Unit Meeting Feb. 15, 2010

◦ Appreciative Inquiry Process-BOT Steering Committee and Committee Structure. ◦ Four strategies identified from AIP: Each committee assigned to develop plans to implement strategies addressing the BOT Priority List. ◦ Assessment Committee Assigned Strategy 4 Create and Implement a Comprehensive Assessment and Evaluation SystemAssessment and Evaluation System Assessment plans developed for Strategy 4:Synthesis Assessment and EvaluationSynthesis Assessment and Evaluation

 Vital Initiative F2: The unit demonstrates a systematic and comprehensive assessment design that is applied to all candidates throughout professional preparation. Vital Initiative F2: The unit demonstrates a systematic and comprehensive assessment design that is applied to all candidates throughout professional preparation.  Vital Initiative E4 The institution uses authentic performance-based assessment and systemantic procedure and timelines to determine whether candiates have the skill needed to advance through the program. Vital Initiative E4 The institution uses authentic performance-based assessment and systemantic procedure and timelines to determine whether candiates have the skill needed to advance through the program.

 Vital Initiative F1: The unit provides evidence that licensure candidates demonstrate the skills and knowledge required under the Standards of Effective Practice and in their content areas.  Vital Initiative A3: Assessment and evaluation are integral components of the Professional Education sequence

Systematic, comprehensive continuous assessment across the unit Authentic, performance based assessment across the unit with systematic procedures and timelines Evidence of candidates skills and knowledge in SEP and content Assessment and evaluation or integral components to monitor consistently measure candidate performance & program effectiveness.

Clearly Identify the Unit Assessment and Evaluation are Integral Plans: F 2.1, F 2.2, F2.3, F2.4

Unit uses authentic and performance based assessments and systematic procedures to determine candidate competence. Assess student abilities to perform teacher roles with benchmarks and summative assessment Plan E 4.1, E4.2,

Assessment & evaluation are critical components to monitor candidates and program effectiveness Plan A 3.1, A3.2, A3.3, A3.4, 3.5, 3.6

Authentic, performance based assessments across the unit with systematic procedures and timelines. Assessment benchmarks each semester and summative assessment Plans: E 4.1, E 4.2,

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 H1 The professional education unit is clearly identified and has primary responsibility for all programs offered at the institution for the licensure of teachers and other professional personnel.  A 3 Assessment and evaluation are integral components of the professional education sequence and are used to monitor teacher candidate performance and program effectiveness.

 B 2 The institution provides programs that require candidates in teacher preparation programs to attain academic competence in the content that they plan to teach.  E4 The institution uses authentic performance- based assessments and systematic procedures and timelines to determine whether candidates have the knowledge and skills needed to advance through the program. Strategic Priorities Set Sp 2009 Assessment continued

 F 1 The unit provides evidence that licensure candidates demonstrate the skills and knowledge required under part  F 2 The unit demonstrates a systematic and comprehensive assessment design that is applied to all candidates throughout professional preparation. Strategic Priorities Set Sp 2009 Assessment Continued

 Dec 9 workshop day: Authentic assessment. Plan for Task Stream Data collection at Standards level.  Discussed a unit rubric model implementing a four point scale. Collaboration of authentic performance assessment  Department chair joins TEC  Licensure change facilitator assigned 6 credits release timeto facilitate implementation of new endorsements, reading and technology standards.{Sp 2010}

 Unit students complete artifacts tied to standards Fall 2009  Unit students are taught how to use efoliomn Originally Fall 2009 Now Spring  Unit students upload artifacts & reflections tied to standards in efoliomn Spring 2010

 100% of students achieve a competent rating across indicators  Student Teachers final evaluation Danielson rubric are housed in the Clinical Experiences Office can be hyperlink to the efolio via digital copy by administrative assistant.

 1. Student does a performance/presentation of the e-folio during the final semester as part of ED 4800 (May be done in web format for distance learners). Presentation includes demonstrations, artifacts, and cumulative evidence of mastery of BOT standards and indicators. Performances are rated on a program rubric.  2. Cumulative Rubric mapping standards and indicators to specific courses and artifacts. Available for SEP’s.

 Monitor exit exam scores. Faculty in 4800 collect and report scores to the assessment committee for distribution to the Unit. Results uploaded to TaskStream  Content area faculty report back to steering committee how they adapted curriculum and assessment in response to student outcomes.

 1.Assessment team reviews data from Unit members and TaskStream by semester and reports to the Unit. Acknowledges commendations and recommendations for improvement. Models being reviewed include St. Cloud, Ball State, MACATE, St. Olaf, Iowa State, University of MN, Gustavus. Spring 2011.

 1. Plan a joint initiative with Career Services to gather data on placement data via survey tool. Data uploaded to TaskStream. Begin 6/2010  2. Intentionally maintain and update student data for our graduates. Begin 6/2011  3. Review BSU nursing program model for successfully implementing graduate follow-up. Begin 6/2011  4. Gather placement data from other MN institutions.  5. Request newly placed graduates to participate in longitudinal data collection on supervisor assessment of performance based on the Danielson rubric used in student teaching. Begin 6/2011

 1. The advisor completes this review for all advises by completing an advisee checklist and submitting it to the Department Chair at the end of each semester. GPA 2.5, Course completion success at 90% plus, Teacher Licensure Exams for admittance to program must be passed prior to student teaching. 5/2010.  2. Standards benchmarks assessed in assigned classes on cumulative efolio rubric and data available for upload to TaskStream. 5/2010

 1. Survey Monkey to supervisor and cooperating teacher based on specified criteria for practica and on Student Teacher evaluation rubric. Dec.2010  2. Panel discussions of randomly selected groups of cooperating teachers. Minutes posted on BOT wiki. 9/2009 and ongoing.

 1. Inter-rater reliability training of all faculty on shared assessment items. Spring 2011  2. Multiple stake holder advisory board for the Unit focused on specific factors. Spring 2011  3. Comparison of outcomes based on cross checking data. Spring 2011  4. Use models identified in best-practice K-12 schools for gathering artifacts from randomly chosen pool of students and compare their artifacts and assessments across enrollment. Spring 2011

 The faculty adopts a generic feedback tool, but the tool may be modified to include additional questions. Survey monkey or other tool such as D2L survey are options. The instructor submits aggregated data on the generic questions to the assessment committee. The individual reports are aggregated to develop a picture of the Unit. 12/2011

 3. Data on student teacher evaluation rubric indicate that 85% of students garner proficient rating on Danielson indicators and 100% of students earn competent ratings on Danielson Indicators. Data uploaded to TaskStream 5/2010.  4. ED 4800 Final eFolio/portfolio of standards and indicators for the Foundations Courses and content courses. Data uploaded to TaskStream.  5. eFolio in-service for Unit faculty. 10/30/09, 2/5/10  6. Principals complete Danielson rubric for inservice teachers. 5/2010  7. Dispositions complete three times throughout the program and additionally as needed: Foundations, Adaptations and Professional Teacher. Fall 2009 and continuing

 F2.1 All the BOT standards and indicators are assigned to courses and assessed across the curriculum. ◦ Syllabi rubric for peer review introduced to Unit Aug. {In Progress} ◦ Peer review of syllabi completed by all Unit members ◦ Peer review of syllabi submitted to Department chair. {In Progress} ◦ Unit provides a description of the course, the assigned standards and indicators and the learner outcomes. Information posted on the wiki. {In Progress} ◦ Implement efolio for all students in the Unit to use as a repository for artifacts/reflections specific to standards and indicators. {Delayed to Spring 2010}

 5. eFolio in-service for Unit faculty. {Complete}  7. Dispositions complete three times throughout the program and additionally as needed: Foundations, Adaptations and Professional Teacher.  2. Panel discussions of randomly selected groups of cooperating teachers. Minutes posted on BOT wiki.

 Implement efoliomn for all students in the Unit to use as a repository for artifacts/reflections specific to standards and indicators.  Unit students complete artifacts tied to standards  Unit students upload artifacts & reflections tied to standards in efoliomn and work is verified by faculty with assigned SEP or Content Standards

 100% of students achieve a competent rating across indicators  Student Teachers final evaluation Danielson rubric are housed in the Clinical Experiences Office can be hyperlink to the efolio via digital copy by administrative assistant.  Monitor exit licensure exam scores. Faculty in 4800 collect and report scores to the assessment committee for distribution to the Unit. Results uploaded to TaskStream

 1. Plan a joint initiative with Career Services to gather data on placement data via survey tool. Data uploaded to TaskStream. [June]  1. The advisor completes this review for all advises by completing an advisee checklist and submitting it to the Department Chair at the end of each semester. GPA 2.5, Course completion success at 90% plus, Teacher Licensure Exams for admittance to program must be passed prior to student teaching.

 2. Standards benchmarks assessed in assigned classes on cumulative efolio rubric and data available for upload to TaskStream.  3. Data on student teacher evaluation rubric indicate that 85% of students garner proficient rating on Danielson indicators and 100% of students earn competent ratings on Danielson Indicators. Data uploaded to TaskStream  4. ED 4800 Final eFolio/portfolio of standards and indicators for the Foundations Courses and content courses. Data uploaded to TaskStream

 6. Principals complete Danielson rubric for in- service teachers.  1. Survey Monkey to supervisor based on specified criteria for practica and on student teacher evaluation rubric.

 1. Student does a performance/presentation of the e-folio during the final semester as part of ED 4800 (May be done in web format for distance learners). Presentation includes demonstrations, artifacts, and cumulative evidence of mastery of BOT standards and indicators. Performances are rated on a program rubric.  2. Cumulative Rubric mapping standards and indicators to specific courses and artifacts.

 Content area faculty report back to steering committee how they adapted curriculum and assessment in response to student outcomes.  The faculty adopts a generic feedback tool, but the tool may be modified to include additional questions. Survey monkey or other tool such as D2L survey are options. The instructor submits aggregated data on the generic questions to the assessment committee. The individual reports are aggregated to develop a picture of the Unit.

 2. Intentionally maintain and update personal and professional data for our graduates.  3. Review BSU nursing program model for successfully implementing graduate follow-up.  4. Gather placement data from other MN institutions.  5. Request newly placed graduates to participate in longitudinal data collection on supervisor assessment of performance based on the Danielson rubric used in student teaching.

 1.Assessment team reviews data from Unit members and TaskStream by semester and reports to the Unit. Acknowledges commendations and recommendations for improvement. Models being reviewed include St. Cloud, Ball State, MACATE, St. Olaf, Iowa State, University of MN, Gustavus  1. Inter-rater reliability training of all faculty on shared assessment items.

 2. Multiple stake holder advisory board for the Unit focused on specific factors.  3. Comparison of outcomes based on cross checking data.  4. Use models identified in best-practice K- 12 schools for gathering artifacts from randomly chosen pool of students and compare their artifacts and assessments across enrollment.