1e. Knowledge and Skills for Other School Professionals
1e1. What content knowledge tests are used for the purpose of state licensure and/or program completion? If the state has a licensure test for content, what is the unit’s overall pass rate across all programs for other school professionals? What programs do not have an 80 percent or above pass rate?
Please refer to table 5. At present, only the MC/EA and EA/A initial licensure program at the master's level in special education is required to pass a PRAXIS exam. Communication Sciences & Disorders and School Psychology began taking PRAXIS II exams in December, 2007. We had not received state data on our pass rates for these areas at the time of writing this report. However, because all students must pass the exam prior to finishing their program, it is assumed that we will have 100% pass rate.
1e2. Please complete the following table to indicate pass rates on content licensure tests for other school professionals program by program and across all programs (i.e., overall pass rate).
Pass Rates on Content Test for Other School Professionals
For Period 2006-07
|Program Name & Emphasis||Test Code||Test Name||Qualifying Score||# of Test Takers||% Passing at State Cut Score|
|MC/EA & EA/A
Cross Categorical: Learning Disabilities Emphasis
|0146||Middle School: Content Knowledge||146||Included with Table 4||100|
Communication Sciences & Disorders
|0330||Speech & Language Pathology||600||Data not available*||n/a|
Information, Technology & Libraries
School Business Management
|0400||School Psychologist||660||Data not available*||n/a|
* These tests were first required in December, 2007. Data on number of test takers and pass rate were not available in time for this report.
1e3. What do the data in the above table (Table 5) tell the unit about the content knowledge of other school professionals?
Content knowledge exams are just beginning to be administered for other school professionals. Counselor education students must take the National Counselor Exam. In the spring of 2007, all 24 students passed the exam. They average a 92% pass rate. As more data for School Psychology and Communication Sciences become available, the college will continue to examine pass rates and provide support for students.
1e4. What data from other key assessments indicate that these candidates demonstrate the knowledge and skills delineated in professional, state, and institutional standards? (Institutions that have submitted programs for national review or a similar state review are required to respond to this question only for programs not reviewed.).
All programs have been reviewed and approved by the Wisconsin Department of Public Instruction and some have also received program accreditation by national specialty agencies. Please refer to content accreditation reports.
1e5. What data from key assessments indicate that these candidates know their students, families and communities; use data and current research to inform practices; and use technology in their practices?
Data on how well advanced candidates know their students, families and communities can be found in portfolio evidence to support WTS 10. This data is summarized in whole unit data discussed above and elsewhere in this report as well as in individual content accreditation reports, audit and review reports, and SPA reports.
1e6. What do follow-up studies of graduates and employers indicate about graduates’ preparation related to professional knowledge and skills? If survey data are being reported, what was the response rate? (A table summarizing the results related to student learning could be included here.)
The advanced programs were included in the 2007 employer and 2006 alumni surveys discussed above. In addition, in April of 2007 the unit surveyed alumni of all programs about their current and/or future choice of graduate programs in their field. The response rate of this survey is inconclusive because it was mailed to some alumni as a follow up study, given as an assignment in a two graduate classes, and was given to current cooperating teachers (see report for more information). (Please see support data for question 1e6). The survey gave descriptive reasons why students chose UWW for graduate school and advanced licensure preparation as well as suggestions for improvement. Information from this survey was used to design a new master’s degree in the unit, combining the “old” MS C&I and MSE Reading into a “new” MSE-PD with multiple emphasis areas. This new program began in the fall of 2008. Graduate Outcomes Satisfaction Surveys for the Communication Sciences and Disorders program and the “old” MSE-Reading are included in the electronic documents room.
1f. Student Learning for Other School Professionals
1f1. What data from key assessments indicate that candidates can create positive environments for student learning, including building on the developmental levels of students; the diversity of students, families, and communities; and the policy contexts within which they work? (Institutions that have submitted programs for national review or a similar state review are required to respond to this question only for programs not reviewed.)
Please refer to DPI program reports and SPA reports for each of the advanced programs.
1f2. What do follow-up studies of graduates and employers indicate about graduates’ ability to create positive environments for student learning? If survey data are being reported, what was the response rate?
Please refer to DPI program reports and SPA reports for each of the advanced programs. Alumni data reported earlier in this section also includes information on advanced programs. Please see, for instance, answer to question 1.d.3.