2019-2020 Teacher Education Assessment Plan

Assessment Year: 2019-2020
School: Health Sciences and Professional Programs
Department: Teacher Education
Program: Teacher Education
Department Chair: lgerena
Department Assessment Coordinator: lbaron
Program Coordinator:
Completed by: lbaron
Other Contributors:
Date Completed:2019/11/20 09:28:00 US/Eastern

Program Mission

The Education Preparation Provider (EPPs) mission, vision and values are consistent with both the university and college in that we aim "to develop a cadre of professional educators who, having been taught by models of good teaching, are prepared with an array of theories, tools, and skills necessary to create rich learning environments in which urban children and youth can strive for and reach success." To ensure our candidates are prepared to teach NYC students, we have strong clinical and community partnerships as well as special initiatives to support hiring in NYCDOE shortage areas. Some of these initiatives include the Men Teach program, the Bilingual Pupil Services (BPS), and our Para-to-Completion program. The Men Teach program is an intentional approach to enriching the numbers of men of color entering education, and is a partnership between the Office of the Mayor, the New York City Department of Education and CUNY. The EPP also promotes the opportunity for pre-service educators majoring in Spanish to participate in the BPS program. BPS is an opportunity for pre-service candidates in bilingual education or TESOL to work in the New York City public schools as a paraprofessional, leading toward a role as teacher.

Assessment Plan

Outcome 1

Program Goal

Learner and Learning

Program Student Learning Outcome

1.1 The teacher understands how learners grow and develop, recognizing patterns of learning and development vary individually within and across the cognitive, linguistic, social emotional and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Alignment with York’s Institutional Learning Outcomes (ILOs)

Diversity - Recognize and appreciate unique differences across the human spectrum.

Alignment with MSCHE Standard III Competencies

Critical Analysis and Reasoning

From which course(s), section(s) will you collect student artifacts?

EDUC 390/395

Sample Size

30

Measure

Task 2 Learning Outcomes Assignment

Measure Type

Direct

Target

Level 3 Effective


Outcome 2

Program Goal

Learner and Learning

Program Student Learning Outcome

1.2 The teacher candidate uses understanding of individual differences and diverse communities to ensure inclusive learning environments that enable each learner to meet high standards.

Alignment with York’s Institutional Learning Outcomes (ILOs)

Diversity - Recognize and appreciate unique differences across the human spectrum.

Alignment with MSCHE Standard III Competencies

Critical Analysis and Reasoning

From which course(s), section(s) will you collect student artifacts?

EDUC 390/395

Sample Size

30

Measure

Task 2 Learning Outcomes Assignment

Measure Type

Direct

Target

Level 3 Effective


Outcome 3

Program Goal

Instructional Practice

Program Student Learning Outcome

3.3 The teacher candidate understand and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections and to build skills to apply knowledge in meaningful ways.

Alignment with York’s Institutional Learning Outcomes (ILOs)

Civic Engagement - Recognize personal responsibility to their respective communities, and strive to serve the common good.

Alignment with MSCHE Standard III Competencies

Oral Communication

From which course(s), section(s) will you collect student artifacts?

EDUC 401-406

Sample Size

30

Measure

Task 4 Lesson Plan Assignment

Measure Type

Direct

Target

Effective Level 3


Outcome 4

Program Goal

Professional Practice

Program Student Learning Outcome

4.1 The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Alignment with York’s Institutional Learning Outcomes (ILOs)

Self-Reflection and Accountability - Reflect on their learning, identify challenges, create a plan to meet the challenges, and improve decision-making.

Alignment with MSCHE Standard III Competencies

Critical Analysis and Reasoning

From which course(s), section(s) will you collect student artifacts?

EDUC 400-406

Sample Size

30

Measure

Task 4 Lesson Plan Assignment

Measure Type

Direct

Target

Effective Level 3


Outcome 5

Program Goal

Professional Practice

Program Student Learning Outcome

4.2 The teacher candidate sees appropriate leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Alignment with York’s Institutional Learning Outcomes (ILOs)

Civic Engagement - Recognize personal responsibility to their respective communities, and strive to serve the common good.

Alignment with MSCHE Standard III Competencies

Critical Analysis and Reasoning

From which course(s), section(s) will you collect student artifacts?

EDUC 400-406

Sample Size

30

Measure

Task 4 Lesson Plan Assignment

Measure Type

Direct

Target

Effective Level 3


Rationale for the Plan

The above outcomes are chosen from the InTASC Standards required by our national accreditation agency (CAEP)

Data Collection and Evaluation

Each semester the course professor assigns the assignment in courses indicated. The score sheets from each student is collected and given to the department's Accreditation data manager. The department's Assessment Committee requests data to evaluate, analyze and interpret. Any recommendations made by the committee and presented to the department at monthly department meetings. Once approved, recommendations are implemented the following semester.