Assessing Candidates’ Impact on Student Learning

1. Assessing Candidates’ Impact on Student Learning The Don of the Georgia Educator Preparation Family

2. 1d. Student Learning for Teacher Candidates In this section, institutions must address both (1) initial teacher preparation programs at the undergraduate and graduate levels and (2) licensure and non-licensure graduate programs for teachers who already hold a teaching license

3. What data from key assessments indicate that candidates in initial teacher preparation programs: • can assess and analyze student learning • make appropriate adjustments to instruction • monitor student learning • develop and implement meaningful learning experiences to help all students learn • What do the data indicate about student learning?

4. The unit uses the following two key indicators or assessment measures • Alignment of Courses with Conceptual Framework, State, and National Standards • Performance of Candidates on Selected Impact on Student Learning Items in the Teacher Work Sample (TWS)

5. Characteristics of a Candidate’s Impact on Student Learning Instrument • 1. Undertakes a diagnosis (a pre-test) or P-12 student learning in some area he or she will teach. • 2. Plans an appropriate sequence of instruction to advance P-12 student learning, and teaches in ways that engage P-12 students who bring differing background knowledge and learning needs. • 3. Conducts some concluding assessment (or post-test) documents that student earning has occurred, or has not occurred. • 4. Reflects on changes in teaching that might have improved the results. Plan an appropriate sequence for further instruction.

6. Assertion • Taken together, the information and data presented in these two assessments document that candidates can assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and develop and implement meaningful learning experiences to help all students learn.

7. What data from key assessments indicate that advanced teaching candidates demonstrate a thorough understanding of the major concepts and theories related to assessing student learning and regularly apply them in their practice? What do the data tell the unit about student learning? The unit uses the following two key indicators or assessment measures: • Alignment of Courses with Conceptual Framework, State, and National Standards • Performance of Advanced Degree Candidates on Selected Student Learning Items in the Research Defense (RD)

8. Assertion • Taken together, the information and data presented in these three assessments document that candidates in advanced programs have a thorough understanding of the major concepts and theories related to assessing student learning, that they regularly apply them in their teaching, and that they have a positive impact on student learning.

9. What do follow-up studies of employers and graduates indicate about graduates’ ability to help all students learn? If survey data are being reported, what was the response rate? • Performance of Initial Program Completers on Selected Student Learning Items in the First Year Survey (FYS) The First-Year Survey includes 7 items specifically related to graduates’ impact on student learning. • Performance of Degree Completers on Selected Student Learning Items in the Exit Survey (ES) Degree candidates responded to 12 selected impact on student learning related items

10. Assertion • High ratings on the FYS confirm that principals are satisfied with the impact on student learning of degree completers. • Degree candidates responded to 12 selected impact on student learning related items on the ES with relatively high ratings.

11. Tables summarizing the results of follow-up studies related to student learning • Table 1.28 Initial FYS (Link) presents evidence of impact on student learning of graduates for initial programs in 2008-2010 based on First-Year Surveys completed by their principals. • Table 1.28 Advanced FYS (Link) presents evidence of the pedagogical content knowledge and skills of graduates of the M.Ed. program in 2008-2010 based on First-Year Surveys completed by their principals. • Table 1.29 Advanced ES (Link) presents evidence of impact on student learning of graduates of advanced programs in the Exit Survey (ES), which is one of the unit’s key assessment instruments for advanced programs. • Table 1.29 MAT ES (Link) presents evidence of impact on student learning of graduates of the MAT programs in the Exit Survey (ES).

12. Key exhibits relevant to student learning for teacher candidates: • Faculty Analysis and Summary of the Impact on Student Learning of Candidates and Graduates of Initial B.A. and M.A.T. Programs Based on Data Collected on Key Assessment Instruments in 2008-2011 Table 1.30 • Advanced M.Ed. and Ed.S. Programs in Curriculum and Instruction 2010 -2011 ASSESSMENT SUMMARY 2010-2011 Advanced

13. Linked tables and other exhibits suggested to show evidence of Impact on Student LearningClick here for All Files Online • A crosswalk that aligns program courses with the unit’s conceptual framework tenets CF 1 and CF 2 • A crosswalk that aligns the unit’s conceptual framework tenets with state and national standards CF 2 • Comprehensive Alignment to specific GAPSC Program Standards Matrices for initial programs Copy of ECE SBECA 3yrs • All course syllabi that identify the conceptual framework tenets and GA PSC program standards addressed and assessed in the course Syllabi 3342 • Impact on Student Learning of Candidates Documented on selected items in your key assessments Items Related • Impact on Student Learning of Graduates Documented on First-Year Surveys (FYS) Completed by Their Principals FYS Impact on Student Learning • Performance of Advanced Degree Candidates on Selected Student Learning Items in the Exit Survey (ES) Advanced ES • Faculty Analysis and Summary of the Impact on Student Learning of Candidates and Graduates Based on Data Collected on Key Assessment Instruments Table 1.30 1d

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15. Georgia Assessment Directors AssociationforEducator Preparation Programs