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Education Department

Education Department. M. Ed. in Reading CIP Code: 13.1315 Program Code: 620. Learning Outcomes. Demonstrate knowledge of the foundations of reading and writing processes and instruction (B. T. Knowledge & Comprehension)

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Education Department

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  1. Education Department M. Ed. in Reading CIP Code: 13.1315 Program Code: 620 Program Quality Improvement Report 2009-2010

  2. Learning Outcomes Demonstrate knowledge of the foundations of reading and writing processes and instruction (B. T. Knowledge & Comprehension) Use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction; (B. T. Application) Use a variety of assessment tools and practices to plan and evaluate effective reading instruction (B. T. Application , Analysis, Evaluation) Create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments (B. T. Application & Synthesis) View professional development as a career-long effort and responsibility. (B. T. Application) * Bloom’s taxonomy for Academic programs only ** Outcomes may be carried over from one assessment cycle to the next based on program needs *** All program objectives are required by International Reading Association which is our accrediting agency. Program Quality Improvement Report 2009-2010

  3. Alignment of Learning Outcomes Program learning outcomes as they relate to the students at Cameron University and in southwest Oklahoma and alignment with Cameron University Mission Statement : Mission Statement: Cameron University provides a diverse and dynamic student body access to quality educational opportunities; fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning; prepares students for professional success, responsible citizenship, life-long learning, and meaningful contributions to a rapidly changing world; and is a driving force in the cultural life and economic development of the region. Alignment: One of the specific functions assigned to Cameron University by the State Regents for Higher Education is to provide programs, involving both course work and practical experiences, designed to assist in the development of effective early childhood, elementary, secondary or elementary-secondary teachers. Because reading specialists are licensed to work with children from kindergarten through 12th grade, the M. Ed. in Reading supports this specific function by providing a program to assist in the development of specialists who can work at all levels. Program Quality Improvement Report 2009-2010

  4. Program learning outcomes relationship to Cameron University strategic plan • #1: Demonstrate knowledge of the foundations of reading and writing processes and instruction. • #2: Use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. • #3: Use a variety of assessment tools and practices to plan and evaluate effective reading instruction. • PLAN 2013: Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region. • PLAN2013: Assure efficient, effective course delivery in multiple formats. • PLAN 2013: Make effective use of existing and new facilities. • PLAN 2013: Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region.

  5. Program learning outcomes relationship to Cameron University strategic plan • #4: Create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. • #5: View professional development as a career-long effort and responsibility. • PLAN 2013: Assure efficient, effective course delivery in multiple formats. • PLAN 2013: Increase educational partnerships with common education, career technology centers, community colleges, and other Oklahoma Universities. • PLAN 2013: Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region.

  6. Alignment of Department Mission with Learning Outcomes • The Department of Education believes that competent, caring, and committed educators are successful in their careers. • Educators who are competent use pedagogical and content knowledge to support learning for all, provide instruction based on standards and student needs, and use assessment and strategies for active engagement so that all can learn. • Educators who are caring are responsive to individual needs and create learning environments that promote positive social interactions and motivation. • Educators who are committed collaborate with others by using effective communication skills while being reflective decision makers and lifelong learners who are willing to change in order to continuously improve. • Alignment • We believe that all of the above qualities are fostered through standards-based coursework with coordinated field experiences. • Department dispositional forms measure these 3 characteristics • Dispositional forms are completed at program entry, after 9 hours, after 21 hours, and at program completion Program Quality Improvement Report 2009-2010

  7. Measures of Student Learning • Direct Measures (5 point scale) • Portfolio artifacts scored in Chalk and Wire * • Dispositional Assessment * • Remediation Plan • * Candidates failing to receive satisfactory scores (3 or better) on the portfolio artifacts and/or dispositional assessments are asked to complete a remediation plan. They work with a professor from the M.Ed. in Reading program to improve those measures. • Direct Measure - OSAT (Oklahoma Subject Area Test) • 300 points possible • 240 needed to “pass” • Indirect Measures (5 point scale) • Exit Survey Program Quality Improvement Report 2009-2010

  8. Program Actions Based upon 2008/2009 Action Plan • IRA 2.2 Literacy coaches use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds. • Action: Because 2008/2009 average was 3.5/5 we agreed implement a strategy file this semester. Strategy file will contain practices, approaches and methods for learners at differing stages of development and from differing cultural and linguistic backgrounds • Chalk and Wire data • * Course taught Fall 2009 and Fall 2010 – strategy file implemented Fall 2010 Program Quality Improvement Report 2009-2010

  9. Program Actions Based upon 2008/2009 Action Plan IRA 4.2 Candidates use a large supply of books, technology-based information and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. IRA 4.3 Model reading and writing enthusiastically as valued lifelong activities. • Actions: We taught both Reading Practicum I and Practicum II classes in Fall 2009 and again in Spring 2010. The specificity added to the assignments of lesson plans and narrative seem to have increased candidate ability to provide the information needed to determine whether or not these program objectives are being met. • Chalk and Wire Data Program Quality Improvement Report 2009-2010

  10. Program Actions Based upon 2008/2009 Action Plan • IRA 5.1 Candidates view professional development as a career-long effort and responsibility. • IRA 5.3 Candidates work with colleagues to observe, evaluate, and provide feedback on each other’s practice. • Action: This assignment was revised to make it more specific which resulted in somewhat higher scores for 5.3 and excellent scores for 5.1. • Chalk and Wire Data Program Quality Improvement Report 2009-2010

  11. Program objective and measurement Program Quality Improvement Report 2009-2010 11

  12. Priority # 1 - Program Objective # 2Oklahoma Specialty Area Test (OSAT) Trend Analysis: Program Objective 2 Selected Response Constructed Response Program Quality Improvement Report 2009-2010

  13. Priority # 1- Program Objective # 2Portfolio Assessments Trend Analysis: Program Objective 2.2 (Percent Meets and/or Exceeds standard) Program Quality Improvement Report 2009-2010

  14. Priority #1 – Program Objective #2Dispositional Assessment (Scale of 1 – 5)N = 3 Trend Analysis: Program Objective 2 Program Quality Improvement Report 2009-2010

  15. Priority # 1 - Program Objective # 2 Exit Survey (N = 4) Trend Analysis: Program Objective 2 Program Quality Improvement Report 2009-2010

  16. Action Plan – Priority # 1 Program Quality Improvement Report 2009-2010

  17. Program objective and measurement Program Quality Improvement Report 2009-2010 17

  18. Program objective and measurement Program Quality Improvement Report 2009-2010 18

  19. Priority # 1 - Program Objective # 2Oklahoma Specialty Area Test (OSAT) Trend Analysis: Program Objective 5 Percent Program Quality Improvement Report 2009-2010

  20. Priority # 2 & 3 - Program Objective # 5Portfolio Assessment Trend Analysis: Program Objective # 5 (Percent Mets and/or Exceeds standard) Program Quality Improvement Report 2009-2010

  21. Priority #2 & 3 – Program Objective #5Dispositional AssessmentN = 3 Trend Analysis: Program Objective 5 Fall 2010 Program Quality Improvement Report 2009-2010 21

  22. Priority # 2 & 3 - Program Objective # 5 Exit Survey (N = 4) Trend Analysis: Program Objective 5 Program Quality Improvement Report 2009-2010

  23. Action Plan, Priority # 2 & 3 Program Quality Improvement Report 2009-2010

  24. Ancillary Actions • Our Specialized Professional Organization (SPA) which is International Reading Association has revised their standards for reading professionals. As of Fall 2010, we are expected to follow the new standards. This requires us to revise all assessments and rubrics. We are currently working on that. By next year, we hope to have all the new assessments and rubrics in place and have some data from Fall 2010 & Spring 2011 to report. Program Quality Improvement Report 2009-2010

  25. Published information on graduates Program Quality Improvement Report 2009-2010

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