2.1

Virginia State University has a comprehensive assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations. The Unit uses this information to evaluate and improve the Unit and its programs. Initial teacher preparation programs include: Elementary Education PK-6, Special Education K-12, Health and Physical Education PK-12, Music PK-12 and Secondary Education 6-12. Advanced programs for other school personnel include masters programs in Educational Administration and Supervision and School Counseling, and a doctoral program in Educational Administration and Supervision.

The Unit Assessment system is operational. However, it is recognized that the system will need continued refinement over time. The Unit has recently purchased an online assessment, accountability and management system, CampusTools™ HigherEd, to streamline data collection and evaluation of the Unit. The Unit is currently in the first semester of implementation of this new system and is beginning at the course level and adding components on a prearranged timeline. The major components of CampusTools™ HigherEd will be operational by the spring 2006 semester, with the remainder of the systems becoming operational by fall 2006.

Monitoring Candidate Performance and Program Improvement

The unit monitors candidate performance using data collected at the different phases. Figure 1 provides an overview of the components of the Unit assessment system. The undergraduate and graduate programs use five transition points. The developing teacher is assessed at each of the five transition points: pre-admission, admission to the Teacher Education Program, pre-student teaching, student teaching and graduate follow-up. Advanced programs also use five transition points: admission, midpoint, candidacy, program completion and graduate follow-up. The phases are further detailed in Figure 1 to show the types of activities and data that are collected during each phase.

Initial Teacher Education Program Transition Points

Phase I: Pre-Admission

At Virginia State University, candidates apply for admission to the Teacher Education Program during the second semester of their sophomore year. However, the Unit begins to track pre-candidates in the pre-admission phase. This allows the Unit to connect with those interested in becoming a teacher and gives pre-candidates the opportunity to begin meeting the requirements for admission. The Professional Education Unit has developed a timeline for candidates to help them meet the transition points required for admission and matriculation through the teacher education program. Identified pre-candidates are added to the database and assigned an advisor in the Unit. Pre-candidates complete an intent form during orientation and that begins the process of collecting baseline data. SAT and/or ACT scores are collected and used to identify pre-candidates who meet the SAT requirement for Praxis I. Pre-candidates who do not meet these requirements are advised to take EDRC 100 Analytical Reading and Reasoning, to begin preparing for the Praxis I assessment.

Phase II: Admission to Teacher Education

The admission phase uses multiple assessments to determine the potential success of pre-candidates seeking admission. The Teacher Education Admission Application evaluates the candidate based on their knowledge, skills, and disposition outlined in the conceptual framework. When the pre-candidate’s admission application is complete and reviewed by the Coordinator of Program Admission and Data Analyst, a faculty member is assigned to interview the pre-candidates and evaluate the extent to which they display the attributes of a Reflective Practitioner. Pre-candidates must also submit an essay, transcripts, faculty and advisor recommendations and Praxis I assessment scores.

Phase III: Pre-Student Teaching

During this phase the candidates begin to take the majority of their professional studies courses. Tk20 CampusTools™ HigherEd will allow the Unit to automate a portfolio development and assessment process for all candidates. The initial teacher education program timeline indicates that candidates must be admitted to the program before progressing to the next phase. Multiple forms of assessment data are required prior to student teaching, including transcripts, faculty and advisor recommendations, and required state assessments.

Phase IV: Student Teaching

The Student Teaching Phase is a very important transition point in the data collection process for the Professional Education Program. Data collected during student teaching gives the unit vital feedback on how well the programs and Unit prepared the candidate for the classroom. Internal university supervisors, program content faculty, and external school site cooperating teachers complete assessments aligned with the conceptual framework of the Unit. As a capstone activity, the candidates present their student teaching experience during the Student Teacher Exit Assessment Presentation. A portfolio is also collected, and a panel of faculty and professional community representatives evaluates the candidates’ presentations. Candidates also complete an exit survey, which is analyzed and used as a part of the Unit evaluation.

Phase V: Graduate Follow-up

The final phase in the initial teacher education program transition points is graduate follow-up. The Unit tracks graduates and surveys their employers to assess their preparation and their current performance as a teacher. The data collected from external sources is one of the most important forms of information supplied to the Professional Education Unit.

Advanced Programs for Other School Personnel

The advanced programs in the Unit utilize the same conceptual framework as the Unit in preparing Reflective Practitioners. However, each program has different candidate proficiencies that reflect its state and professional standards. The advanced programs use five transition points to track candidate matriculation through the program: admission, mid-point, candidacy, program completion and graduate follow-up. These transition points allow the advanced programs to collect data needed for Specialty Area Program Reports and provide data on the vitality of their program.

Phase I: Admission

Currently each advanced program in the Unit has established the criteria for admission to their program. These criteria are established within University guidelines, state licensure requirements and Specialized Professional Association standards. Data is collected on the qualifications of the persons applying for admission into these programs, to ensure that candidates are eligible for licensure upon program completion. A program area admission committee reviews the admission application, which includes transcripts, GRE scores and verification of licensure, if applicable.

Phase II: Midpoint (Admission to Candidacy)

Course level data is collected to monitor candidate performance and verification of advancement to candidacy. Faculty advisors monitor candidates to ensure they meet program and University requirements for the endorsement. A review of candidate data is conducted prior to applying for candidacy. Course level data is collected by the programs to ensure that candidates master the required content and professional standards.

Phase III: Candidacy

During the candidacy phase, data is collected on candidate field experiences and clinical practice. Course level data continues to be collected and evaluated for candidate proficiency and program improvement. During this phase, candidates and program faculty receive valuable assessment data from external sources.

Phase IV: Program Completion

The Program Completion phase monitors the capstone experience for the graduate programs. Programs conduct candidate exit assessments using a variety of methods. The Counseling and Special Education programs require a Masters Projects or an oral and written assessment for program completion. The Educational Administration and Supervision masters program requires an Action Research project and completion of the School Leaders Licensure Assessment (effective summer, 2006). The Doctoral Program in Administration and Supervision will conduct dissertation defenses for the first time in the spring of 2006. Data is aggregated for the Unit as a part of the Unit’s assessment system.

Use of Multiple Measures

The Unit uses multiple assessments to evaluate candidate performance, and a combination of internal and external evaluation data are collected on candidates. The unit is currently populating CampusTools™ HigherEd with rubrics and evaluation instruments developed by the Unit and its programs. This will ensure that candidates are assessed using standardized instruments to make sure that they are free of bias and consistent for all candidates.

Evaluating Unit Operations

The Unit is the apex of the assessment system. Data that is collected by each program is aggregated and reported to the unit. The Unit combines the pre-candidate and candidate data with the program data and is able to make decisions about Unit operations, program effectiveness and productivity. The Unit data is then used to make recommendations and changes for candidates, programs, and Unit operations. For example, the Unit has recently completed curriculum revisions driven by data collected from undergraduate candidate assessments and licensure changes from the Virginia Department of Education. These curriculum changes will become a part of the assessment system and evaluated during the next assessment cycle.

Standard 2. Element One: The Assessment System