STANDARD 1:  CANDIDATE KNOWLEDGE, SKILLS, AND DISPOSITIONS

Standard 1.0

Winston-Salem State University’s teacher education programs reflect the unit’s conceptual framework and the state and national standards for the preparation of teachers.  These guidelines allow teacher education candidates, at the initial and advanced levels, to develop the knowledge, skills, and dispositions necessary to address the needs of all students.  All teacher education programs adhere to program approval guidelines established by the North Carolina Department of Public Instruction (NCDPI).  The last NCATE (National Council for the Accreditation of Teacher Education) and NCDPI program re-affirmation was conducted in April 2001.

Follow-up studies of teacher education graduates indicate a high degree of success.  For example, on the 2005 New Teacher Survey (Document 1.0.A), the results of Section B (Preparation) suggest that new teachers believe that they have acquired knowledge and skills that enable them to understand students’ social, emotional, physical, and cognitive development, as well as how their family and cultural background may influence learning.  Graduates of the program also believe they are equipped to use knowledge and skills in ways that enable students to achieve high levels of learning and that they are able to use multiple assessment methods.

An analysis of program transition points, for initial and advanced licensure programs, provide evidence of candidate performance, program effectiveness, and overall unit operation.  Data-gathering results at various points of the program indicate that candidates demonstrate command of academic content in the subject matter, pedagogical knowledge, skill development, and dispositional growth necessary to address the challenges of their profession with creativity and respect for human differences.  Consequently, candidates meet state and national standards for the teaching area in which they matriculate.

Table 1.0.1 includes program transition points for the initial licensure program and Table 1.0.2 includes program transition points for the advanced licensure program.  For an in-depth look of the unit’s assessment system, refer to Standard 2 of this document.

Table 1.0.1 

Transition Points for Initial Licensure

Table 1.0.2 

Transition Points for Advanced Licensure (Master’s in Elementary Education)

Element 1.1:  Content Knowledge for Teacher Candidates

Teacher education candidates, at the initial licensure level, attain content knowledge through two distinct course sequences.  The first sequence addresses knowledge in the academic content area, which is achieved through the completion of a specific set of courses within the major.  This is especially true of initial licensure candidates in secondary areas (9-12) and P-12 candidates who actually complete an academic major in their chosen field.  The second sequence of courses addresses the completion of core courses specific to the teaching field, such as foundations of education and teaching methodology.  Advanced licensure candidates complete a number of courses that increase their knowledge through a core set courses and a second set of courses in teaching skills appropriate to elementary school students.

The Exit Evaluation Criteria of Student Teaching (Items 8.1 through 8.6) that cooperating teachers and university supervisors complete demonstrates that candidates possess the ability to identify major concepts within their subject area (Table 1.1.1).

Table 1.1.1

Exit Evaluation Criteria of Student Teaching*

Scale: 1-5 with 5 being the highest. *Used until spring semester, 2005

Praxis II scores pass rates also demonstrate that candidates have the command of their subject matter (Table 1.1.2).

Table 1.1.2

Praxis II Data as Reported in IHE Report

            *Estimated from data submitted for Title II Report. +Percentages not reported if number of test takers less than 3

Completion of key course assignments and examinations, culminating performance products, such as the professional portfolio presented in Responsive Pedagogy (EDU 4333) and products of learning in other courses, demonstrate that candidates possess the appropriate content knowledge. Although follow-up studies from employers (Table 1.1.3) indicate a slight decline during 2005-06, the overall rating remained above average regarding content knowledge in program graduates’ teaching area.

In the advanced licensure M.Ed. (Master of Education) program, as it is described on page 8 of this document, candidates show command of their content knowledge through the completion of course assignments, presentation of their digital teaching portfolio, and presentation of their action research product.

Content Knowledge for Initial Teacher Candidates

Initial licensure candidates actually begin their program when they matriculate at Winston-Salem State University.  Most candidates know by the end of their freshman year if teacher education will be their chosen field.  General education represents, for all initial-licensure candidates, the foundation of their content knowledge.  In some instances, such as in the case of elementary education candidates, some general education courses may also provide content knowledge for their teaching area.

Entry Point (Admission to Teacher Education)

All teacher education candidates who wish to receive initial licensure are required to fulfill admission requirements.  Content knowledge is measured through the following requirements: 

1.       After completing general education, candidates must take and successfully pass Praxis I. Required scores include the following:  Reading 176, Mathematics 173, and Writing 173;  CBT (Computer-Based Test):  Reading 323, Mathematics 318, and Writing 319.  Certification-only candidates who have a minimum overall GPA of 2.50 and at least a grade of “C” in basic academic courses (English and mathematics) are exempt from taking Praxis I.  For further information, refer to Table 1.1.4.

2.        Candidates must have a minimum cumulative academic average of 2.50.  Candidates to teacher education programs routinely have higher GPAs than 2.50.  This GPA is higher than the minimum of 2.0 required by most programs at the University.  For further information, refer to Table 1.1.5.

3.       Candidates must have earned a grade of "C" or better in SPH 2341 (Fundamentals of Speech), Second Academic Concentration (SAC) courses for elementary and middle grades education candidates, and in all English courses.

Admission to teacher education is a prerequisite for most 4000-level courses, methods courses, and student teaching.  Professional education courses, listed below, gather data through the use of Tk20 (assessment management system), which allows faculty to align standards to course artifacts, products, rubrics, and learning outcomes.  Data gathered through Tk20 indicate that the unit’s conceptual framework and program standards are being addressed.  In addition, data are reviewed to make modifications to course assignments and ensure that the unit’s conceptual framework and programs standards are appropriately addressed.  For further information about Tk20 visit the following site (https://wssu.tk20.com) and Exhibit Room for work samples of professional education core course.

Professional Education Core Courses

SPE         3200      Exceptional Children in the Regular Classroom or

EDU        2304       Sociological, Historical, and Philosophical Foundations of Education

EDU        3336       Educational Media/Computers in Education

EDU        4338       Psychological Foundations of Education

PED        4320       Adaptive Physical Education for Exceptional Children (for PED candidates)

EDU        4333       Responsive Pedagogy (Capstone course for ELE, BKE, SPE, PED, MUS, and ART)

……        .…..         Methods Course (All programs have a minimum of one and in some two or more)

……        …...         Reading Course

EDU        4981       Observation, Student Teaching and Practicum

Mid-Point (Retention in Teacher Education and Admission to Student Teaching)

After candidates have been admitted to the teacher education program, they must maintain good academic standing.  The record of each candidate admitted is reviewed at least once each semester by the candidate's academic advisor.  A candidate must maintain a minimum of a 2.50 GPA and make a grade of “C” or better in all second courses of study (Elementary and Middle Grades Education programs), English courses, professional education, and specialty area courses.  Cases in which the candidate’s GPA goes below 2.50 have been few.  In very rare cases candidates have been directed to repeat courses where they earned grades of “D” or “C” to bring their GPAs to the required 2.50 minimum.

During this transition point and in preparation for student teaching, candidates’ evaluation begins with the application to student teaching.  The director of Student Teaching, academic advisors, and designated members of the Teacher Education Council (TEC) review academic preparation, completion of specialty area, professional courses, and personal dispositions.  The director of student teaching also works with the various departments to ensure that candidates have satisfied all departmental requirements.  Any special concerns are brought to the attention of the program coordinator in the respective department.  Such concerns may indicate a need for review and action by the departmental chairperson, the dean of the School of Education and Human Performance, or the Teacher Education Council.  Table 1.1.6 demonstrates that the retention rate for the last three academic years has been high.

Table 1.1.6

Candidate Retention Rate 2002-2006

Exit of Clinical (Completion of Student Teaching) and Completion of Graduation Requirements

Although there have been changes to the multiple evaluations points for student teaching within the last (2005-06) academic year, such as the mid-term and final Student Teaching Evaluation, Student Teaching Portfolio, Student Teaching Exit Conference, Formative Observation Data Instrument, and SEHP Questionnaire Student Evaluation, the unit’s student teaching completion success rate has remained high.  Table 1.1.7 represents an overall 97.1% completion rate. Additionally, GPAs and other measures of content knowledge indicate a high rate of success of all teacher education candidates.

Table 1.1.7

Candidate Retention & Student Teaching Completion Rate

Content knowledge is assessed throughout the student teaching experience by cooperating teachers and university supervisors. Formative and summative evaluations of student teaching evaluations show that candidates demonstrate content knowledge in their respective teaching area at a satisfactory level. 

Induction (and Follow-Up Studies)

Although Praxis II has been discontinued as a state licensure requirement for the initial certification level, except for elementary and special education, the unit still requires this examination for program assessment purposes.  Since few candidates have actually taken the Praxis II within the last three academic years, fluctuations in the performance of the unit as a whole have been easily affected.  However, Table 1.1.2 clearly indicates an increment in Praxis II performance of teacher education candidates.  This, along with other measures, such as follow-up studies described on Table 1.1.3, validates the mastery of content knowledge at the beginning of the candidate’s teaching career.

Follow-up studies, such as the 2005 New Teacher Survey (Document 1.0.A), of program graduates indicate proficiency in their academic content area.  More specifically, when asked about the program preparation (Part B-Preparation), candidates acknowledged being well prepared to address classroom expectations effectively.  For example, when questioned about the knowledge and skills and the ability to relate knowledge to real-world experiences, candidates responded positively (83.3% and 93.4%, respectively).

Within the last three academic years, the employment rate of program graduates indicates an above average rate.  However, these figures only account for program completers who remain in North Carolina.  Table 1.1.8 provides specific percentages of program completers’ employment rate.

Table 1.1.8

Candidate Employment Rate

Institutions of Higher Education (IHE) reports also indicate employers’ and mentors’ high degree of satisfaction with program graduates.  Tables 1.1.3 and 1.1.9 clearly indicate that employers and mentors, as individuals who work closely with program completers, rated program graduates’ performance very favorably.  In some instances program graduates have even been nominated as “Teacher of the Year” within their own school or school district.

Content Knowledge of Advanced Teacher Candidates

There is only one advanced licensure program at WSSU, the Master’s Degree in Elementary Education (M.Ed.).  Candidates in this program complete a Comprehensive Teaching and Technology Portfolio as the culminating project.  The North Carolina Department of Public Instruction provides a set of guidelines and program standards for the advanced M (master) license.  Candidates in this program are practicing elementary school teachers who hold an A (initial) license in elementary education and who are expected to advance their knowledge and teaching skills in this area.

Advanced licensure candidates in the Elementary Education Program demonstrate content knowledge at various transition points and during their program.  One set of courses, such as research and advanced foundations courses, addresses core knowledge expected of most graduate candidates.  A second set of courses addresses curriculum content and instructional strategies specific to the elementary school curriculum.  Performance after program completion also confirms graduates’ strengths in content knowledge, such as the completion of National Board Certification by six program completers in 2004 and 2005 (Velvet McGregor, Jennifer Fuller, Cassandra Dobson, Kristal Oglesby, and Tabitha Saunders). Evidence by the Winston-Salem/Forsyth County Schools’ recognition of Board certified candidates may be found at the following web link: http://wsfcs.k12.nc.us/admin/Minutes/05-06/bm05-0110.htm—WS/FCS Board of Education Minutes. A specific program assessment for this advanced licensure program is found in Standard 2 of this document.

Entry Point (Admission to Graduate Studies)

Advanced licensure candidates bring significant content knowledge to the graduate program in elementary education.  At the admission point, program candidates must meet requirements which provide evidence of their content knowledge.  Admission requirements follow:

1. Baccalaureate degree from an accredited institution

2. A North Carolina initial license in elementary education or an equivalent from another state

3. Documentation of teaching experience in an elementary school

4. A minimum GPA of 2.5

5. An acceptable recent (within the last 5 years) GRE (Graduate Record Examination) or MAT (Miller Analogies Test) score.

Tables 1.1.10 and 1.1.11, respectively, show program candidates’ GRE/MAT scores and GPAs for the last three academic years.

Table 1. 1.10

 M.Ed. Candidates’ MAT and GRE Scores at Entry Point

Table 1. 1.11

 GPA Mean for M. Ed Candidates at Entry Point

Mid-Point (Retention in the M.Ed. Program)

In order to remain in good standing in the advanced licensure program, candidates must maintain a GPA of 3.0.  Additionally, graduate faculty members evaluate candidates’ work through a variety of course assignments and comprehensive learning products, such as the Action Research Project. Table 1.1.12 shows the percentage of grades of candidates upon completion of core courses, with a high percentage (91.7 percent) clustered around grades of “A” and “B”.  Candidates in the advanced licensure program further develop content knowledge by completing their field experience products and unit lesson plans, all core courses (listed below), EDU 6315 (Curriculum Integration), and methods courses.  In addition to having to maintain the appropriate GPA of 3.0, M.Ed. candidates are not allowed to remain in the program when they earn more than two grades of “C.”  It is also at the mid-point that candidates complete the M.Ed. survey on dispositions. 

EDU        6301        Curriculum Development and Cultural Diversity (3)

EDU        6302        Media, Technology, and Diversity (3)

EDU        6303        Psychology of Teaching and Learning (3)

EDU        6304        Research Methodology (3)

EDU        6305        Statistics: Introduction to Quantitative Methods (3)

Completion of Action Research Project

Candidates conduct an action research project related to an issue or concern in their elementary school classroom.  The research focuses on one of the content areas and must incorporate diversity.  The topic is chosen and the proposal is written and presented by the end of the second semester.  The study is conducted during the second year and the research defended during the first summer session of the second year.  This is a significant benchmark in the completion of the advanced licensure program because it includes the knowledge, skills, and dispositions supported by the program standards.  Aggregate data of scores on this project are included on Table 1.1.13.  All the products have been at the acceptable or target level for the past three years.  The program has strengthened the instructional sequence to bring all products to the target level.  Samples of this project are found in the Exhibit Room.

Table 1.1.13

Action Research Assessment

Completion of Graduation Requirements

M.Ed. program candidates develop content knowledge through two sequences of courses.  The first sequence includes a core of courses intended to provide an advanced knowledge base in curriculum, technology, learning, research, and diversity.

EDU        6301        Curriculum Development and Cultural Diversity (3)

EDU        6302        Media, Technology, and Diversity (3)

EDU        6303        Psychology of Teaching and Learning (3)

EDU        6304       Research Methodology (3)

EDU        6305       Statistics: Introduction to Quantitative Methods (3)

The second sequence of courses addresses the teaching field in elementary education, instructional methodology, application of teaching principles, and integration of technology.

EDU        6315        Integrating the Elementary Program and Curriculum (3)

EDU        6316        Fundamentals of Mathematics: Exploring Theories and Practices (3)

EDU        6317        Teaching and Learning Sciences (3)

EDU        6318        Teaching Social Studies for Elementary Education (3)

EDU        6319        Masters of Education Internship, Phase I (3)

EDU        6320        Masters of Education Internship, Phase II (3)

RED        6310        Teaching Reading as Thinking (3)

Products of learning for the M.Ed.  Program advance the level of knowledge and instructional skills appropriate for elementary school students.

Completion of Digital Teaching Portfolio

Candidates complete a Comprehensive Teaching and Technology Portfolio that integrates the State’s Advanced Technology Competencies with a demonstration of mastery of the Advanced Master’s Competencies.  This portfolio reflects the results of the development plan that emerged from the student’s initial assessment.  Students produce the project during their two-semester internship.  Aggregate scores of the evaluation of this portfolio (Table 1.1.14) indicate a high rate of success.  Portfolio samples can be found in Exhibit 1.1.1.

Table 1.1.14

Digital Teaching Portfolio Assessment

Course assignments and comprehensive products of learning demonstrate that content knowledge for the advanced master licensure in the Elementary Education program is being achieved.  In addition, GPAs in these courses indicate a high degree of mastery in content knowledge.  Table 1.1.15 summarizes M.Ed. course alignment with North Carolina Department of Public Instruction’s Standards for the New Master’s Degree/Advanced Competencies (Document 1.1.A), Sample Class Assignments, and Assessment.

In addition to these measures of content knowledge, candidates complete an Exit Survey and Assessment of Dispositions questionnaire.  Table 1.1.16 includes a summary of the results of a survey conducted in 2003.

Application of M. Ed. Knowledge, Skills, & Dispositions & Follow-up Studies

Results from interviews with principals (Table 1.1.17) indicate high proficiency by candidates in academic content, skills, and dispositions.  The overall professional growth was rated as positive.

Table 1.1.17

Summary of School Principals Interviews for 2004 Class

             N = 8

The IHE reports, which gather candidates’ and employers’ feedback regarding program quality, the ability to connect subject matter to student needs, leadership abilities, and the ability to promote learning for all students, indicate a high level of program approval.  For specific information about these data, see Table 1.1.18.

Impact on PK-5 educational settings has also been highly positive as demonstrated by candidates’ selection for exemplary teaching.  Specifically, Jennifer Fuller was selected Winston-Salem Forsyth County Schools’ 2006 Teacher of the Year and Patsy Murrill was one of the ten finalists for the 2005 Teacher of Year in the same school district.  For specific information about these two candidates’ nomination, see Document 1.1.B.

Table 1.1.18

IHE Follow-up Survey Data of Master’s Program 2004-2005

           Scale: 1-4, with 4 being highest

Element 1.2: Content Knowledge for Other School Personnel

WSSU does not have programs for other school personnel at this time.

Element 1.3: Pedagogical Content Knowledge for Teacher Candidates

All teacher education candidates must complete an average of 30 semester hours of pedagogical and professional studies.  Courses include foundations of education, methods, educational psychology, reading, technology applications, special education, and a capstone course.  The last semester is entirely dedicated to the student teaching practicum.  “Every Child’s Teacher,” a motto that identifies the Core Standards for Teachers in North Carolina (http://www.ncptsc.org/EveryTeacher.htm), provides the framework for pedagogical studies.  These standards address the following pedagogical areas:  (I) Teachers know the content they teach; (II) teachers know how to teach students; (III) teachers are successful in teaching a diverse population of students; (IV) teachers are leaders; (V) teachers are reflective about their practice; and (VI) teachers respect and care about their students.  Central to pedagogical studies is the conceptual framework Document 1.3.A–Conceptual Framework (http://sehp.wssu.edu/visit/ncate/cf/cf.htm), which provides the foundations of knowledge content for all teacher education programs.

Data indicate that upon program completion candidates demonstrate the appropriate pedagogical content knowledge within their teaching field.  Course work and field experiences enable candidates to develop the understanding and application of pedagogical principles.  Methods courses, in particular, provide the opportunity for candidates to develop competencies in planning instruction, integration of knowledge and technology, and assessment of learning.  Each individual course and field experience includes an assessment component of assignments, course projects, products of learning, and field work where candidates demonstrate their pedagogical knowledge.  Reviews of student teaching evaluations for the initial licensure program and the Electronic Teaching Portfolio for the advanced licensure program indicate candidates’ pedagogical proficiency.  Follow-up studies for both initial and advanced levels also support the command of pedagogical content knowledge of program candidates.

Pedagogical Content Knowledge for Initial Teacher Candidates

Entry and Mid-Point (Admission to Teacher Education and Admission to Student Teaching)

By the time program candidates are admitted to the Teacher Education Program they have completed a number of introductory and foundations courses that provide the initial levels of pedagogical knowledge.  This initial pedagogical knowledge level is addressed through the following courses:

SPE         3200       Exceptional Children in the Regular Classroom or

EDU        2304        Sociological, Historical, and Philosophical Foundations of Education

EDU        3336        Educational Media/Computers in Education

EDU        4338        Psychological Foundations of Education

PED        4320        Adaptive Physical Education for Exceptional Children (for PED candidates)

EDU        4333        Responsive Pedagogy (Capstone course for ELE, BKE, SPE, PED, MUS, and ART)

……        .……          Methods Course (All programs have a minimum of one and, in some cases,

                            two   or more) 

……        …….          Reading Course

EDU        4981        Observation, Student Teaching and Practicum

Candidates demonstrate knowledge of the North Carolina Core, Diversity, and Technology Standards through the completion of course assignments and various products of learning. Courses that include field experiences provide candidates the opportunity to observe and initiate interactions with P-12 students.  Analysis of course requirements and products of learning also indicates the use of assessment rubrics.  Assessment measures of these courses, such as grades and candidate sample work, indicate a consistent performance above the 2.50 required GPA program requirement.  Table 1.3.1 includes mean GPAs for the last three academic years of teacher education completers.  Total average for the last three years indicates a significantly higher GPA for teacher education candidates than the required 2.0 by most programs across campus.

When candidates have fulfilled admission requirements for student teaching, they demonstrate an in-depth level of pedagogical knowledge.  This is accomplished through the completion of the following courses:

RED        4311        Reading Diagnosis and Correction (ELE majors)                           

RED        4362        Methods and Materials of Reading Instruction for Middle Grades (MGE majors)

RED        4364        Reading in the Content Area for Secondary Education       

EDU        4338        Psychological Foundations of Education (All programs)

EDU        4333        Responsive Pedagogy (ELE, SPE, MGE, BKE, ART, MUS programs)

EDU        …….       One or more Methods courses for every program        

These 4000-level courses, which candidates take only after they have been formally admitted to teacher education, advance their pedagogical knowledge.  Most of these courses also require field experiences that further enhance candidates’ understanding and application of pedagogical knowledge.  Course assessment rubrics, products of learning, and field experience evaluations provide evidence of development and application of pedagogical knowledge.  More specifically, candidate work samples and course grades provide concrete evidence of pedagogical knowledge. Work samples such as lesson plans, field experience assessment, and other products of learning may be viewed in Exhibit 1.3.1.  The use of Tk20 allows course instructors alignment of course objectives and course assignments with the unit’s conceptual framework and North Carolina Core standards. For further evidence, please refer to online Tk20 course assignments at (https://wssu.tk20.com)

Methods and capstone courses, such as Responsive Pedagogy, (Document 1.3.B—EDU 4333 syllabus) include specific measures of candidates’ pedagogical knowledge.  Candidate-generated lesson plans, microteaching examples during campus instruction, small- and large-group teaching demonstrations in the field, and instructional technology applications indicate a broad knowledge of instructional strategies.  Candidates’ e-portfolios highlight expertise that meets the needs of P-12 students and their communities.  Specifically, candidates who enroll in EDU 4333 (Responsive Pedagogy) are required to complete a Family Partnership Plan.  For more specific information about this plan, consult Document 1.3.C.  A team of faculty follows a specific rubric to ensure fairness and accuracy in judging this and other products included in the e-portfolios that candidates present during the capstone course.  For example, aggregate data for the spring and fall of 2005 indicate that eleven (11) participants in the Family Partnership Plan received rating at the Target (“A” letter grade) level and twenty-seven (27) at the Acceptable (“B” letter grade) level. An analysis of Responsive Pedagogy course assessment and evaluation (Table 1.3.2 and Table 1.3.3) indicate that for the last three years, candidates consistently scored above average.

Along this pedagogical knowledge continuum, candidates’ dispositions (Table 1.6.1) are evaluated at several transition points.  This provides yet another piece of evidence regarding attitudinal growth of candidates toward pedagogical knowledge.  Specifically, on a survey of dispositions, candidates identified as a strength the acknowledgement of the value associated with multiple perspectives of teaching and learning (Disposition number 6) and a belief in high achievement and expectation for all students (Disposition number 12).  Further information about dispositions will be included in Element 1.6.

Exit of Clinical (Completion of Student Teaching) and Completion of Graduation Requirements

Formative and summative evaluation of student teaching completed by the cooperating teacher, university supervisor, and sometimes the school principal are regular components of the Student Teaching Practicum.  Cooperating teachers and university supervisors collaborate in the assessment of student teachers to ensure the development of pedagogical knowledge.  Data analysis prior to 2005-2006 of Student Teaching Exit Evaluation Criteria (Table 1.3.4) and Bi-Weekly Evaluation results (Table 1.3.5), which address the ability to prepare for instruction, instructional delivery, classroom management, and assessment of learning, demonstrate a high level of competence and performance.  Multiple approaches to evaluating the student teaching experience ensure credibility, fairness, accuracy, and consistency.  During the 2005-2006 AY the student teaching and field experiences underwent assessment changes, which are included on Table 1.3.6 and Exhibit 1.3.2—Field Experience and Student Teaching Assessments.  For a more in-depth look at student teaching, refer to Standard 3 of this Institutional Report.  Table 1.3.7 includes a summary of the new Student Teaching Evaluation for 2005-06 AY. Elementary, middle-grades, social studies student teachers are included on this summary. The capstone course, methods courses, and courses in educational technology demonstrate that candidates are able to integrate technology in their teaching.  Specifically, analysis of EDU 3336: Educational Media, Computers in Education (Document 1.3.D) shows that candidates are expected to develop lesson plans through the use of multi-media presentations, Web Quest, the Internet, Microsoft Excel, and other software applications.

As in other pedagogical courses, candidates are expected to obtain a minimum grade of “C” or better on this course.  Table 1.3.8 shows aggregate data of EDU 3336 for the last five years.  For some of these products, please see work samples in the Exhibit 1.3.3.  Technology applications are not limited the above course, but are infused throughout the entire pedagogical studies continuum.  Review of professional course syllabi reveals ample use of technology, especially in methods courses.

Table 1.3.6

2005 - 2006 Office of Student Teaching Assessments

Additionally, there are several initiatives in place to promote the use of technology in pedagogical studies.  For example, the PT3 (http://tip.wssu.edu — Preparing Tomorrow’s Teachers to Use Technology) grant enabled pedagogical studies faculty and faculty from Arts and Sciences to promote interdisciplinary collaboration.  Candidates and faculty regularly utilize technology available across campus through the Center for Innovative Teaching, Technology, Learning and Evaluation (http://myweb.wssu.edu/mcfeetersf/faqs.htm—CITTLE), such as the use of Bb (Blackboard) for the development and delivery of online courses, faculty development, technology training, and other technology services.  The latest effort includes the utilization of Tk20 as a data-gathering and data-analysis tool to ensure alignment of course assignments with North Carolina Core Standards, Conceptual Framework components, and specialty area standards.

Surveys intended to measure the level of technology skills of teacher candidates indicate from average to above-average levels of proficiency in the use of technology. This is the case of IHE Reports, which include a specific question related to the use of technology. Table 1.3.9 summarizes four years of technology use input from program completers, mentors, and employers 

Induction (and Follow-Up Studies)

The 2005 New Teacher Survey’s Section B (Table 1.3.10) specifically addresses pedagogical preparation.  Program graduates were asked to address specific pedagogical knowledge and skills as a result of their training.  The following includes a representative sample of their answers.

The IHE Reports also survey program graduates, mentors, employers about the level of program preparation.  The ratings of these surveys indicate a high level of satisfaction with program

quality. For further evidence, refer to the following documentation that presents composite results for the last four academic years (Document 1.3.E).

Table 1.3.9

Follow-Up Survey Technology Use

            Scale: 1-4, with 4 being highest

Table 1.3.10

2005 New Teacher Survey (section B)

Pedagogical Content Knowledge for Advanced Teacher Candidates

In addition to advancing their content knowledge in the elementary school curriculum, candidates in the M.Ed. Program also increase their pedagogical content knowledge.  Specifically, methods courses in their teaching area enable candidates the opportunity to become more effective teachers. Data indicate that program candidates demonstrate pedagogical proficiency.  Instructional design, integration of subject matter and technology, application of assessment, and other products of learning in various courses show candidates’ mastery of pedagogical knowledge.  Program graduate surveys and school principal interviews re-affirm the program pedagogical content knowledge.

Entry Point (Admission to Graduate Studies)

Advanced licensure candidates bring significant pedagogical content knowledge to the graduate program in elementary education at the entry point.  An admission requirement includes a North Carolina initial license (A license) in elementary education.  Until recently, candidates were also required to have two years of teaching experience in an elementary school setting.  However, the present set of requirements excludes years of experience to allow highly motivated first-year teachers the option of commencing their graduate students without any time limitations.  This level of pedagogical content knowledge is further advanced through a set of core and specialty area courses (See Table 1.1.15).  Program syllabi indicate that the M.Ed. Program provides a strong foundation on pedagogy.  While the North Carolina New Master's Degree/Advanced Competencies provide one of the main frameworks for pedagogical content knowledge, program faculty align their course objectives to national standards, such as the National Board for Professional Teaching Standards, INTASC (Interstate New Teacher Assessment and Support Consortium), ISTE (International Society for Technology in Education), and professional organization standards.

Mid-Point (Retention in the M.Ed. Program)

Throughout the M.Ed. Program, candidates continue development of pedagogical content knowledge.  Core courses and, more specifically, specialty area courses (below) contribute to increase candidates’ pedagogical knowledge.  Course assignments and learning products specifically equip candidates with pedagogical knowledge for elementary school settings.  Field experience products, unit and lesson plans, digital teaching portfolio, and completion of the action research project contribute to a higher level of pedagogical knowledge.

EDU        6315        Integrating the Elementary Program and Curriculum (3)

EDU        6316        Fundamentals of Mathematics: Exploring Theories and Practices (3)

EDU        6317        Teaching and Learning Sciences (3)

EDU        6318        Teaching Social Studies for Elementary Education (3)

EDU        6319        Master of Education Internship, Phase I (3)

EDU        6320        Master of Education Internship, Phase II (3)

RED        6310        Teaching Reading as Thinking (3)

Most topics selected to address the Action Research Project requirement include pedagogical knowledge. This is significant because program candidates have the opportunity to synthesize their pedagogical knowledge related to their own classroom setting.  See samples of Action Research Project in Exhibit 1.3.4.

Completion of Graduation Requirements

The Action Research Project (Table 1.1.13) the Teaching Digital Portfolio (Table 1.1.14) and other products of learning demonstrate higher level of pedagogical content knowledge.  The first sequence of courses, applicable to most advanced licensure programs in education, provides the opportunity for candidates to relate such knowledge to elementary school pedagogy.  Learning, curriculum, technology, and learning assessment are the central themes of the core courses:

EDU        6301        Curriculum Development and Cultural Diversity (3)

EDU        6302        Media, Technology, and Diversity (3)

EDU        6303        Psychology of Teaching and Learning (3)

EDU        6304        Research Methodology (3)

EDU        6305        Statistics: Introduction to Quantitative Methods (3)

Courses in elementary education have as specific focus the pedagogy of elementary school teaching, such as instructional design, instructional methodology, teaching and learning, integration of technology, and assessment.

EDU        6315        Integrating the Elementary Program and Curriculum (3)

EDU        6316        Fundamentals of Mathematics: Exploring Theories and Practices (3)

EDU        6317        Teaching and Learning Sciences (3)

EDU        6318        Teaching Social Studies for Elementary Education (3)

EDU        6319        Masters of Education Internship, Phase I (3)

EDU        6320        Masters of Education Internship, Phase II (3)

RED        6310        Teaching Reading as Thinking (3)

The Digital Teaching Portfolio is perhaps the product of learning that integrates more effectively the elementary school curriculum, the state’s Advanced Technology Competencies, and the Advanced Master’s Competencies.  Data generated by program candidates amply demonstrate command of pedagogical content knowledge.

Application of M. Ed. Knowledge, Skills, and Dispositions, and Follow-up Studies

Follow-up studies of M.Ed. graduates and their employers indicate high level of pedagogical competence.  The M.Ed. Program faculty regularly interview school principals to gather their feedback about program graduates.  Such feedback has been consistently favorable and supportive of the faculty members’ efforts.  In several instances, graduates of this program have become leaders in their own elementary school setting, thus providing further evidence of the strong pedagogical foundation developed as a result of their program.

During an interview in 2005, one principal responded as follows to the question, “Have you noticed any growth in these areas her three years in the M.Ed.?”:  “Yes, more in professional development and her leadership role in the building. . . .  She is an excellent, excellent teacher.”

The Winston-Salem/Forsyth County School System elected one of the program’s graduates Teacher of the Year.  The local daily newspaper featured another graduate for her leadership role in the design and implementation of an after-school tutorial.  The WSSU graduate school newsletter featured a third graduate and the impact of her action research project on her students.  Finally, the North Carolina Department of Public Instruction videotaped the results of the action research project of one of the graduates.  For further information about pedagogical knowledge during this transition point, consult the following documents and exhibits:

·         School principal interviews

·         Graduate surveys

·         IHE Reports

·         News stories

Element 1.4: Professional and Pedagogical Knowledge and Skills for Teacher Candidates

Initial licensure candidates develop and demonstrate professional and pedagogical knowledge and skills incrementally.  Introductory professional education courses lay the foundations for a higher level of knowledge and skills, which culminate with methods courses at program completion.  The continuum of professional and pedagogical knowledge also provides candidates with a number of sequentially planned field experiences that culminate with a minimum of twelve consecutive weeks of student teaching.  Evidence along the professional and pedagogical continuum supports the development of program candidates from novice to first-year professionals.  In the M.Ed. advanced licensure program, candidates’ initial license levels in professional and pedagogical knowledge and skills increase throughout the program to levels of leadership within the elementary school settings where program completers work.

Assessment data indicate a high rate of success at the completion points for both initial and advanced licensure programs.  As indicated above, ratings of student teachers and M.Ed. program completers are above average throughout both programs 

Professional and Pedagogical Knowledge and Skills for Initial Teacher Candidates

Program candidates’ professional and pedagogical knowledge and skills at the initial licensure level are assessed at various transition points in the program.  Development of professional and pedagogical knowledge and skills is accomplished through course work and field experience products of learning.  Assessment measures consistently indicate high performance of program graduates.

Entry and Mid-Point (Admission to Teacher Education and Admission to Student Teaching)

Program candidates move from beginning to the exit clinical point of professional and pedagogical knowledge and skills as the two sets of courses describe below.  Initial knowledge and skills begin with foundational courses intended to introduce novice candidates to the teaching field.  At this level, knowledge and skills are limited to general areas of the teaching profession.  The first set of courses (foundational) are as follows:

As candidates progress in their teacher education program knowledge and skills increase in complexity.  Products of learning in the upper tier of professional courses demonstrate increasing familiarity with knowledge and skills expected from program candidates.  Not only are candidates expected to develop knowledge and skills specific to their chosen teaching field, but they must also develop a set of dispositions that distinguish them as beginning professionals.  Evidence associated with this level of knowledge and skill is developed through products of learning from the following upper-level courses as listed in the set below:

Data points indicate above-average levels of competence in professional and pedagogical knowledge and skills of initial licensure candidates.  

Exit of Clinical (Completion of Student Teaching) and Completion of Graduation Requirements

Summative evaluations from Exit Evaluation of Student Teaching ratings show evidence of candidates’ professional and pedagogical knowledge and skills at the completion of student teaching.  Methods and capstone courses (https://wssu.tk20.com) include specific measures of candidates’ professional and pedagogical knowledge and skills.  Candidates generate multiple pedagogical applications in their methods courses and during student teaching.  Capstone and methods courses represent a summative evaluation of professional and pedagogical knowledge and skills as evidenced on Table 1.3.2 and Table 1.3.3.  Summary scores from these two courses indicate a high rate of success among program candidates.  Data analysis of Student Teaching Exit Evaluation Criteria from 2001-2004 (Table 1.3.4) and 2005-2006 (Table 1.3.7), respectively, include assessment of professional and pedagogical knowledge and skills.  For further information on learning products of this transition point, please review program professional portfolios and learning products (Exhibit 1.3.5—Responsive Pedagogy Portfolio).

Induction (and Follow-Up Studies)

The 2005 New Teacher Survey sections D and H (Table 1.4.1) specifically address professional and dispositional development.  Program graduates were asked to address specific behaviors associated with program opportunities to further their professional growth and development of dispositions. The following includes a representative sample of their responses.

Table 1.4.1

2005 New Teacher Survey (sections D & H)

While follow-up surveys include areas for improvement, the overall assessment indicates strong professional and pedagogical knowledge and skills of program candidates during the first-year of teaching.

Professional and Pedagogical Knowledge and Skills for Advanced Teacher Candidates

In the M. Ed. advanced licensure program, candidates demonstrate professional and pedagogical knowledge and skills through current certification (A license), course learning projects, and field experience products.  Course syllabi (Exhibit 1.3.6) show that professional and pedagogical knowledge and skills are addressed in the core and specialty area courses.  Candidates perform well in professional and pedagogical skills, and in some instances, they have had an exceptionally positive influence on the school culture, student learning, and school-community relations.  Candidates’ commitment to culturally responsive teaching and educational equity are distinctive outcomes of their professional and pedagogical knowledge and skills.

Entry Point (Admission to Graduate Studies)

Since program candidates are required to begin their M.Ed. advanced licensure program with initial certification already completed (North Carolina initial teaching license), courses and field experiences in the M.Ed. program further enhance their knowledge and professional and pedagogical skills in elementary education.  Program faculty members review the application packets of program candidates to determine academic and professional experience readiness for advanced licensure studies.  Review of program applicants reveals appropriate credentials in the teaching field and a significant number of experiences in elementary school settings.  In addition to the 3.0 above average GPA for the last three academic years (Table 1.1.11), successful program completers had an average of seven years of classroom experience before they entered the M. Ed. program.  This has had a significant impact on the level of instructional discourse of professional and pedagogical knowledge and skills discussions in class and the level of application in the elementary classroom setting.

Mid-Point (Retention in the M.Ed. Program)

Throughout their course work, program candidates are routinely assessed to determine their continuation in the program.  No more than two letter grades of “C” are permitted in the program. While most courses in the M.Ed. program contribute to the professional and pedagogical knowledge and skills, courses listed below advance program candidates’ focus on student learning, commitment to diversity, critical thinking, and reflective practice.

EDU        6315        Integrating the Elementary Program and Curriculum (3)

EDU        6316        Fundamentals of Mathematics: Exploring Theories and Practices (3)

EDU        6317        Teaching and Learning Sciences (3)

EDU        6318        Teaching Social Studies for Elementary Education (3)

RED        6310        Teaching Reading as Thinking (3)

Completion of Graduation Requirements

Candidates’ professional and pedagogical knowledge and skills are assessed through a number of culminating products, such as the Action Research Project and the Digital Teaching Professional Portfolio.  Results of these assessments for the 2004-2006 are presented on Table 1.1.13 and Table 1.1.14.  Candidates are required to select an action research project related to their teaching.  This further develops their pedagogical skills in addressing specific areas of interest or concern within their school or classroom settings.  Candidates are also expected to integrate technology in their learning products, specifically the digital portfolio and the action research projects.  The success rate in the completion of these products is high.

Application of M. Ed. Knowledge, Skills, and Dispositions, and Follow-up Studies

School principals who employ advanced licensure program completers consistently rate their professional and pedagogical knowledge skills favorably.  An analysis of interviews with principals reveals strengths in instructional effectiveness, culturally responsive teaching, and effectively promoting literacy in elementary school students.  School principals strongly agree (100%) that advanced licensure program completers are effective in promoting student learning.

M.Ed. graduates’ follow-up surveys also demonstrate program completers’ quality preparation in professional and pedagogical knowledge and skills.  Candidates and their employers (Table 1.1.17) consistently rated high the ability to apply research principles, assume leadership roles, and facilitate learning for diverse learners.  Program completers’ leadership examples have been acknowledged by local media and members of the education profession (Document 1.1.B).

Element 1.5: Professional Knowledge and Skills for Other School Personnel

WSSU does not have programs for other school personnel at this time.
 

Element 1.6: Dispositions for All Candidates

Dispositions for Initial Teacher Candidates

Winston-Salem State University’s motto “Enter to Learn, Depart to Serve” embodies the dispositional growth expected of all students who matriculate at the university, especially candidates in teacher education programs.  As described in the unit’s conceptual framework, the sixteen (16) dispositions adopted by the unit’s teacher education faculty cluster under the following areas: (a) professionalism, (b) commitment to lifelong learning, (c) reflective and critical thinkers, and (d) commitment to diversity.  Table 1.6.1 lists the unit’s dispositions and their alignment with INTASC Standards, theorists, and the unit’s conceptual framework components.  The sixteen dispositions listed are the result of numerous discussions at the Department of Education and Teacher Education Council levels.  The number of dispositions has fluctuated between sixteen and twenty-one because of several pilot studies.  Document 1.6.A includes the former list of dispositions, which has been replicated in at least three studies.

Entry and Mid-Point (Admission to Teacher Education and Admission to Student Teaching)

In nurturing strong dispositions in program candidates, faculty members support the growth of teachers who represent the best in the teaching profession.  Research has confirmed that emerging teacher candidate attitudes can be molded and changed through discussion, reflection, and practice. It is essential that candidates in teacher education programs possess the necessary dispositions to interact effectively with students, families, communities, and colleagues.

Transition points describe the dispositional development of teacher education candidate. Prior to the Entry point, candidates receive a list of the sixteen (16) dispositions at the TEAP (Teacher Education Admission and Partnership) Center, which provides academic guidance to all pre-teacher education candidates.  It is at this time that candidates are asked to acknowledge receipt and understanding of the depositional growth expected of every teacher education candidate.  At the Entry level, candidates participate in a formative evaluation of dispositions in Introduction to Education (EDU 2104), which was changed to a special section of Freshman Seminar (EDU 1301) beginning in fall 2006.  During this course candidates are introduced to the INTASC standards and dispositions 11 through 16. It is at this point that candidates reflect on their dispositional strengths and weaknesses. Candidates then formulate a plan for personal transformation.  They collect their reflections throughout their program that later on, during the capstone course, will afford them the opportunity to compare their attitudinal growth at the completion of the student teaching semester.

At the Admission to Teacher Education point, candidates must pass, in addition to other academic requirements, an interview and a written essay, and submit three letters of recommendation addressing character and dispositions.  It is at this point that program candidates are introduced to additional professional dispositions in order to develop a greater level of awareness.  An Early Intervention Committee looks at candidates with potentially problematic dispositions.  In a few instances, a corrective course of action with a specific timetable has been recommended to some students. Table 1.6.2 describes disposition check points.

Table 1.6.2

Disposition Check Points

Data collection and analysis have been completed on candidates’ disposition at several points during the last three academic years.  For example Table 1.6.3 includes a data summary on disposition of 73 teacher education candidates.  Respondents included freshmen, sophomores, juniors, seniors, and licensure-only candidates.  Their ages range included 18 through 30+ years of age.  Twenty were already in a teaching setting, 50 in non-teaching settings, and three did not respond to this item.  Respondents showed a favorable alignment with the upper-end of the dispositions’ continuum (Agree and Strongly Agree).

Exit of Clinical (Completion of Student Teaching) and Completion of Graduation Requirements

During the capstone course (EDU 4333: Responsive Pedagogy for BKE, ELE, MGE, MUS, and ART), which is taken concurrently with student teaching, professional summative conferences with candidates act as major checkpoints to assess candidates’ dispositional strengths and weaknesses. Candidates reflect on their dispositions and cite specific evidence in the form of anecdotes or work samples as documentary evidence.  Table 1.6.4 includes a spring 2005 summary of candidates’ reflections on dispositional growth.

Although the above set of dispositions have been piloted since 2003-2004 AY and, consequently, data collection on dispositions and utilization of results for program improvement are still under development, the Exit Evaluation Criteria of Student Teaching that was used until 2005 assessed dispositional growth in a systematic way.  While the language of the dispositions embedded in this Exit Evaluation Criteria is not exactly the same as the language of the present sixteen (16) dispositions, behaviors are explicitly and implicitly aligned.  For a detailed analysis of the past and present behavioral disposition statements, refer to Table 1.6.5 for alignment of former and present disposition statements and to Table 1.6.6 for the quantitative analysis.

 Induction (and Follow-Up Studies)

The 2005 New Teacher Survey Sections B, D (Table 1.6.7), and especially section H address dispositional development of program candidates. Program graduates were asked to respond to prompts related to their teacher education preparation in developing knowledge, skills, and dispositions.  The list below of statements and percentages clearly indicates a favorable outcome regarding the development of dispositions.

Table 1.6.7

 2005 New Teacher Survey (Sections B, D, and H)