knowledge of significant issues, trends and research in the profession
3. Enhance candidates’ understanding of professional standards, teaching dispositions and reflective practice.
4. Produce evidence that documents competencies specified by the National Association for the Education of Young Children (NAEYC).
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Graduate Student Outcomes
1. Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create
environments that are healthy, respectful, supportive, and challenging for all children. 2. Candidates know about, understand, and value the importance and complex
characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
3. Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective
assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning.
4. Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.
5.Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
In addition, NAEYC specifies that candidates in advanced programs must demonstrate following:
1. Cultural Competence: a high level of competence in understanding and responding to diversity of culture, language, and ethnicity.
2. Knowledge and Application of Ethical Principles: in depth knowledge and thoughtful application of NAEYC’s Code of Ethical Conduct and other guidelines relevant to their professional role.
3. Communication Skills: a high level of oral, written, and technological communication skills, with specialization for the specific professional role(s) emphasized in the program.
4. Mastery of Relevant Theory and Research: in depth, critical knowledge of the theory and research relevant to the professional role(s) and focus area(s) emphasized in the program.
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5. Skills in Identifying and Using Professional Resources: a high level of skill in identifying and using the human, material, and technological resources needed to perform their professional roles and to keep abreast of the field’s changing knowledgebase.
6. Inquiry Skills and Knowledge of Research Methods: use of systematic and
professionally accepted research approaches, and inquiry skills, showing their ability to investigate questions relevant to their practice and professional goals.
7. Skills in Collaborating, Teaching, and Mentoring: the flexible, varied skills needed to work collaboratively and effectively with other adults in professional roles.
8. Advocacy Skills: competence in articulating and advocating for sound professional practices and public policies for the positive development and learning of all young children.
9. Leadership Skills: propensity to reflect on and use their abilities and opportunities to think strategically, build consensus, create change, and influence better outcomes for children, families, and the profession.
The framework which is designed to measure the quality of the graduate programs is illustrated in the chart below.
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Alignment of Graduate Assessment Elements
Program Objective* Student Outcomes
Candidates demonstrate:
Assessment Instruments
Criteria
1. Build upon and enhance candidates’ core knowledge
2. Build upon candidates
knowledge of significant issues, trends and research
3. Enhance candidates’
understanding of professional standards, teaching dispositions, and reflective practice
4. Produce evidence that documents competencies specified by NAEYC
Understanding and use of children’s characteristics and needs, and of multiple interacting influences on
development and learning
Internship Portfolio
Internship
Knowledge about, understand and value the
importance and complex characteristics of families and communities to create relationships, support and empower families Internship Portfolio Comprehensive Exam Portfolio: score must be at or above an acceptable-level on all indicators Knowledge about and understand the goals, benefits,
and uses of assessment.
Portfolio
Comprehensive Exam Integration of understanding of and relationships with
children and families that promote positive development and learning
Internship Portfolio Identification with and conduct consistent with the
early childhood profession in that they are
knowledgeable, reflective, integrate their knowledge and use critical perspectives.
Internship Portfolio Comprehensive Exam Comprehensive Exam: must score a pass on all exam items
Cultural competence Internship, Portfolio
Knowledge and application of ethical principles Internship, Portfolio
Communication skills Internship, Portfolio
Comprehensive Exam Mastery of relevant theory and research Internship, Portfolio
Comprehensive Exam Skills in identifying and using professional resources Internship, Portfolio
Comprehensive Exam Inquiry skills and knowledge of research methods Internship, Portfolio
Comprehensive Exam Skills in collaborating, teaching and mentoring Internship, Portfolio
Advocacy skills Internship, Portfolio
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Graduate Program Assessment Findings
2007-2008 Assessment Results (MSEd Program)
2005-2006 2006-2007 2007-2008 Comprehensive Exam 7 passed 1 failed Pass rate = 86% 5 passed 5 failed Pass rate = 50% 3 passed 2 failed Pass rate = 60 % ECEE 7 passed 0 failed pass rate = 100% 3 passed 0 failed Pass rate = 100% 5 passed 0 failed Pass rate = 100 %
Portfolio To be initiated in Fall 2009
2007-2008 State and Program Assessment Results (MAT and Certification Programs)
Test Date 2005-2006 2006-2007 2007-2008 Content Knowledge Test 2 pass 1 fail pass rate = 60 % 2 pass 0 fail pass rate = 100% 3 pass 0 fail pass rate = 100% Poster Session/Oral Interview 2 pass 0 fail pass rate = 100% 2 pass 0 fail pass rate = 100% 7 0 fail pass rate = 100% Portfolio 3 pass 0 fail pass rate = 100% 3 pass 0 fail pass rate = 100 % 8 pass 0 fail pass rate = 100 % APT 4 pass 0 fail pass rate = 100% 1 pass 1 fail pass rate = 50 % 5 pass 0 fail pass rate = 100% Comprehensive Exam 4 pass 0 fail pass rate = 100 % 4 pass 3 fail pass rate = 66% 6 pass 0 fail pass rate = 100% All students admitted to the College of Education in the Early Childhood Master of
Arts in Teaching program successfully completed the program during the required six- year time period. This is due to the assessments which are implemented at identified transition points in the program. Remediation is provided to address weaknesses revealed as a result of transition point assessments. Success is also due to the faculty’s efforts to adequately prepare students for the required assessments. Review for state examinations is provided by the College of Education’s Teachers Writing Center and the program faculty. Preparation for program assessments, the poster session and oral interview, the portfolio, and the comprehensive exam are provided through regularly scheduled workshops provided by program faculty and targeted at each of the assessments. Individual assistance is provided as requested or required. In addition, faculty make use of input and feedback on the program which are acquired at two points: each year through the department’s graduate survey which is administered at the annual graduate student orientation, and each semester in a group feedback session
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which is held after the poster session/oral interview with all students preparing for student teaching.
Transition Point Assessment of Student Outcomes Transition Points Student
Outcomes Measured
Assessment Instruments Criteria
Admission to the College of Education
Outcomes1-5
Outcome 4
Program Audit of coursework and GPA
ITCS Basic Skills Exam
Institutional GPA requirement ITCS score of 240 or better Pre-Student Teaching Outcomes 1, 3-5 and tools 3-5, 7, 9 Outcomes 1-5 and tools 1-4 Outcomes 1-4 and tools 1-8
Poster Session/Oral Interview ITCS Content Area Exam
Program Audit of coursework and GPA Rubric ITCS score of 240 or better GPA and coursework requirements Graduation Outcomes 1-5 Outcomes 1-5 and tools 1-9 Outcomes 1-4 and tools 1-8 Outcomes 1-5 and tools 1-9
B Grade or better in student teaching
Professional Portfolio
Program Comprehensive Exam ITCS APT Test
Supervisor assessment of practice Rubrics ITCS score of 240 or better
* Program objectives related to learning are assessed. Program objectives are linked to appropriate outcomes and assessments.
Findings of the Graduate Student SETE/SEB Department Survey completed by students in Fall 2007 and Fall 2008 overwhelmingly rated the program in the 4-5 category on a 5 point scale where 1 is the lowest rating. No ratings lower than 4 were received for the program. In open-ended written responses included as a part of the survey, students commented on the discovery and acknowledgement of the rigors of the early childhood profession.
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Graduate Level Assessment Findings, Interpretations and Conclusions
Assessment findings reveal what the faculty already know and are working to address: That student performance on the comprehensive exam in the MSEd program has faltered in recent semesters. Careful examination of students in the program and their performance has revealed that performance has become an issue as a result of two factors. First, a program cohort was established which was taught, initially, by
qualified, but adjunct faculty. Problems became evident in student performance as full time faculty began to receive the students.
Second, in the past, the objective of the MSEd program in Early Childhood was to provide further professional development and knowledge in the discipline to those already in the profession. The current trend is for students from other disciplines to apply to the program wishing either to change fields/professions or to broaden their knowledge and marketability. This same trend has also resulted in Early Childhood professionals seeking advanced degrees in other fields. The result on the program has been that some students enter the program without the background knowledge assumed by the program’s design. Strategies have been identified to address that issue and are addressed below in “Accomplishments and Challenges.”
However, the faculty has determined that it is not enough to address those students seeking admission to the program who do not have the background knowledge common to the profession, but also to redesign the program so as to provide early childhood students with more options for an advanced degree in their chosen profession. Given the increasing diversity of the student population and resulting program changes in the profession, the faculty have agreed that several tracks need to be available to Early Childhood Professionals who are returning for advanced degrees.
Graduate Level Accomplishments and Challenges
In the Master of Arts in Teaching program, student feedback and faculty assessment of performance has led faculty to the conclusion that students need to have completed or be enrolled in ECH 5190 at the time they participate in the Pre-Student Teaching Oral Interview and Poster Session. Mastery of the content of the course is critical to the success of the assessment.
Careful examination of student performance in the MSEd program has revealed that it is most often those students who have undergraduate degrees in other disciplines that struggle with performance on program assessments. A series of courses were identified which provide a foundation for understanding of the content of the profession for those applying for admission who do not have an undergraduate degree in early childhood education. Those courses are ECH 5000, ECH 5001 ECH 5020 and ECH 5170 and have been designated as prerequisites. Policy changes were instituted Spring 2008 by the Graduate Council which recommend that programs do not impose pre-requisites which impede students’ acquisition of financial aid. It has recommended instead that policy state that all students are required to complete designated courses within the first
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year of their program. This will become a one-year assessment milestone in the program’s assessment plan. Students who enter the program as early childhood professionals will likely have completed at least two of the three courses prior to admission. Students who enter with Type 04 certification will have completed all of the courses.
As a result of College of Education’s preparation for NCATE reaccreditation in 2012 and the effort to better align program requirements across the Unit, the admission requirement of passing scores on the Illinois Test of Basic Skills was instituted for the MSEd program. In addition to the basic program courses, it was decided that a faculty interview would be required for students seeking admission to the program who bring degrees outside the discipline. The requirement of an initial essay is currently under review.
Program faculty recognize that the program will need further and continuing revision to address challenges and changes in the discipline and continue to attract students
seeking advanced degrees from the early childhood discipline itself. It has been agreed that over the next year several tracks will be developed which reflect changes in the profession. Currently proposals which will add the credentialing options Early
Childhood Special Education Approval, Bilingual Approval and ESL Approval are in the approval process at the university. An additional tracts leading to higher levels of Infant Toddler and Administration credentials are also under consideration.
Faculty Qualifications
The following four fulltime tenured/tenure-track faculty are involved in teaching the undergraduate and graduate level courses.
1.Jean Murphy, Ed.D. (National Louis University, Chicago) Tenured Professor Presenter at national professional organizations including National head Start association, National alliance of Black School Educators, and National Black Child development.
Publications in Kappa Delta Pi, Educational Forum, Reading Improvement, Young
Child and Journal of Early Education and Family Review.
Awards, grants, contracts including Joyce Foundation, Erikson Institute, Institute of Positive Child and Family Development and the Kenosha unified Head Start
2.Sureshrani Paintal, Ph.D. (Pennsylvania State University, University Park, PA) Tenured Professor
Presenter at national professional organizations including National Association for Education of Young Children, National Head Start Association.
Publication in Childhood Education, Alberta Journal of Educational Research,
Early Childhood News.
Awards and grants from Illinois gateways to Opportunity, Erikson Institute, Dean’s Professional Development Initiative, Faculty Enrichment grants
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3.Patricia Steinhaus , Ph.D. (University of Illinois at Urbana) Tenured Associate Professor
Presenter at national professional organizations including International Reading Association, National Association for the Education of Young Children,
National Association of Teacher Educators, Illinois Sharing a Vision/Division of Exceptional Children and the National Reading conference.
Awarded state-funded Grow Your Own Teachers Grant, and two federally funded Early Reading First grants in which she assisted with the proposal writing and serves as professional development provider to Head Start/Pre- Kindergarten teachers and literacy coaches in the grants, Research includes investigation of school personnel’s response to children exposed to community violence (a collaboration with Social Work faculty), and investigation of the efficacy of early literacy instruction and strategies for teacher training and professional development.
Publication in the Literacy Development in Young Children Newsletter and RIE
ERIC/EECE Publication.
4.Nasiah Ulezi, Ph. D. ( Loyola University, Chicago) Assistant Professor, Tenure Track
Presenter at the American Education Research Association conference, the National sorority of Phi Delta Kappa, Chicago metro AEYC, Division of Early Childhood, Center for Urban Research and Education, Graduate Schools Student Forum, in-service training at Valley view Early Childhood center and the Erikson Institute, Faculty forum DPDI.
Publication in Illinois Developmental Therapy Newsletter
Awarded professional development contract with Erikson Institute, Deans professional Development Initiative grant.
4. Success of the Graduates__________________________________________________ The graduates of the Early Childhood Program have reported favorably regarding the quality of the program and their satisfaction with instruction. Areas where concern is indicated primarily focused on the availability of courses for graduation on time. All the graduates are employed. Many return to CSU to pursue a master’s degree. Surveys were administered to students each academic year as part of the university assessment program.
As part of the new assessment process, as dictated by NCATE, graduates will be surveyed at the completion of their program, one year out of the program and three years out of the program. This forthcoming data will be an integral data source for the continuous improvement of the program.
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5.Program Costs in relation to state averages___________________________________ Program Name: Early Childhood B.S.ED. and Certification (Undergraduate)
2004-2005 2005-2006 2006-2007 2007-2008 MEAN