Overview

Academic Rank of  Unit Full-Time Professional Education Faculty:  Fall 2006

3

Overview

Fall 2006 Professional Programs in the Unit and Review Status

4-5

I.1

HEA – Title II Aggregate and Summary Institution-Level Pass-Rate Data

13

I.1

Assessment of Capstone Internship: Content Knowledge

13

I.1

Assessment of Capstone Internship: SPA-Specific Standards

14

I.1

Assessment of Capstone INTASC-aligned Portfolio by P-16 Reviewers: Content Knowledge

14

I.1

Graduating Interns’ Ratings of Program Effectiveness: Content Knowledge

14

I.1

One Year after Graduation, Graduates’ Rating of Program Effectiveness: Content Knowledge

14

I.1

Three Years after Graduation, Graduates’ Rating of Program Effectiveness: Content Knowledge

14

I.1

Employer Survey Ratings of Graduates’ First Year Performance: Content Knowledge

14

I.1

Content Knowledge for Continuing Preparation of Teachers

16

I.1

Assessment of ECED and ELED Capstone Internships: Content Knowledge

17

I.1

Assessment of ECED and ELED Capstone Internships: SPA-Specific Content Standards: Combined F05 and S06 Mean Scores

17

I.1

Graduates’ Assessment of Math and Science Proficiency

17

I.1

ISTC 301 Instructional Plan for Practical Teaching Experience

18

I.1

Assessment of Capstone INTASC-aligned Portfolio by P-16 Reviewers: Required Artifact Documenting Impact on Student Learning During Internship

18

I.1

Assessment of Preparation for MD Accountability in Advanced Programs

18

I.2

Content Knowledge for Other School Personnel

21

I.2

Licensure Test Pass-Rates

21

I.3

Assessment of Capstone Internship: Pedagogical Content Knowledge

23

I.3

Assessment of Capstone INTASC-aligned Portfolio by P-16 Reviewers: Pedagogical Content Knowledge

23

I.3

Graduating Interns’ Assessment of Program Effectiveness: Pedagogical Content Knowledge

23

I.3

One Year after Graduation, Graduates’ Assessment of Program Effectiveness: Pedagogical Content Knowledge

24

I.3

Three Years after Graduation, Graduates’ Ratings of Program Effectiveness: Pedagogical Content Knowledge

24

I.3

Employer Survey Assessment of Graduates’ First-Year Performance: Pedagogical Content Knowledge

24

I.3

Professional and Pedagogical Knowledge for Continuing Preparation of Teachers

24

I.3

Technology for Continuing Preparation of Teachers

24

I.3

Assessment of ELED Capstone Internship: ACEI Reading Proficiency

25

I.3

ECED: Percent Competent in MSDE Approved Reading Courses

25

I.3

SCED: Performance on Content Area Reading Improvement Project, Fall 2006/Spring 2007

25

I.3

MTTS and Professional Education Coursework

26

I.3

MTTS and Key Assessments

26

I.4

Primary Alignment of Professional and Pedagogical Knowledge and Skills with Professional Core Requirements and INTASC Principles

28

I.4

Assessment of Capstone Internship by Mentor Teachers

27

I.4

Assessment of Capstone Internship by University Supervisors

27

I.4

Assessment of Capstone INTASC-aligned Portfolio by P-16 Reviewers

27

I.4

Graduating Interns’ Ratings of Program Effectiveness

27

I.4

One Year after Graduation, Graduates’ Ratings of Program Effectiveness

27

I.4

Three Years after Graduation, Graduates’ Ratings of Program Effectiveness

27

I.4

Employer Ratings of Graduates’ First Year Performance

27

I.4

HEA – Title II Aggregate and Summary Institution-Level Pass-Rate Data: Professional Knowledge/Pedagogy

29

I.4

Assessment of Professional and Pedagogical Knowledge for Continuing Preparation of Teachers

30

I.5

Professional and Pedagogical Knowledge and Skills for Other School Personnel

31

I.5

Technology for Other School Personnel

31

I.6

Assessment of the Essential Dispositions for Educators: Initial and Advanced Preparation

32

I.6

Assessment of Capstone Internship by Mentor Teachers and University Supervisors: Dispositions-Related INTASC Principles

33

I.6

Assessment of Capstone INTASC-aligned Portfolio by P-16 Reviewers: Dispositions-Related INTASC Principles

33

I.6

Graduating Interns’ Ratings of Program Effectiveness: Dispositions-Related INTASC Principles

33

I.6

Post-Graduate and Employers’ Ratings of Program Effectiveness: Dispositions-Related INTASC Principles

33

I.7

Assessment of Capstone Internship: Understanding and Use of Assessment to Prove and Improve Learning

34

I.7

Graduating Interns’ Assessment of Program Effectiveness: Use of Assessment to Prove and Improve Learning

34

I.7

One Year after Graduation, Graduates’ Assessment of Program Effectiveness: Use of Assessment to Prove and Improve Learning

35

I.7

Three Years after Graduation, Graduates’ Assessment of Program Effectiveness: Use of Assessment to Prove and Improve Learning

35

I.7

Employer Survey Assessment of Graduates’ First Year Performance: Use of Assessment to Prove and Improve Learning

35

I.7

Assessments that Demonstrate Impact on Student Learning for Continuing Preparation of Teachers

35

I.8

Evidence of Student Learning for Other School Personnel

36

II.2

Unit Assessment System – Operational Plan

45-46

II.2

Unit Data Collection Timeline

46

III.1

Representative Partners and Selected Contributions

53

III.2

Field Experiences and Clinical Practice by Program (Initial Preparation)

55-57

III.2

Program-Specific Field Experiences and Clinical Practice (Continuing Preparation)

57

III.3

Candidates Eligible for and Completing the Capstone Clinical Experience

62

III.3

Primary Alignment of Diversity Proficiencies to Standards

64

IV.1

Assessment of Capstone Internship by Mentor Teachers and University Supervisors: Diversity-related INTASC Principles

67

IV.1

Program Evaluations by Graduating Interns: Diversity-Related INTASC Principles

67

IV.1

Assessment of Capstone Portfolio by P-16 Reviewers: Diversity-Related INTASC Principles

67

IV.1

Evaluation of Program Effectiveness One Year after Graduation: Diversity-Related INTASC Principles

67

IV.1

Evaluation of Program Effectiveness Three Years after Graduation: Diversity-Related INTASC Principles

67

IV.1

Ratings of Program’s Effectiveness in Diversity Preparation, One Year after Graduation

67

IV.1

Employer Survey Ratings of Graduates’ First Year Performance: Diversity-Related INTASC Principles

68

IV.1

Assessments that Demonstrate Diversity Proficiencies: Advanced Programs

68

IV.2

Fall 06 Unit and University Faculty Demographics

69

IV.3

Candidate Demographics: Fall 2006

70

IV.3

Minority Graduates for Initial Certification from Maryland Approved Education Programs (Source: MSDE; latest data available as of 6/4/07)

71

IV.4

Diversity of the Baltimore and Washington Metropolitan Areas’ School Systems, Fall 2006

76

IV.4

Candidates’ Evaluation of Field and Clinical Experiences with Diverse and Inclusive Populations

77

IV.4

Off-Campus Reading Clinic in Baltimore City Public Schools: Demographics

77

V.1

Overview of Appropriate Terminal Degrees

80

V.3

Scholarship: Professional Education Unit FNIPQ Data

84

V.3

Professional Education Unit Grants and Contracts FY 04-FY 07

84

V.4

Service: Professional Education Unit FNIPQ Data

85

V.7

Examples of Focused Professional Development Activities

88

VI.2

Towson University Total Operating Budget

91

VI.2

Academic Affairs Budget and Professional Education Enrollments

92