1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates
[Note: In this section, institutions must address both (1) initial teacher preparation programs at the undergraduate and graduate levels and (2) licensure and non-licensure graduate programs for teachers who already hold a teaching license.]
1c1. What data from key assessments indicate that candidates in initial teacher preparation programs demonstrate the professional and pedagogical knowledge and skills related to foundations of education; the ways children and adolescents develop and the relationship to learning; professional ethics, laws, and policies; the use of research in teaching; the roles and responsibilities of the professional communities; diversity of student populations, families and communities (this one may be addressed in the first element of Standard 4); and the consideration of school, family, and community contexts and prior experiences of students? If a licensure test is required in this area, how are candidates performing on it?
Our Foundations Block provides the majority of assessments for this section. The Foundations Block includes:
- Introduction to Education and Teaching (EDFNDPRC 210)
- Foundations of Education in a Pluralistic Society (EDFOUND 243)
- Child Development (EDFOUND 222) or Educational Psychology (EDFOUND 212).
Students in this semester spend 50 hours in a diverse educational setting, typically the Milwaukee Public Schools. For examples of artifacts please see the Phase 2 portfolio completed by all students. Please refer to the chart that details each area, the WTS standards covered, assessments completed and courses linked to this program. (Please refer to support data for question 1c1). Currently licensed teachers in special education completing the MSE-PD prepare an action research portfolio. In addition, the Phase 4 portfolio for all programs provides evidence and evaluation of student proficiency in pedagogical knowledge as well.
1c2. What data from key assessments indicate that advanced teaching candidates demonstrate the professional and pedagogical knowledge and skills such as those delineated in the core propositions of the National Board for Professional Teaching Standards?
In general, our graduate programs do not lead to National Board Certification although all of our programs are grounded in the philosophy and standards that undergird the process of NB certification. The WTS were based on the INTASC standards and all of our programs must meet the WTS for professional licensure in the state. In addition, each of our graduate programs meet their own professional standards for accreditation. Many of our programs help students by showing how their standards align with the NBPTS. Our Library and Information Technology Program has created a website that assists students in this process:
Library and Information Technology Program Website
The Special Education master’s program also provides students with a grid that explains the links between their program and the National Board standards. (Please refer to support data for question 1c2).
1c3. What do follow-up studies of graduates and employers indicate about graduates’ preparation related to professional and pedagogical knowledge and skills? If survey data are being reported, what was the response rate? (A table summarizing the results related to professional and pedagogical knowledge and skills could be attached here).
Employer and Alumni survey data on professional and pedagogical knowledge and skills can be found in an evaluation of questions relating to WTS 9 (Teachers can evaluate themselves). Both employers and alumni rate our program as being strong in this category (between a 3 and a 4 on a 5 point scale). However, on average, alumni rate themselves significantly higher on being better able to evaluate themselves than their employers do (3.61 vs 3.89 on a 1 to 5 point scale). When WTS 9 questions are broken down the data indicate significant differences for questions 20 (evaluate choices and actions), 21 (evaluate/modify teaching) and 24 (use student/parent feedback). In each instance alumni rated themselves higher than employers on these questions. Question 22 (seek/assume leadership responsibilities) and 23 (take advantage of professional development opportunities) showed no significant difference. As with the earlier analysis, because those surveyed were taught prior to the onset of PI34, the unit decided to wait until another survey is undertaken before significant program revision is made based on this finding. In order to begin proactive work on this issue, CoPRA decided to further refine the next alumni and employer survey, slated to begin in spring, 2009 to address this discrepancy. (Please refer to support data for question 1c3).
