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Evaluation Proposal: CTE Pre-Service T eacher E ducation P rogram at Virginia Tech

Evaluation Proposal: CTE Pre-Service T eacher E ducation P rogram at Virginia Tech. Windi Turner Evaluation Methods in Education EDRE 6704 Spring 2012. Purpose. Internal Evaluator.

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Evaluation Proposal: CTE Pre-Service T eacher E ducation P rogram at Virginia Tech

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  1. Evaluation Proposal:CTE Pre-Service Teacher Education Program at Virginia Tech Windi Turner Evaluation Methods in Education EDRE 6704 Spring 2012

  2. Purpose Internal Evaluator to determine why there has been a noticeable decline in the number of students enrolled in the CTE pre-service teacher education program at Virginia Tech familiar with the program present to provide ongoing feedback consult with CTE Program Director throughout

  3. CTE Career and Technical Education educational program designed to prepare individuals for careers in a variety of occupational fields and/or to further their education in a particular field to pursue a career

  4. CTE Program Areas Vocational Industrial Education Family and Consumer Sciences Agricultural Education Business and Information Technology Health and Medical Sciences Marketing Education Technology Education

  5. CTE Program Structure Students can earn master of science degree (M.S.) education specialist degree (Ed.S.) doctorate degree (Ph.D. or Ed.D.)

  6. CTE Pre-Service Teacher Education ProgramOverview Minimum requirements for Master of Science (MS) Degree in CTE: Professional Education Coursework Early Field Experience Student Teaching Internship Praxis I and Praxis II Licensure Tests VCLA (Virginia Communication and Literacy Assessment)

  7. CTE Pre-Service Teacher Education ProgramCoursework

  8. CTE Pre-Service Teacher Education ProgramField Experience Early Field Experience • Fall semester • 100 hours observation Student Teaching Internship • 16 weeks in Spring semester • 300 clock hours 150 minimum clock hours of supervised classroom and lab teaching experience

  9. CTE Program Mission “Dedicated to enriching the lives of PK-12 children and youth, families, and communities through inquiry, leadership, and advocacy. We fulfill this mission with the preparation of educational professionals, applied research, and high impact outreach. Our mission clearly situates our work within the university’s motto: “UtProsim – That I may serve” (Virginia Tech, 2012).

  10. Stakeholders, Client, Intended Audience Primary Stakeholders Virginia Tech School of Education Director Department of Teaching and Learning Chair CTE Program Director CTE professors Students enrolled in the program Education community client

  11. case study objective-based method program-oriented approach Evaluation Framework

  12. What is the need for CTE teacher educators in the state? In the nation? Evaluation Questions What aspects of the program are working well? What are the strengths? to determine why there has been a noticeable decline in the number of students enrolled in the CTE pre-service teacher education program What aspects of the program are working poorly? What are the weaknesses? What aspects of the program should be changed? How should these aspects be changed?

  13. Information Required for Data Analysis Program Curriculum and Requirements Assessment of Pre-service CTE student teachers’ Knowledge, Performance, and Dispositions (KPD) during the following times: Preadmission First Semester Beginning of Student Teaching During Student Teaching Conclusion of Student Teaching/Graduation Job Placement

  14. more Information Required for Data Analysis Student Teaching Evaluations during the program Students’ GPA Maintained during the program Admission and Graduation Rates over the past 10 years Employment/Placement of Students after program completion Research from published journals

  15. Data Analysis Quantitative Data: Student GPA throughout Program Student Admission and Graduation Records Employment/Placement of Students Quantitative and Qualitative Data: Student Teaching Evaluations Formative/Summative Evaluation Questionnaires Interviews with Students to assess KPD Knowledge, Performance, and Dispositions Research: “If we knew what it was we were doing, it would not be called research, would it?” Albert Einstein

  16. Reporting The CTE Program Director will receive: Brief Summary of the Evaluation Results Detailed/Typed Survey andInterview Data Format of the summary: Program Description and Mission Procedure andMethodology Findings Conclusion and Implications Appendices

  17. Evaluation Timeline

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