|
Transition Point: Admission to the Teacher Education Program |
|
|
Assessment Instrument |
Description, Analysis & Evaluation |
Use of Data for Improvement |
Conceptual Framework Reference # |
PEPE Reference # |
Evidence Located in |
|
Minimum GPA of
2.75 (overall, professional studies and teaching field) |
GPAs are
calculated by the Office of Teacher Education in all 3 areas.
Academic degree audits are secured from the Office of Academic
Records. |
Data regarding
candidates GPAs who are admitted to TEP is entered in the assessment
system and submitted to the Evaluation and Research Committee for
analysis. Candidates who have not achieved the minimum GPA are
referred to their academic advisers for the development of a
remediation plan. |
N/A |
N/A |
TEP Database |
|
Initial Score on
Alabama Prospective Teacher Test (APPT) |
Candidates are
required to submit an initial score on the APTT. |
Candidates
scoring below the acceptable level are referred for remedial
intervention by the Office of Teacher Education and receive
assistance in developing a remedial plan. |
5 |
2,6 |
Internship Office Database |
|
Successful completion of
a formal speech and interview |
Speech and
interviews are conducted by teacher education faculty panels
measuring use of effective communication. |
Feedback from the
speech and interview process is used to develop candidate
improvement plans and to guide faculty on areas for program
improvement. |
3,5,6,7,8,10 |
2,6 |
LiveText |
|
Completion of a minimum
of 12 clock hours of classroom observation/participation. |
Candidates are
required to complete 12 hours of classroom observations relevant to
their discipline and grade level prior to admission to TEP. |
Observations are
used to acclimatize candidates to a variety of diverse teaching
environments and to reinforce their understanding of professional
obligations and/or duties. |
1-10 |
1-8 |
LiveText |
|
Successful completion of an
impromptu essay. |
Candidates are
required to complete a writing assessment competency as a part of
EDU 3310. |
Candidates who do not achieve a
satisfactory score are required to receive remediation. All
candidates must successfully complete this assessment to receive a
passing grade for EDU 3310. |
3,5,6,7,8,10 |
2,6 |
LiveText |
|
Dispositions |
Candidates are required
to complete a self-assessment of their professional dispositions in
the Professional Educator course. |
Candidates develop the plan for
professional development based on the self-assessment of
professional dispositions. This is used to assist candidates and
faculty in designing appropriate activities for course content,
Brown Bag seminars, and other professional learning activities. |
1-10 |
5,6,7,8 |
LiveText |
|
Structured Field
Experiences |
Observations/experiences in P-12 settings supervised by teacher
education and/or P-12 faculty occur throughout the academic program
of study. |
Candidates are
evaluated using a variety of assessment instruments (formal and
informal) including rubrics; reflections; peer, self and supervisor
evaluations. Feedback is used to assist candidates in formulating a
teaching philosophy and style. |
1-10 |
1-8 |
LiveText |
|
Volunteer/Community Service |
Uncompensated volunteer
service to the community. |
|
1-10 |
6,7,8 |
LiveText |
|
Professional Activities |
Candidates attend
professional workshops, seminars and conferences. |
|
1-10 |
6,7,8 |
LiveText |
|
Professional Portfolio |
Candidates begin
compiling a professional portfolio in EDU 3310. They continue to
add artifacts throughout their program of study. |
The professional
portfolio is used to document proficiency in the knowledge, skills
and dispositions in their discipline. Successful completion of the
portfolio is required prior to graduation. |
1-10 |
1-8 |
LiveText |
|
Critical course assignments |
Candidates
complete a minimum of two critical assignments in each professional
course. |
Faculty evaluate
candidate’s understanding of knowledge and teaching strategies for
each assignment using common rubrics across disciplines. |
1-10 |
1-8 |
LiveText |
|
Degree Progress |
Candidates meet
with their academic advisers each semester to review progress toward
program completion including GPA, required examinations, scheduling
of field experiences, etc. |
Candidates
receive ongoing advisement regarding requirements for degree
completion including the scheduling of required examinations. |
1-10 |
1-8 |
Candidate folder in COE offices |
|
Mid-Point Evaluation |
Candidates meet
with a faculty member from their program and a TEP staff member to
evaluate their program progression after completion of 70 semester
hours of undergraduate course work. Candidate dispositions are
evaluated by faculty at this point.
Successful
completion of the preliminary components of the portfolio is
monitored here. |
Results of this
evaluation are used to assure timely and appropriate program
progression for individual students. Program changes such as
pre-requisites and course offerings may occur as a result of this. |
1-10 |
1-8 |
TEP Office |
|
Course/Instructor Evaluation Forms |
Candidates
evaluate courses/instructors on a rotating schedule at least once
each academic year. |
The College of
Education uses the results from the Course/Instructor Evaluation
Forms to determine areas of strength and areas for improvement in
all courses. Department chairs review results with individual
instructors and include average scores in the Annual Supervisor’s
Review of Faculty Performance. Faculty utilize results to develop
appropriate professional development activities for their
Professional Development Plan. |
N/A |
N/A
|
Office of the Dean
(Associate Dean) |
|
Transition Point: Admission to Internship |
|
Evaluation of Coursework & GPA |
Evaluation of
coursework completed by the Office of Teacher Education, minimum GPA
of 2.75 overall on all coursework attempted, GPA of 2.75 in all
professional studies coursework attempted, and a minimum GPA of
2.75 in all teaching field coursework attempted. Completion of all
professional studies and teaching field coursework with a grade of C
or better. |
Candidates and
advisers are notified of internship status upon completion of the
evaluation. Once a candidate is cleared for internship, the Office
of Teacher Education requests a placement.
|
1-10 |
1-8 |
Internship Office Database
DataTel |
|
|
Faculty Recommendations & Evaluation
of Dispositions |
Candidates are
required to submit recommendations from faculty and their advisor
for internship. Faculty advisors also evaluate the candidate’s
professional dispositions. Two satisfactory recommendations and a
satisfactory assessment of dispositions are required. |
Recommendations
and the evaluation of dispositions ensure that candidates
demonstrate the dispositions necessary to fulfill the professional
responsibilities of a classroom teacher. Any areas of concern are
noted and faculty meet with candidates to address these concerns. |
1-10 |
6,7,8 |
Internship Office Database and
LiveText |
|
|
Completion of clinical experiences |
Analysis and
verification by the TEP office of a minimum of 150 contact hours of
clinical experiences. Ninety of these hours must be in increments of
at least three hours each. The majority of field experiences must
occur in a P-12 setting. At least ˝ of the field experiences shall
be in the candidate’s teaching field and shall emphasize the
application of content knowledge. |
|
1-10 |
1-8 |
Internship Office and LiveText |
|
|
Successful completion of all three
sections of the Alabama Prospective Teacher Test (APTT). |
Candidates must
successfully complete and submit results from the APTT. |
Evidence of
successful completion of the APTT in Reading for Information,
Applied Mathematics and Writing is required prior to internship. |
5 |
2,6 |
Internship Office Database |
|
|
Successful completion of the Praxis
II examination in teaching field. |
Candidates must
successfully complete the Praxis II exam in their respective
teaching field. |
Evidence of
successful completion of the Praxis II exam is required before
internship and to recommend for certification. |
5 |
2 |
Internship Office Database |
|
|
Successful completion of the exit
examination in their professional studies and teaching field(s). |
Candidates must
successfully complete a comprehensive exit examination in
professional studies and specific to the teaching field(s). |
Departments
develop and administer exit examinations measuring content mastery
of the teacher education candidate. Results are forwarded to the
Office of Teacher Education. Any necessary remediation is provided
by faculty specialists in the department. |
1,5,6,8,9,10 |
2,6 |
Internship Office Database |
|
|
Transition Point: Internship |
|
|
University Supervisor Evaluations |
Candidates are
observed and evaluated in the P-12 setting by University faculty
using the procedures identified in the Internship Handbook . |
Candidates’
strengths and areas for improvement are identified and discussed by
the University Supervisor. Plans for improvement are developed
during the on-site observation. University faculty coordinate plans
with the P-12 Cooperating Teacher. |
1-10 |
1-8 |
LiveText |
|
|
Cooperating Teacher/Clinical Master
Teacher Evaluations |
Candidates are
observed and evaluated in the P-12 setting by the Cooperating
Teacher/ Clinical Master Teacher using the procedures identified in
the Internship Handbook . |
Candidates’
strengths and areas for improvement are identified and discussed by
the Cooperating Teacher/Clinical Master Teacher. Plans for
improvement are developed during the on-site observation. P-12
faculty coordinate plans with the University Supervisor/Campus
Coordinator of Teacher Education or Director of Teacher Education. |
N/A |
N/A |
LiveText |
|
|
Professional Portfolio |
Candidates
present their professional portfolio to a group of peers and faculty
in their discipline upon completion of their internship experience. |
A faculty team
including at least one discipline specialist evaluates the
professional portfolio using the professional portfolio evaluation
rubric. Candidates must be prepared to field questions from the
audience regarding their presentation. The faculty team provides
written and oral feedback regarding the portfolio evaluation.
Successful completion of the portfolio is required for completion of
internship seminar. |
1-10 |
1-8 |
LiveText |
|
|
Professional Dispositions Assessment |
Each candidate
completes a self-assessment of professional dispositions during the
internship semester. Candidate dispositions are also assessed by the
University Supervisor and the Cooperating Teacher during Internship. |
This data
provides candidates and teacher education faculty with pertinent
information to assist in program and candidate improvement. |
1-10 |
1-8 |
LiveText |
|
|
Transition Point: Graduation |
|
|
Professional Educator Exit Survey |
Candidates
complete the Professional Educator Exit Survey at the culmination of
the internship experience. Candidates provide feedback and
suggestions to the College of Education regarding program status and
areas for improvement. |
Results from the
Professional Educator Exit Survey are compiled and used by the
College of Education to determine areas of strength and areas for
improvement. Results are shared with department chairs and deans
from all disciplines and plans for improvement initiated
cooperatively. |
1-10 |
1-8 |
LiveText |
|
|
Under-graduate Exit Survey |
The Office of
Institutional Research, Planning and Effectiveness (OIRPE) conducts
a random sample of undergraduate students in all disciplines each
semester. The survey addresses all aspects of candidates experience
at Troy and the results are reported annually. |
The College of
Education uses the results from the academic portions to evaluate
such items as instructor effectiveness, classroom environment,
laboratory facilities, library resources, etc. for program
improvement. |
1-10 |
1-8 |
OIRPE office |
|
|
Transition Point: Post-Graduate Assessments |
|
|
Post-Graduate Surveys |
The Office of
Institutional Research, Planning and Effectiveness (OIRPE) contacts
graduates and administers alumni surveys 1 year and 5 year post
graduation. In addition, employer surveys are conducted by OIRPE to
evaluate employer satisfaction with graduates. |
Results from
surveys are compiled annually in the Compendium of Survey and Test
Results by OIRPE. This is distributed to all faculty and
administrators. Departments and colleges use compendium results to
measure program improvement and satisfaction. |
1-10 |
1-8 |
OIRPE office |
|
|
Alabama Teacher Preparation Program
Performance Profile (ATPPPP |
The Alabama State
Department of Education compiles PEPE results for all first-year
teachers and reports state and institution specific results
annually. Graduate and local school system satisfaction surveys are
included as part of the report card. |
Report card
results are used to measure current status, areas for improvement,
and areas in which improvements have taken place. Results are also
utilized to identify trends or patterns in graduate performance.
This data is used to formulate plans for improvement and curricular
modifications. |
1-10 |
1-8 |
State Department web site |
| |
|
|
|
|
|
|
|
|
|
|
Transition Point: Admission to the Teacher Education Program |
|
|
Assessment Instrument |
Description, Analysis & Evaluation |
Use of Data for Improvement |
Conceptual Framework Reference # |
PEPE Reference # |
Evidence Located in |
|
Minimum
Graduation GPA of 2.75 |
GPA posted on
graduation transcript. |
Data regarding
candidates GPAs who are admitted to TEP is entered in the assessment
system and submitted to the Evaluation and Research Committee for
analysis. |
N/A |
N/A |
TEP Database |
|
Initial Score on
Alabama Prospective Teacher Test (APPT) |
Candidates are
required to submit an initial score on the APTT. |
Candidates
scoring below the acceptable level are referred for remedial
intervention by the Office of Teacher Education and receive
assistance in developing a remedial plan. |
5 |
2,6 |
Internship Office Database |
|
Successful completion of
a formal speech and interview |
Speech and
interviews are conducted by teacher education faculty panels
measuring use of effective communication. |
Feedback from the
speech and interview process is used to develop candidate
improvement plans and to guide faculty on areas for program
improvement. |
3,5,6,7,8,10 |
2,6 |
LiveText |
|
Completion of a minimum
of 12 clock hours of classroom observation/participation. |
Candidates are
required to complete 12 hours of classroom observations relevant to
their discipline and grade level prior to admission to TEP. |
Observations are
used to acclimatize candidates to a variety of diverse teaching
environments and to reinforce their understanding of professional
obligations and/or duties. |
1-10 |
1-8 |
LiveText |
|
Successful completion of an
impromptu essay. |
Candidates are
required to complete a writing assessment competency as a part of
EDU 3310. |
Candidates who do not achieve a
satisfactory score are required to receive remediation. All
candidates must successfully complete this assessment to receive a
passing grade for EDU 3310. |
3,5,6,7,8,10 |
2,6 |
LiveText |
|
Dispositions |
Candidates are required
to complete a self-assessment of their professional dispositions in
the Professional Educator course. |
Candidates develop the plan for
professional development based on the self-assessment of
professional dispositions. This is used to assist candidates and
faculty in designing appropriate activities for course content,
Brown Bag seminars, and other professional learning activities. |
1-10 |
5,6,7,8 |
LiveText |
|
Structured Field
Experiences |
Observations/experiences in P-12 settings supervised by teacher
education and/or P-12 faculty occur throughout the academic program
of study. |
Candidates are
evaluated using a variety of assessment instruments (formal and
informal) including rubrics; reflections; peer, self and supervisor
evaluations. Feedback is used to assist candidates in formulating a
teaching philosophy and style. |
1-10 |
1-8 |
LiveText |
|
Volunteer/Community Service |
Uncompensated volunteer
service to the community. |
|
1-10 |
6,7,8 |
LiveText |
|
Professional Activities |
Candidates attend
professional workshops, seminars and conferences. |
|
1-10 |
6,7,8 |
LiveText |
|
Professional Portfolio |
Candidates begin
compiling a professional portfolio in EDU 3310. They continue to
add artifacts throughout their program of study. |
The professional
portfolio is used to document proficiency in the knowledge, skills
and dispositions in their discipline. Successful completion of the
portfolio is required prior to graduation. |
1-10 |
1-8 |
LiveText
|
|
Transition Point:
Program of Study Progression |
|
Critical course
assignments |
Candidates
complete a minimum of two critical assignments in each professional
course. |
Faculty evaluate
candidate’s understanding of knowledge and teaching strategies for
each assignment using common rubrics across disciplines. |
1-10 |
1-8 |
LiveText |
|
Degree Progress |
Candidates meet
with their academic advisers each semester to review progress toward
program completion including GPA, required examinations, scheduling
of field experiences, etc. |
Candidates
receive ongoing advisement regarding requirements for degree
completion including the scheduling of required examinations. |
1-10 |
1-8 |
Candidate folder in COE offices |
|
Mid-Point Evaluation |
Candidates meet
with a faculty member from their program and a TEP staff member to
evaluate their program progression after completion of 18 semester
hours of graduate course work. Candidate dispositions are evaluated
by faculty at this point.
Successful
completion of the preliminary components of the portfolio is
monitored here. |
Results of this
evaluation are used to assure timely and appropriate program
progression for individual students. Program changes such as
pre-requisites and course offerings may occur as a result of this. |
1-10 |
1-8 |
TEP Office |
|
Course/Instructor Evaluation Forms |
Candidates
evaluate courses/instructors on a rotating schedule at least once
each academic year. |
The College of
Education uses the results from the Course/Instructor Evaluation
Forms to determine areas of strength and areas for improvement in
all courses. Department chairs review results with individual
instructors and include average scores in the Annual Supervisor’s
Review of Faculty Performance. Faculty utilize results to develop
appropriate professional development activities for their
Professional Development Plan. |
N/A |
N/A
|
Office of the Dean
(Associate Dean) |
|
Transition Point: Admission to Internship |
|
Evaluation of Coursework & GPA |
Evaluation of
coursework completed by the Office of Teacher Education, minimum GPA
of 3.00 overall on all coursework attempted, GPA of 3.00 in all
teaching field coursework attempted. |
Candidates and
advisers are notified of internship status upon completion of the
evaluation. Once a candidate is cleared for internship, the Office
of Teacher Education requests a placement.
|
1-10 |
1-8 |
Internship Office Database
And DataTel |
|
Faculty Recommendations & Evaluation
of Dispositions |
Candidates are
required to submit recommendations from faculty and their advisor
for internship. Faculty advisors also evaluate the candidate’s
professional dispositions. Two satisfactory recommendations and a
satisfactory assessment of dispositions are required. |
Recommendations
and the evaluation of dispositions ensure that candidates
demonstrate the dispositions necessary to fulfill the professional
responsibilities of a classroom teacher. Any areas of concern are
noted and faculty meet with candidates to address these concerns. |
1-10 |
6,7,8 |
Internship Office Database and
LiveText |
|
Completion of clinical experiences |
Analysis and
verification by the TEP office of a minimum of 150 contact hours of
clinical experiences. Ninety of these hours must be in increments of
at least three hours each. The majority of field experiences must
occur in a P-12 setting. At least ˝ of the field experiences shall
be in the candidate’s teaching field and shall emphasize the
application of content knowledge. |
|
1-10 |
1-8 |
Internship Office and LiveText |
|
Successful completion of all three
sections of the Alabama Prospective Teacher Test (APTT). |
Candidates must
successfully complete and submit results from the APTT. |
Evidence of
successful completion of the APTT in Reading for Information,
Applied Mathematics and Writing is required prior to internship. |
5 |
2,6 |
Internship Office Database |
|
Successful completion of the Praxis
II examination in teaching field. |
Candidates must
successfully complete the Praxis II exam in their respective
teaching field. |
Evidence of
successful completion of the Praxis II exam is required before
internship and to recommend for certification. |
5 |
2 |
Internship Office Database |
|
Successful completion of the
comprehensive examination. |
Candidates must
successfully complete a comprehensive exit examination. |
Departments
develop and administer comprehensive examinations measuring content
mastery of the teacher education candidate. Results are forwarded to
the Office of Teacher Education. Any necessary remediation is
provided by faculty specialists in the department. |
1,5,6,8,9,10 |
2,6 |
Internship Office Database |
|
Transition Point: Internship |
|
University Supervisor Evaluations |
Candidates are
observed and evaluated in the P-12 setting by University faculty
using the procedures identified in the Internship Handbook . |
Candidates’
strengths and areas for improvement are identified and discussed by
the University Supervisor. Plans for improvement are developed
during the on-site observation. University faculty coordinate plans
with the P-12 Cooperating Teacher. |
1-10 |
1-8 |
LiveText |
|
Cooperating Teacher/Clinical Master
Teacher Evaluations |
Candidates are
observed and evaluated in the P-12 setting by the Cooperating
Teacher/ Clinical Master Teacher using the procedures identified in
the Internship Handbook . |
Candidates’
strengths and areas for improvement are identified and discussed by
the Cooperating Teacher/Clinical Master Teacher. Plans for
improvement are developed during the on-site observation. P-12
faculty coordinate plans with the University Supervisor/Campus
Coordinator of Teacher Education or Director of Teacher Education. |
N/A |
N/A |
LiveText |
|
Professional Portfolio |
Candidates
present their professional portfolio to a group of peers and faculty
in their discipline upon completion of their internship experience. |
A faculty team
including at least one discipline specialist evaluates the
professional portfolio using the professional portfolio evaluation
rubric. Candidates must be prepared to field questions from the
audience regarding their presentation. The faculty team provides
written and oral feedback regarding the portfolio evaluation.
Successful completion of the portfolio is required for completion of
internship seminar. |
1-10 |
1-8 |
LiveText |
|
Professional Dispositions Assessment |
Each candidate
completes a self-assessment of professional dispositions during the
internship semester. Candidate dispositions are also assessed by the
University Supervisor and the Cooperating Teacher during Internship. |
This data
provides candidates and teacher education faculty with pertinent
information to assist in program and candidate improvement. |
1-10 |
1-8 |
LiveText |
|
Transition Point: Graduation |
|
Professional Educator Exit Survey |
Candidates
complete the Professional Educator Exit Survey at the culmination of
the internship experience. Candidates provide feedback and
suggestions to the College of Education regarding program status and
areas for improvement. |
Results from the
Professional Educator Exit Survey are compiled and used by the
College of Education to determine areas of strength and areas for
improvement. Results are shared with department chairs and deans
from all disciplines and plans for improvement initiated
cooperatively. |
1-10 |
1-8 |
LiveText |
|
Graduate Student Survey |
The Office of
Institutional Research, Planning and Effectiveness (OIRPE) conducts
a random sample of graduate students in all disciplines each
semester. The survey addresses all aspects of candidates experience
at Troy and the results are reported annually. |
The College of
Education uses the results from the academic portions to evaluate
such items as instructor effectiveness, classroom environment,
laboratory facilities, library resources, etc. for program
improvement. |
1-10 |
1-8 |
OIRPE office |
|
Transition Point: Post-Graduate Assessments |
|
Post-Graduate Surveys |
The Office of
Institutional Research, Planning and Effectiveness (OIRPE) contacts
graduates and administers alumni surveys 1 year and 5 year post
graduation. In addition, employer surveys are conducted by OIRPE to
evaluate employer satisfaction with graduates. |
Results from
surveys are compiled annually in the Compendium of Survey and Test
Results by OIRPE. This is distributed to all faculty and
administrators. Departments and colleges use compendium results to
measure program improvement and satisfaction. |
1-10 |
1-8 |
OIRPE office |
|
Alabama Teacher Preparation Program
Performance Profile (ATPPPP |
The Alabama State
Department of Education compiles PEPE results for all first-year
teachers and reports state and institution specific results
annually. Graduate and local school system satisfaction surveys are
included as part of the report card. |
Report card
results are used to measure current status, areas for improvement,
and areas in which improvements have taken place. Results are also
utilized to identify trends or patterns in graduate performance.
This data is used to formulate plans for improvement and curricular
modifications. |
1-10 |
1-8 |
State Department web site |
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Assessment Instrument |
Description, Analysis & Evaluation |
Use of Data for Improvement |
Conceptual Framework Reference # |
PEPE Reference # |
Evidence Located In |
|
Transition Point: Admission to the Graduate Teacher Education
Program |
|
|
Successful completion of an essay (teaching philosophy). |
Candidates are required to complete a writing competency examination
as a part of EDU 6629. |
Candidates who do not achieve a
satisfactory score are required to receive remediation. All
candidates must successfully complete this assessment to receive a
passing grade for EDU 6629. |
1,3,4,5,6,8,9,10 |
1-8 |
LiveText |
|
Successful completion of an oral communication presentation. |
Candidates are required to complete
an oral communication presentation that emphasizes knowledge,
skills, and dispositions for teaching, as well as effective
communication skills |
Feedback for oral communication
presentation is used to develop candidate improvement plan and guide
the faculty in areas for program improvement. |
1,3,4,5,6,8,9,10 |
1-8 |
LiveText |
|
Completion of the Self-Assessment of Professional Dispositions. |
Candidates are required to complete a self-assessment of their
professional dispositions in EDU 6629. |
Candidates develop the plan for
professional development based on the self-assessment of
professional dispositions. This is used to assist candidates and
faculty in designing appropriate activities for course content,
Brown Bag seminars, and other professional learning activities. |
1-10 |
1-8 |
LiveText |
|
Development of a Professional Development Plan |
Candidates are required to develop a
professional development plan based on their self-assessment of
dispositions. |
Information from professional
development plans are used to assist candidates and faculty in
designing appropriate activities for course content, Brown Bag
seminars, and other professional learning activities. |
1-10 |
1-8 |
LiveText |
|
Transition Point: Program of Study Progression |
|
|
Coursework |
All teacher education candidates complete a required core of
professional studies courses and an area of specialized coursework
specific to the major. All credits used to satisfy degree
requirements must be less than 8 years old at the time of degree
completion. |
Candidates and academic advisers design a specific program of study
based on the candidate’s background and area of desired
specialization.
|
1-10 |
1-8 |
Datatel |
|
Mid-Point Evaluation |
Candidates meet with their advisor and a GTEP staff member to
review progress toward program completion and completing activities
in the candidate’s professional development plan. This evaluation
occurs when the candidate files their admission to candidacy. |
Results of this evaluation are used to assure timely and appropriate
program progression for individual students. Program changes such as
pre-requisites and course offerings may occur as a result of this. |
1-10 |
1-8 |
Student advisement file |
|
Critical Course
Assignments |
Candidates complete a minimum of two critical assignments in each
professional course. |
Faculty evaluate candidate’s understanding of knowledge and teaching
strategies for each assignment using common rubrics across
disciplines. |
1-10 |
1-8 |
LiveText |
|
Course/Instructor
Evaluation Forms |
Candidates evaluate courses/instructors each semester.
|
The College of Education uses the results from the Course/Instructor
Evaluation Forms to determine areas of strength and areas for
improvement in all graduate courses. Department chairs review
results with individual instructors and include average scores in
the Annual Supervisor’s Review of Faculty Performance. Faculty
utilize results to develop appropriate professional development
activities for their Professional Development Plan. |
N/A |
N/A |
College of Education Office
Dean’s Office
(Assoc. Dean) |
|
|
|
|
|
|
|
|
Transition Point: Graduation |
|
|
Comprehensive Exam |
Candidates must successfully complete a comprehensive examination in
the teaching field prior to graduation. Candidates failing a portion
of the exam may be allowed to rewrite that portion of the exam or
may be required to repeat the entire exam. |
Academic departments use the comprehensive examination to determine
candidates’ mastery of content knowledge and its application to the
P-12 setting. Candidates who are unsuccessful on comprehensive
exams meet with their advisers and/or department chairs to develop a
remediation plan. This plan may include additional readings, and
assignments. Results o f comprehensive exams are compiled annually
and included in the OIRPE effectiveness documents. |
1-10 |
1-8 |
GTEP Database |
|
Graduate Student Survey |
The Office of Institutional Research, Planning and Effectiveness
(OIRPE) surveys a random sample of graduate students in all
disciplines each semester. The survey addresses all aspects of
candidates experience at Troy and the results are reported annually.
These results include a longitudinal study of key items. |
The College of Education uses the results from the academic portions
to evaluate such items as instructor effectiveness, classroom
environment, laboratory facilities, and library resources for
program improvement. |
1-10 |
1-8 |
OIRPE office |
|
Transition Point: Post Graduate Assessments |
|
|
Post Graduate Surveys |
The Office of Institutional Research, Planning and Effectiveness
(OIRPE) contacts graduates and administers alumni surveys 1 year and
5 year post-graduation. In addition, employer surveys are conducted
by OIRPE to evaluate employer satisfaction with graduates. |
Results from surveys are compiled annually in the Compendium of
Survey and Test Results by OIRPE. This is distributed to all faculty
and administrators. Departments and colleges use compendium results
to measure program improvement and satisfaction. |
1-10 |
1-8 |
OIRPE Office |
|
Alabama Teacher Preparation Program
Performance Profile (ATPPPP) |
The annual ALSDE report card includes survey data reflecting
graduate and local school satisfaction with the performance of
first-year other school personnel prepared by Troy. |
Report card results are used to
indicate areas for improvement, areas in which improvements have
taken place, and graduate/employer satisfaction. Results are also
utilized to identify trends or patterns in graduate performance.
This data is used to formulate plans for improvement and curricular
modifications. |
1-10 |
1-8 |
GTEP Database |
|
Assessment Instrument |
Description, Analysis & Evaluation |
Use of Data for Improvement |
Conceptual Framework Reference # |
PEPE Reference # |
Evidence Located In |
|
Transition Point: Admission to the School Counseling Program
(Masters) |
|
|
Successful completion of program faculty interview – admission to
counseling program
|
At the beginning of the program
candidates are required to complete an interview with program
faculty members that includes the candidates’ potential development
as a counselor, morals/values, experiences, attitudes toward
diversity, etc. |
The interview provides data
regarding individual strengths and identified areas of improvement
for the candidates development as a school counselor. This
information guides faculty in the area of overall program
improvement and identifies areas to work on with new students
entering the program. |
1, 2, 3 |
School Counseling PEPE Competencies:
6.0, 7.0, 8.0 |
Departmental Student Records –
Letter of Admission to the Counseling Program and Completed Rating
Scale of Interview.
(CACREP)
|
|
Completion of the Self-Assessment of Professional School Counseling
Dispositions
|
At the beginning of the program, candidates are required to complete
a self-assessment of their professional dispositions related to
school counseling - CP 6600. |
Candidates develop the plan for
professional development based on the self-assessment of
professional school counseling dispositions. This is used to assist
candidates and faculty in designing appropriate activities for
course content, seminars, and other professional learning
activities.
|
1,2,3,4,5,6,7,8,9,10 |
School Counseling PEPE Competencies:
1.0, 2.0, 3.0, 4.0, 5.0, 6.0, 7.0, 8.0 |
LiveText |
|
Professional School Counseling Dispositions Development plan
|
Candidates are required to develop a
professional development plan based on their self-assessment of
dispositions. |
Information from professional
development plans are used to assist candidates and faculty in
designing appropriate activities for course content, seminars, and
other professional learning activities. |
1,2,3,4,5,6,7,8,9,10 |
School Counseling PEPE Competencies:
1.0, 2.0, 3.0, 4.0, 5.0, 6.0, 7.0, 8.0 |
LiveText |
|
Transition Point: Program of Study Progression School Counseling
(Masters) |
|
Coursework |
All school counseling program candidates complete a required core of
professional counseling courses and an area of specialized
coursework specific to school counseling. All credits used to
satisfy degree requirements must be less than 8 years old at the
time of degree completion. |
Candidates and academic advisers design a program of study based on
the candidate’s background and developmental needs as a school
counselor.
|
1,2,3,4,5,6,7,8,9,10 |
School Counseling PEPE Competencies:
1.0, 2.0, 3.0, 4.0, 5.0, 6.0, 7.0, 8.0 |
Datatel
(transcripts) |
|
Mid-point:
1) Review of Candidates by Faculty
2) Completion of Mid-point Self-Assessment of Professional School
Counseling Dispositions
3) Evaluation of Progress – Dispositions Development Plan
|
The School Counseling Program is a two year program. Candidates in
the School Counseling program are reviewed on an annual basis to
determine progress at mid-point. In addition, the progress of the
school counseling candidate on their development plan is evaluated
and students rate their progress for a second time on the School
Counseling Dispositions. |
Letters are sent to school counseling students from faculty stating
positive progression in the program or identifying areas that need
improvement. Advisors meet individually with candidates to work on
areas for improvement. Progress on the Professional Development Plan
is evaluated and the mid-point dispositions self-assessment is
conducted in the CP 6641 or CP 6650 class.
|
1,2,3,4,5,6,7,8,9,10 |
School Counseling PEPE Competencies:
1.0, 2.0, 3.0, 4.0, 5.0, 6.0, 7.0, 8.0 |
1) Letters on file in Departmental
Student Records
(CACREP)
2) LiveText –Mid-point School
Counseling Self-Assessment Dispositions
3) LiveText – Professional
Development Plan |
|
Critical Course
Assessments (Rubrics):
PEPE Portfolio
Group Guidance
Research 1 (Ethics/Legal)
Research 2 (Proposal)
Case Study
Web-Page
Other
Courses: Due to transition and merger of four campuses – Data for AY
2006-07 will be categorized from various critical assignments across
the four campuses. AY 2007-08 will assess student outcomes on the
common critical assignments listed above – common to all four
campuses.
|
School Counseling candidates are assessed throughout the program
regarding mastery of school counseling abilities and knowledge.
These assessments occur in CP 6641 (PEPE Portfolio/Group
Guidance Rubrics); CP 6691 (Research 1 Ethics/Legal and
Research 2-Proposal); CP 6657/58 (Case Study/Web
Page). |
Data used to identify strengths and areas of improvement for school
counseling candidates. |
1,2,3,4,5,6,7,8,9,10 |
School Counseling PEPE Competencies:
1.0, 2.0, 3.0, 4.0, 5.0, 6.0, 7.0, 8.0 |
LiveText |
|
PRAXIS II |
Students are required to take the PRAXIS II prior to enrolling in
the school counseling internship courses. |
PRAXIS II scores are reviewed to indicate areas for improvement |
1,2,3,4,5,6,7,8,9,10 |
School Counseling PEPE Competencies:
1.0, 2.0, 3.0, 4.0, 5.0, 6.0, 7.0, 8.0 |
Teacher Education Office |
|
1) Completion of Final Self-Assessment of Professional School
Counseling Dispositions
(Student)
2) Completion of Professional School Counseling Dispositions
(Faculty Supervisor)
3) Completion of Professional School Counseling Dispositions
(Site Supervisor)
|
|
1) Student completes final Self-Assessment of Professional School
Counseling Dispositions – CP 6657/58
2) Faculty Supervisor completes Professional School Counseling
Dispositions – CP 6657/58
3) Site Supervisor completes Professional School Counseling
Dispositions – CP 6657/58
|
1,2,3,4,5,6,7,8,9,10 |
School Counseling PEPE Competencies:
1.0, 2.0, 3.0, 4.0, 5.0, 6.0, 7.0, 8.0 |
1) LiveText
2) LiveText
3) LiveText
|
|
Course/Instructor
Evaluation Forms |
Candidates evaluate courses/instructors each semester |
The College of Education uses the results from the Course/Instructor
Evaluation Forms to determine areas of strength and areas for
improvement in all graduate courses. Department chairs review
results with individual instructors and include average scores in
the Annual Supervisor’s Review of Faculty Performance. Faculty
utilize results to develop appropriate professional development
activities for their Professional Development Plan. |
N/A |
N/A |
College of Education Office |
|
Transition Point: Graduation School Counseling (Masters) |
|
Counselor Preparation Comprehensive
Examination (CPCE) |
Candidates must successfully complete the CPCE prior to graduation.
Candidates failing a portion of the exam may be allowed to retake
the exam. |
Department Chairs uses the CPCE results to determine candidates’
mastery of content knowledge and its application to school
counseling. Candidates who are unsuccessful on the CPCE meet with
their advisers and/or department chairs to develop a remediation
plan. This plan may include additional readings, and assignments.
Results o f CPCE results are compiled annually and included in the
OIRPE effectiveness documents. |
1,2,3,4,5,6,7,8,9,10 |
School Counseling PEPE Competencies:
1.0, 2.0, 3.0, 4.0, 5.0, 6.0, 7.0, 8.0 |
Exam Results are on file in
Department -Student Records |
|
Graduate Student Survey |
The Office of Institutional Research, Planning and Effectiveness
(OIRPE) surveys a random sample of graduate students in all
disciplines each semester. The survey addresses all aspects of
candidates experience at Troy and the results are reported annually.
These results include a longitudinal study of key items. |
The college of Education uses the results from the academic portions
to evaluate such items as instructor effectiveness, classroom
environment, laboratory facilities, and library resources for
program improvement. |
1,2,3,4,5,6,7,8,9,10 |
N/A |
OIRPE office |
|
Transition Point: Post Graduate Assessments School Counseling
(Masters) |
|
Post Graduate Surveys |
The Office of Institutional Research, Planning and Effectiveness
(OIRPE) contacts graduates and administers alumni surveys 1 year and
5 year post-graduation. In addition, employer surveys are conducted
by OIRPE to evaluate employer satisfaction with graduates. |
Results from surveys are compiled annually in the Compendium of
Survey and Test Results by OIRPE. This is distributed to all faculty
and administrators. Departments and colleges use compendium results
to measure program improvement and satisfaction. |
1,2,3,4,5,6,7,8,9,10 |
N/A |
OIRPE Office |
|
Alabama Teacher Preparation Program
Performance Profile (ATPPPP) |
The annual ALSDE report card includes survey data reflecting
graduate and local school satisfaction with the performance of
first-year school counselors prepared by Troy University. |
Report card results are used to
indicate areas for improvement, areas in which improvements have
taken place, and graduate/employer satisfaction. Results are also
utilized to identify trends or patterns in graduate performance.
This data is used to formulate plans for improvement and curricular
modifications. |
1,2,3,4,5,6,7,8,9,10 |
School Counseling PEPE Competencies:
1.0, 2.0, 3.0, 4.0, 5.0, 6.0, 7.0, 8.0 |
State Dept. Website |
|
Assessment Instrument |
Description, Analysis & Evaluation |
Use of Data for Improvement |
Conceptual Framework Reference # |
Evidence Located In |
|
Transition Point: Admission to the Psychometry Program (Masters) |
|
Successful completion of program faculty interview
|
At the beginning of the program
candidates are required to complete an interview with program
faculty that addresses motivation, goals, experiences, attitudes
toward diversity and readiness to enter the program. |
The interview provides data
regarding individual strengths and identified areas of improvement
for the candidates development as a school psychometrist. This
information guides faculty in the area of overall program
improvement and identifies areas to work on with new students
entering the program. |
1, 2, 3 |
Departmental Student Records
–Completed Rating Scale of Interview.
|
|
Completion of the Self-Assessment of School Psychometry
Dispositions
|
At the beginning of the program, candidates are required to complete
a self-assessment of their professional dispositions related to
school psychometry - CP 6600. |
Candidates develop the plan for
professional development based on the self-assessment of school
psychometry dispositions. This is used to assist candidates and
faculty in designing appropriate activities for course content,
seminars, and other professional learning activities. |
1,2,3,4,5,6,7,8,9,10
|
LiveText |
|
School Psychometry Dispositions Development plan
|
Candidates are required to develop a
professional development plan based on their self-assessment of
dispositions. |
Information from professional
development plans are used to assist candidates and faculty in
designing appropriate activities for course content, seminars, and
other professional learning activities. |
1,2,3,4,5,6,7,8,9,10 |
LiveText |
|
Transition Point: Program of Study Progression School Psychometry
(Masters) |
|
Coursework |
All school psychometry program candidates complete a required core
of professional psychometry courses and an area of specialized
coursework specific to school psychometry. All credits used to
satisfy degree requirements must be less than 8 years old at the
time of degree completion. |
Candidates and academic adviser design a program of study based on
the candidate’s background and developmental needs as a school
psychometrist.
|
1,2,3,4,5,6,7,8,9,10 |
Datatel
(transcripts) |
|
Mid-point:
1) Review of Candidates by Faculty
2) Evaluation of Progress – Dispositions Development Plan
|
The School Psychometry Program is a 36-hour program. Candidates in
the School Psychometry program are reviewed in their second
assessment (PSY 6636 or 6637) class to determine progress at
mid-point. In addition, the progress of the school psychometry
candidates on their development plan is evaluated.
|
Letters are sent to school psychometry students stating positive
progression in the program or identifying areas that need
improvement. Advisor meets individually with candidates to work on
areas for improvement. Progress on the Professional Development Plan
is evaluated and the mid-point dispositions assessment is conducted
in PSY 6636 or PSY 6637 class. |
1,2,3,4,5,6,7,8,9,10 |
1) Letters on file in Departmental
Student Records
2) LiveText – Professional
Development Plan |
|
Critical Course Assignments
PSY 5559
PSY 6636
PSY 6645
PSY 6650
PSY 6662
PSY 6668 |
School psychometry candidates are assessed throughout the program
regarding mastery of school psychometry abilities and knowledge.
These assessments occur in PSY 5559, 6636, 6645, 6650, 6662, 6668. |
Data used to identify strengths and areas of improvement for school
psychometry candidates. |
1,2,3,4,5,6,7,8,9,10 |
LiveText |
|
Practicum and Internship Portfolios |
School psychometry candidates complete a portfolio of their work
from Practicum and Internship. |
Data used to identify strengths and areas of improvement for school
psychometry candidate.. |
1,2,3,4,5,6,7,8,9,10 |
|
|
Faculty and supervisor evaluation of
dispositions |
Members of the faculty and an on-site supervisor complete an
assessment of candidates professional dispositions. |
1) Faculty Supervisor completes Professional School Psychometry
Dispositions – PSY 6662
2) Site Supervisor completes Professional School Psychometry
Dispositions – PSY 6662 |
1,2,3,4,5,6,7,8,9,10 |
LiveText
|
|
Course/Instructor
Evaluation Forms |
Candidates evaluate courses/instructors each semester |
The College of Education uses the results from the Course/Instructor
Evaluation Forms to determine areas of strength and areas for
improvement in all graduate courses. Department chairs review
results with individual instructors Faculty utilize results to
develop appropriate professional development activities for their
Professional Development Plan. |
N/A |
College of Education Office |
|
Transition Point: Graduation School Psychometry (Masters) |
|
Comprehensive Examination
|
Candidates must successfully complete the comprehensive examination
prior to graduation. Candidates failing a portion of the exam may be
allowed to retake the exam. |
Department Chair uses the comprehensive exam results to determine
candidates’ mastery of content knowledge and its application to
school psychometry. Candidates who are unsuccessful on the
comprehensive exam meet with their advisers and/or department chairs
to develop a remediation plan. This plan may include additional
readings and assignments. Results are compiled annually and included
in the OIRPE effectiveness documents. |
1,2,3,4,5,6,7,8,9,10 |
Exam Results are on file in
Department -Student Records |
|
Graduate Student Survey |
The Office of Institutional Research, Planning and Effectiveness
(OIRPE) surveys a random sample of graduate students in all
disciplines each semester. The survey addresses all aspects of
candidates experience at Troy and the results are reported annually.
These results include a longitudinal study of key items. |
The College of Education uses the results from the academic portions
to evaluate items such as instructor effectiveness, classroom
environment, laboratory facilities, and library resources for
program improvement. |
1,2,3,4,5,6,7,8,9,10 |
OIRPE office |
|
Transition Point: Post Graduate Assessments School Psychometry
(Masters |
|
Post Graduate Surveys |
The Office of Institutional Research, Planning and Effectiveness
(OIRPE) contacts graduates and administers alumni surveys 1 year and
5 year post-graduation. In addition, employer surveys are conducted
by OIRPE to evaluate employer satisfaction with graduates. |
Results from surveys are compiled annually in the Compendium of
Survey and Test Results by OIRPE. This is distributed to all faculty
and administrators. Departments and colleges use compendium results
to measure program improvement and satisfaction. |
1,2,3,4,5,6,7,8,9,10 |
OIRPE Office |
|
Alabama Teacher Preparation Program
Performance Profile (ATPPPP) |
The annual ALSDE report card includes survey data reflecting
graduate and local school satisfaction with the performance of
first-year school psychometrists prepared by Troy University. |
Report card results are used to
indicate areas for improvement, areas in which improvements have
taken place, and graduate/employer satisfaction. Results are also
utilized to identify trends or patterns in graduate performance.
This data is used to formulate plans for improvement and curricular
modifications. |
1,2,3,4,5,6,7,8,9,10 |
State Dept. Website |
