2017 epp annual report - cazenovia college annual report... · implementation specialists to...

Section 1. AIMS ProfileAfter reviewing and/or updating the Educator Preparation Provider's (EPP's) profile in AIMS, check the box to indicate that theinformation available is accurate.

Section 2. Program Completers2.1 How many candidates completed programs that prepared them to work in preschool through grade 12 settings during

Academic Year 2015-2016 ?

2017 EPP Annual ReportCAEP ID: 32316 AACTE SID:

Institution: Cazenovia College

EPP: Teacher Education

1.1 In AIMS, the following information is current and accurate...

Agree Disagree

1.1.1 Contact person

1.1.2 EPP characteristics

1.1.3 Program listings

Enter a numeric value for each textbox.

2.1.1 Number of completers in programs leading to initial teacher certification orlicensure

7

2.1.2 Number of completers in advanced programs or programs leading to a degree,endorsement, or some other credential that prepares the holder to serve in P-12

schools (Do not include those completers counted above.)

0

Total number of program completers 7

*2.2 Indicate whether the EPP is currently offering a program or programs leading to initial teacher certification or

licensure.Yes, a program or programs leading to initial teacher certification is currently being offered.

Section 3. Substantive ChangesHave any of the following substantive changes occurred at your educator preparation provider or

institution/organization during the 2015-2016 academic year?

Section 4. Display of candidate performance data.

3.1 Changes in the published mission or objectives of the institution/organization or the EPP

No Change / Not Applicable

3.2 The addition of programs of study at a degree or credential level different from those that were offered

when most recently accredited


3.3 The addition of courses or programs that represent a significant departure, in terms of either content or

delivery, from those that were offered when most recently accredited


3.4 A contract with other providers for direct instructional services, including any teach-out agreements


Any change that means the EPP no longer satisfies accreditation standards or requirements:

3.5 Change in regional accreditation status


3.6 Change in state program approval


Provide a link that demonstrates candidate performance data are public-friendly and prominently displayed on the school, college, or department of education homepage.CAEP Annual Report with graduation and job placement data included:http://www.cazenovia.edu/about/institutional-research/accreditation

Section 6. Areas for Improvement, Weaknesses, and/or Stipulations

Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the last Accreditation Action/Decision Report.

Section 7. Accreditation Pathway

Weakness 2.3 Influential quality control system

The quality control system is not effective in identifying inconsistencies in student records.

In 2013 taskstream LAT was adopted as the electronic platform used to collect, house, and evaluate student work, provide evidence of learning, and to maintain EPP records. Electronic data collection procedures were subsequently implemented in fall 2013. Students enrolled in ED 484/488 (fall 2013) and ED 484/488 (spring 2014) were the first to input materials onto the taskstream platform and have their work evaluated/stored. In the summer of 2014, Dr. Miller worked with the taskstreamImplementation Specialists to enhance the IECE/IEE portal to accept, evaluate and store identified anchor assignments for all education courses listed in the IECE/IEE Programs. The 2018 IECE/IEE graduation cohort will be the first cohort to have taskstream files with all designated anchor assignments and data included. During the summer of 2015, Dr. Barno Reynolds worked with the taskstream Implementation Specialists to enhance the IAE portal to accept, evaluate and store identified anchor assignments for all education courses listed in the IAE Programs. The 2019 IAE graduation cohort will be the first cohort to have taskstream files with all designated anchor assignments and data included. In spring 2015, Cazenovia College as a whole adopted the taskstream. The inclusive education programs have linked the LAT and AMS sides of the taskstream platform to one another and now have the capability to map out curricular goals, track student SLOs and map CAEP claims to the overall college strategic plan. During the 2015-2016 academic year the host teacher survey, alumni survey, student teaching video observation and student teaching midterm/final evaluations were launched on the taskstream portal and data is now stored in the taskstream system rather than in local paper/electronic files.

Inquiry Brief. Update Appendix E to confirm the categories of evidence the faculty members rely on and have available to support their claims that candidates know their subjects, know pedagogy, and can teach in an effective and caring manner. The update should also note any new categories of evidence the faculty plans to collect.

A. Items under each category of Appendix E are examples. Programs may have more or different evidence.

Type of EvidenceAvailable and in the Brief 1 Not available and not in the Brief Reason

Relied on Not Relied on For future use Not for future use for your selection

Grades

Candidate grades and grade point averagessee attached Appendix E

Scores on standardized tests

Candidate scores on standardized license or board examinationssee attached Appendix E

Candidate scores on undergraduate and/or graduate admission tests of subject

matter knowledge and aptitude see attached Appendix E

Standardized scores and gains of the completers' own studentssee attached Appendix E

Ratings

Ratings of portfolios of academic and clinical accomplishmentssee attached Appendix E

Third-party rating of program’s students

1: Assessment results related to TEAC Quality Principle I that the program faculty uses elsewhere must be included in the Brief. Evidence that is reported to the institution or state licensing authorities, or alluded to in publications, Web sites,

catalogs, and the like must be included in the Brief. Therefore, Title II results, grades (if they are used for graduation, transfer, and admission), admission test results (if they are used), and hiring rates (if they are reported elsewhere) would all

be included in the Brief.

B. Provide an update of the program's data spreadsheet(s) or data tables related to the program's claims.

Section 8: Preparer's Authorization

see attached Appendix E

Ratings of in-service, clinical, and PDS teachingsee attached Appendix E

Ratings, by cooperating teacher and college / university supervisors, of practice

teachers' work samples see attached Appendix E

Rates

Rates of completion of courses and programsee attached Appendix E

Completers' career retention ratessee attached Appendix E

Completers' job placement ratessee attached Appendix E

Rates of completers' professional advanced studysee attached Appendix E

Rates of completers' leadership rolessee attached Appendix E

Rates of graduates' professional service activitiessee attached Appendix E

Case studies and alumni competence

Evaluations of completers by their own pupilssee attached Appendix E

Completer self-assessment of their accomplishmentssee attached Appendix E

Third-party professional recognition of completers (e.g., NBPTS)see attached Appendix E

Employers' evaluations of the program's completerssee attached Appendix E

Completers' authoring of textbooks, curriculum materials, etc.see attached Appendix E

Case studies of completers' own students' learning and accomplishmentsee attached Appendix E

Cazenovia College Updated Appendix E & Documentation CAEP 2017.pdf

Preparer's authorization. By checking the box below, I indicate that I am authorized by the EPP to complete the 2017 EPP Annual Report.

Report Preparer's Information

I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation, going forward

accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training, research and data review. CAEP reserves the right to compile and issue data derided from accreditation documents.

I am authorized to complete this report.

Name: Dr. Erica V. Miller

Position: CAEP Coordinator

Phone: (315)655-7390

E-mail: [email protected]

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Cazenovia College

Appendix E: Full Disclosure of All Relevant and Available Evidence

Updated April 2017

Inventory: Status of evidence from measures and indicators for TEAC Quality Principle 1

Type of Evidence Available Not Available

In the Brief Reasons for including the results in the Brief and location in Brief.

Not in the Brief Reasons for not including the results in the Brief

For future use Reasons for including in future Briefs

Not for future use Reasons for not including in future Briefs

GRADES page #

1.Student grades and grade point averages

Overall GPA relied on to support claim #1.Education Program GPA and individual program specific course grades relied on to support claims #2 and #3.

pp. 40-52

SCORES ON STANDARDIZED TESTS

2. Student scores on standardized license examinations

LAST, ATSW, Multi-Subject Content Area Test, Teaching Students with Disabilities Content Area Test relied on to support claims #1 and #2.

pp. 40-52

2014 graduates and beyond will take the new NYS teacher certification tests. EAS, ASLT, new Content Area Test pass rates will be used to support claims #1 and #2. These assessments were not used at the time that our brief was written. * March 2017- NY State Board of Regents announced ASLT will no longer be used for teacher certification.

3. Student scores on undergraduate

SAT/ACT scores are available for some of

2

admission tests of subject matter knowledge and aptitude

our college entrants. However, they are not a requirement for entrance to our institution. During the 2012-2013 academic year, the IECE/IEE programs went to a two level acceptance model where students were conditionally accepted to the IECE/IEE programs but could not proceed to student teaching before meeting specific criteria. In response to CAEP Standard 3, during the 2014-2015 the IECE/IEE programs required that students formally apply to the professional semesters (i.e. student teaching semesters). Students must have a minimum GPA and successful completion of prerequisite tests/courses to be formally admitted into the professional semesters for their designated program. Students apply during the fall of their junior year to begin ED 388- Student Teaching I during the spring of their junior year and ED 484/488- Student Teaching II during the fall of their senior year. The students graduate (complete the program) the spring of their senior year. The number of students who are accepted into the professional semesters is now the number used to calculate our # of candidates. During the 2016-2017 academic year, an additional requirement was added to the entrance

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requirements. Students entering the college for the first time Fall 2016 and thereafter will need to score in top 50% of all test takers nationally on either SAT/ACT or Cazenovia College adopted nationally normed proficiency tests.

4. Standardized scores and gains of the program graduates’ own pupils

The state of NY was awarded Race to the Top money to create a system to track and connect student achievement to teacher quality. The state ran out of money before this system was developed. There is no systematic process for collecting this data at this time.

RATINGS

5. Ratings of portfolios of academic and clinical accomplishments

Ratings on portfolios artifacts and entry slips are included as part of grades in ED 388 and ED 484/484, in Section 4, rationale in Section 2 to support claims # 2 and #3. Portfolios are evaluated by the college supervisors.

pp. 40-52; pp. 20-31

2014 graduates and beyond create an additional edTPA portfolio that is evaluated by third party evaluators. edTPA pass rates will be used to support claim #3. This assessment was not available at the time that our brief was written.

6. Third-party rating of program’s students

Student teacher host teachers’ complete mid-term and end of term evaluations of student teachers.

pp. 40-52

A new survey portal used for rating practicum student performance was implemented

4

at the beginning of the 2013-2014 academic year. 2014 graduates and beyond create an additional edTPA portfolio that is evaluated by third party evaluators. edTPA pass rates will be used to support claim #3. The taskstream portal is now used to collect host teacher surveys and student teaching evaluations written by host teachers. These were additions to our program after the brief was written.

7. Ratings of in‐service, clinical, and PDS teaching

There is not yet a systematic process for collecting this data. Some completers do not go directly into teaching. Some go onto graduate school and/or decide to pursue other avenues of employment that do not have them regularly participating in PDS teaching, clinical or in-service training. We currently do not have a procedure for obtaining this

5

information from employers.

8. Ratings by cooperating teacher and college supervisors, of practice teachers’ work samples.

Student teaching assessment rubric is completed by host teachers and college supervisors’ data relied on to support claims #2 and #3.

pp. 40-52

RATES

9. Rates of completion of courses and program

Graduation rates by program option included in Section 1.

p. 18

10. Graduates’ career retention rates

A richer system for data collection is underway. The alumni survey currently is the only vehicle for completers to anecdotally report career retention rates. The Cazenovia College Office of Career Services has begun to collect this data and will report on it in 5 year intervals.

11. Graduates’ job placement rates

In 2016 EPP created a system for collecting graduates job placement rates using the annual alumni survey, The Cazenovia College Office of Career Services will also collect graduates job placement data at various intervals (6 months- 5 years).

12. Rates of graduates’ professional advanced study

In 2016 EPP included specific questions related to completers' attainment of professional advanced study on the annual alumni survey.

13.Rates of graduates’ leadership roles

In 2016 EPP included questions related to completers' leadership roles on the annual alumni survey.

14. Rates of graduates’ professional service activities

In 2016 EPP included questions related to completers' professional service activities on the annual alumni survey.

CASE STUDIES AND ALUMNI COMPETENCE

6

15. Evaluations of graduates by their own pupils

There is not yet a systematic process for collecting this data. Some completers do not go directly into teaching. Some go onto graduate school and/or decide to pursue other avenues of employment that do not have them in direct contact with students who will evaluate them. Potential issues of confidentiality and difficulty collecting data in a systematic manner make this data point an unrealistic option for EPP at this time.

16. Alumni self-assessment of their accomplishments

Data from alumni survey is included in Section 4 rationale and in Section 2 to support claims #2 and #3.

pp. 40-52; pp. 20-31

17. Third-party professional recognition of graduates (e.g., NBPTS)

System for data collection is underway. In 2016, the annual alumni survey was revised to collect data regarding completers anecdotally reports of professional recognition. It has also been proposed that the EPP establish relationships with third-party professional recognition organizations to gather names of EPP grads who achieve such recognitions. Response 3

rd party

national organizations have not been fruitful. Issues of confidentiality and manpower to collect data have been cited as barriers to collecting this information directly

7

from 3rd

parties.

18. Employers’ evaluations of program graduates

Potential issues of confidentiality and difficulty collecting data in a systematic manner make this data point an unrealistic option for EPP at this time.

19. Graduates’ authoring of textbooks, curriculum materials

In 2016, the EPP included specific questions related to completers' rates of authoring textbooks/ curriculum on the annual alumni survey.

20. Case studies of graduates’ own pupils’ learning and accomplishments

This is being explored as a point of future inquiry. EPP is in the process of developing a procedure for obtaining case studies illustrating completers' own students' learning and accomplishment. It has been proposed to use an advisory committee of alumni to facilitate this effort. Committee membership/logistics is being explored.

Miller [Created 8/13 Updated 4/17] Page 1

Cazenovia College

Inclusive Early Childhood Education (IECE) and Inclusive Elementary and Education (IEE)

Standards Crosswalk

April 2017

Program

Entrance CAEP Standards Pertaining to Program Entrance Initial Program Entrance Specific Assessment Criteria Formal Program Entry

Standard 3: CANDIDATE QUALITY, RECRUITMENT, AND

SELECTIVITY

The provider demonstrates that the quality of candidates

is a continuing and purposeful part of its responsibility

from recruitment, at admission, through the progression

of courses and clinical experiences, and to decisions that

completers are prepared to teach effectively and are

recommended for certification. The provider

demonstrates that development of candidate quality is

the goal of educator preparation in all phases of the

program. This process is ultimately determined by a

progra ’s eeti g of Sta dard 4.

3.2 Admission Standards Indicate That Candidates Have

High Academic Achievement and Ability

The provider sets admissions requirements, including

CAEP mi i u criteria or the state’s i i u criteria, whichever are higher, and gathers data to monitor

applicants and the selected pool of candidates. The

provider ensures that the average grade point average of

its accepted cohort of candidates meets or exceeds the

CAEP minimum of 3.0, and the group average

performance on nationally normed ability/achievement

assessments such as ACT, SAT, or GRE:

• is in the top 50 percent from 2016-2017;

• is in the top 40 percent of the distribution from 2018-

2019; and

• is in the top 33 percent of the distribution by 2020.

If any state can meet the CAEP standards, as specified

above, by demonstrating a correspondence in scores

between the state-normed assessments and nationally

normed ability/achievement assessments, then educator

preparation providers from that state will be able to

utilize their state assessments until 2020. CAEP will work

with states through this transition.

Over time, a program may develop a reliable, valid model

that uses admissions criteria other than those stated in

this standard. In this case, the admitted cohort group

mean on these criteria must meet or exceed the standard

that has been shown to positively correlate with

measures of P-12 student learning and development.

The provider demonstrates that the standard for high

academic achievement and ability is met through

multiple evaluations and sources of evidence. The

provider reports the mean and standard deviation for the

group.

Any student may enroll in the initial introductory level career

courses (ED 111, ED 131, ED 217, and ED320), provided he/she

meets course prerequisites. However, each student who wishes

to continue on to the professional student teaching semesters in

the IECE or IEE major will be required to meet specific

assessment criteria

Must have a 2.5 GPA and have earned at

least a (C+) in each introductory ED

course (students enrolling in the college

for the first time prior to Fall of 2016).

Must have a 3.0 GPA and have earned at

least a (B) in each introductory ED course

(students enrolling in the college for the

first time starting Fall of 2016). Students

will be required to meet SAT/ACT or

comparable test data as prescribed by

CAEP.

Students wishing to move forth to

student teacher candidacy and to

gain formal entry into the

professional student teaching

semesters must submit to the

program director a completed

Student Teacher Candidacy

Application once all of the

introductory ED courses have been

successfully completed. * The # of

students formally admitted to the

professional student teaching

semesters is what is reported on

CAEP and Title 2 annual reports as

# of teacher candidates.


Diverse

Teacher

Candidates

Recruit

Efforts

CAEP Standards Pertaining to Recruiting Efforts Timeline and Actions Done? Assessment Cycle

3.1 Plan for Recruitment of Diverse Candidates who

Meet Employment Needs

The provider presents plans and goals to recruit and

support completion of high-quality candidates from a

broad range of backgrounds and diverse

populations to accomplish their mission. The admitted

pool of ca didates reflects the diversity of A erica’s P-12

students. The provider demonstrates efforts to know and

address community, state, national, regional, or local

needs for hard-to-staff schools and shortage fields,

currently, STEM, English-language learning, and students

with disabilities.

2014-2015- 1)On campus focus groups

conducted with non-inclusive ed majors of

color asking them about why they did not

choose any of the inclusive ed majors

2)Revamp marketing materials to include

images of diverse students enrolled in the

inclusive education program, and 3)Review

the current NYSED Teacher Certification

Assessments/Employment Data and review

current curriculum to ensure alignment

2015-2016- 1)Expand the marketing to

include a new campaign aimed at recruiting

diverse teacher candidates, 2) Register and

attend the Educator’s Rising Conference and promote inclusive ed programs at their

college day , and 3) Work with ICT/Marketing to set up website landing

page

√

√

√

√

√

√- Meeting

occurred currently

waiting on ICT to

complete the

request for a

landing page.

Review timeline/ actions annually with all Inclusive Education stakeholders and

advisory board members to ensure that timelines are met and that new actions

are identified for the following year.

Program

Effectiveness

and

Monitoring

CAEP Standards Pertaining to Program Effectiveness

and Monitoring

Title2 /CAEP Annual Reports Schedule CAEP Audit and Accreditation Schedule Cazenovia College Program Review

Cycle

Standard 4: PROGRAM IMPACT

The provider demonstrates the impact of its completers

on P-12 student learning and development, classroom

instruction, and schools, and the satisfaction of its

completers with the relevance and effectiveness of their

preparation.

Standard 5: PROVIDER QUALITY ASSURANCE AND

CONTINUOUS IMPROVEMENT

The provider maintains a quality assurance system

comprised of valid data from multiple measures,

i cludi g evide ce of ca didates’ a d co pleters’ positive impact on P-12 student learning and

development. The provider supports continuous

improvement that is sustained and evidence-based, and

that evaluates the effectiveness of its completers. The

provider uses the results of inquiry and data collection to

establish priorities, enhance program elements and

capacity, a d test i ovatio s to i prove co pleters’ impact on P-12 student learning and development.

Due yearly in April Every 7 years. Current accreditation

granted in 2013. Good 2013-2020. Full

CAEP internal audit to be conducted in

May- June 2019. Results of the full CAEP

internal audit will be written up in CAEP

Inquiry Brief and submitted to CAEP by

August 1st of 2019. External CAEP review

to take place in spring 2020 with CAEP

Panel Presentation in October 2020.

Annual mini internal audit

conducted to spot check taskstream

files, review advisory council

recommendations, and analyze

CAEP/SLO evidence for annual

program review summary (May-

June). Every three to four years full

internal program review is done.

Last full internal program review

was done in 2013. Next internal

program review is due in 2017.

Statement of Purpose IECE Program: The Inclusive Early Childhood Education program leads toward New York State initial teacher certification in Early Childhood, Birth to

Grade 2, and in Teaching Students with Disabilities, Birth to Grade 2. This Bachelor of Science degree program contains core liberal arts and sciences

courses, professional courses, and multiple opportunities for supervised field experiences, culminating in student teaching in inclusive pre-

kindergarten, kindergarten, and primary classrooms with diverse student populations, especially those in high-need rural school settings.

IEE Program: The Inclusive Elementary Education program leads toward New York State initial teacher certification in Childhood Education, Grades 1 to

6, and in Teaching Students with Disabilities, Grades 1 to 6. This Bachelor of Science degree program contains core liberal arts and sciences courses,

professional courses, and multiple opportunities for supervised field experiences, culminating in student teaching in inclusive primary and intermediate

classrooms with diverse student populations, especially those in high-need rural school settings.


Guiding Standards, Claims, and Student Learning Objectives Evidence Collected to Meet Standards, Support Claims, and Meet Student

Learning Objectives

Cazenovia

College

CAEP/TEAC

Claims of

Student

Learning

Cazenovia College IECE

and IEE Student

Learning Objectives

(SLO)

TEAC Quality Principle

Components (including QP

1.4 cross-cutting themes)

and CAEP Standards

NYSED

Teaching

Standards

Danielson

Framework

Components

NYS

Teacher Certification

Exam

Competencies

Courses Taken and Anchor Assignments Collected CAEP/TEAC Audit

Evidence Introduced Practiced Demonstrated

Course Requirements

Career Course Anchor

Assignments

Collected In

taskstream

Graduating Class of

2016 and On

Claim 1:

Graduates

learn and

understand

subject

matter

knowledge

they will be

responsible

for

teaching.

(ELA, Math,

S.S. and

Science)

IECE SLO 1.0- To

prepare students to

teach

appropriate early

childhood and content

in accordance with the

pertinent Common

Core Learning

Standards for New York

State, and to develop

and implement a

literature-based,

standards-based,

interdisciplinary early

childhood curriculum

IEE SLO 1.0- To prepare

students to teach

appropriate elementary

content in accordance

with the pertinent

Common Core Learning

Standards for New York

State, and to develop

and implement a

literature-based,

standards-based,

interdisciplinary

elementary curriculum


Components

1.1 Subject matter

knowledge

CAEP Standards

Standard 1: CONTENT AND

PEDAGOGICAL KNOWLEDGE

The provider ensures that

candidates develop a deep

understanding of the critical

concepts and principles of

their discipline and, by

completion, are able to use

discipline-specific practices

flexibly to advance the

learning of all students

toward attainment of

college- and career-readiness

standards.

Standard II:

Knowledge

of Content

and

Instructional

Planning:

Teachers

know the

content they

are

responsible

for teaching,

and plan

instruction

that ensures

growth and

achievement

for all

students.

1a- Demonstrating

Knowledge of

Content

and Pedagogy

edTPA

1.1 Academic Language

Development (self)

Content Specialty Test in

Early Childhood and

Childhood

Part One: Literacy and

English Language Arts

-Knowledge of Literacy

& Language Arts

-Instruction in

Foundational Literacy

Skills

-Instruction in English

Language Arts

-Analysis, Synthesis,

and Application

Part Two: Mathematics

-Number and Operations

-Operations and

Algebraic Thinking

-Measurement,

Geometry, and Data

-Instruction in

Mathematics

-Analysis, Synthesis,

and Application

Part Three: Arts and

Sciences

-Science and

Technology

-Social Studies

-Fine Arts, Health and

Fitness, Family and

Consumer Science, and

Career Development

General Education Course

Requirements: CORE

-First Year Seminar

-EN 101 Academic Writing

1

-EN 201 Academic Writing

2

-CM 121 Effective

Speaking

-CM 301 Speech and

Rhetoric

-SM Mathematics Elective

- SM/SB Science Elective

-Visual Literacy Course

Program Requirements

Part I: EXTENDED CORE

-SM Science Course with

Lab

-SM 262 Statistics

-LG Language Elective

-HG OR SB Elective #1

-HG OR SB Elective #2

-EN Literature Elective

-FA/SA Artistic Expression

Elective


Part II: CAREER COURSES

-ED 217 The Learning of

Mathematics

-ED 312 Inclusive Primary

Curriculum & Methods

(w/55 hours of field work)

-ED 320 and ED 320- L

Emergent Literacy (w/15

hours of field work)

-ED 411/412 Pre-

K/Kindergarten Curriculum

[IECE] & Methods or

Inclusive Intermediate.

Curric./Methods [IEE]


ED 217-Mini Lesson Plan

(Math)

ED 312- Inclusive Primary

Lesson Plan Using

Formative Lesson Plan

Model (SS)

ED 320- Emergent Literacy

Lesson Plan (ELA)

ED 411/12- Inclusive Pre-

K/K or Intermediate

Lesson Plan Using

Formative Lesson Plan

Model (Science)

ED 388- Video, Lesson

Plan, and Reflection Sheet

ED484/488- Video, Lesson

Plan, and Reflection Sheet

1. New York State


Exam Scores

*Academic Literacy

Skills Test (ALST) *

March 2017 NYSED

no longer requires

this assessment for

teacher certification.

*Revised Content

Specialty Test (CST)

Multi-Subject – Early

Childhood and

Elementary

2. Core Grade Point

Average (Integrated

Liberal Arts Studies

Courses)

3. Student Teaching

Assessment Rubric

ratings: 1a

4. Video Observation

Summary Grades

5. Alumni Survey

data for questions:

18- a, e ; 20-f; 27-

written

communication,

spoken and

interpersonal

communication,

visual literacy,

scientific literacy,

and quantitative

literacy


Claim 1:

continued

-ED 388 Student Teaching

at the Primary Level

-ED 484/488 Student

Teaching at the

Kindergarten Level OR

Student Teaching/

Intermediate

Arts and Sciences Elective

Requirements: PROGRAM

REQUIREMENTS

-Arts and Sciences Elective

#1


#2


#3


#4

Open Elective

Requirements: PROGRAM

REQUIREMENTS

-Open Elective #1

-Open Elective #2

(Transfers)

Claim 2:

Graduates

understand

and apply

effective

pedagogy

for diverse

learners in

various

settings.

IECE SLO 2.0- To

prepare students to

understand and

integrate knowledge of

physical, social,

cognitive, and

emotional

development, with

understandings of

disabilities and multi-

culturalism, and to

constructively assess

and evaluate student

needs, abilities, and

developmental and

academic progress

IECE SLO 2.1- To

prepare students to

effectively use a variety

of teaching strategies

and methodologies,

and to incorporate the

use of a variety of

technologies into their

instructional

repertoires



Components

1.2 Pedagogical knowledge

1.3 Caring and effective

teaching skill

1.4.2 Multicultural

Perspectives and Accuracy

1.4.3 Technology

CAEP Standards














standards.

Standard 2: CLINICAL

PARTNERSHIPS AND

Standard I:

Knowledge

of Students

and Student

Learning:

Teachers

acquire

knowledge

of each

student, and

demonstrate

knowledge

of student

developmen

t and

learning to

promote

achievement

for all

students.

Standard III:

Instructional

Practice:

Teachers

implement

instruction

that engages

1b-Demonstrating

Knowledge

Students

1c -Setting

Instructional

Outcomes

1d -Demonstrating

Knowledge of

Resources

1e -Designing

Coherent

Instruction

1f-Designing

Student

Assessments

2a -Creating an

Environment of

Respect and

Rapport

2b-Establishing a

Culture for

Learning

2c -Managing

Classroom

edTPA

1.2 Academic Language

Development

(students)

2. Planning

3. Instruction

4. Assessment

EAS

- Diverse student

populations

- English Language

Learners

- Students with

disabilities/

Learning needs

CST- Students with

Disabilities

1- Foundations of special

education

2- Knowledge of students


Requirements: CORE

-Diversity/Social

Consciousness Course

-Cultural Literacy Course



-ED 111 and ED 111-L Child

Development &

Observation (w/15 hours

of field work)

-ED 131 and ED 131- L

Teaching & Learning in

Diverse Communities


-ED 325 Multicultural

Literacy

-ED 350 Strategies for

Teaching Students with

Mild/Moderate Disabilities

-ED 371 Assessment &

Intervention in Education



-ED 450 Strategies for

Teaching Students with

Multiple/Severe

ED 111- On-Demand

Written and Verbal Task

ED 131- Research Based

Written and Verbal Task

ED 325- Multicultural Unit

Plan

ED 350- Case Study

ED 371- Assessment

Analysis Project

ED 388- Electronic

Portfolio, Midterm Report

and Host Teacher/College

Supervisor ST Final

Assessment Rubric

ED 450- IEP, FBA, and BIP

multiple/ severe

disabilities

ED 484/488- edTPA

Submission, Midterm

Report and Host

1. New York State


Exam Scores

* Educating All

Students (EAS)

*edTPA portfolio

2. Career Course

Sequence GPAs

3. Average Student

Teaching Final

Assessment Rubric

ratings: 1b, 1c, 1d,

1e, 1f, 2a, 2b, 2c, 2d,

2e, 3a, 3b, 3c, 3d, 3e,

4b

4. In Person

Observation

Summary Grades

5. Average ED 388

Cazenovia College

Electronic Portfolio


students to understand

and integrate

knowledge of physical,

social, cognitive, and

emotional

development, with

understandings of

disabilities and multi-

culturalism, and to

constructively assess

and evaluate student

needs, abilities, and

developmental and

academic progress


students to effectively

use a variety of

teaching strategies and

methodologies, and to

incorporate the use of a

variety of technologies

into their instructional

repertoires

PRACTICE


effective partnerships and

high-quality clinical practice

are central to preparation so

that candidates develop the

knowledge, skills, and

professional dispositions

necessary to demonstrate

positive impact on all P-12

stude ts’ lear i g a d development.

and

challenges

all students

to meet or

exceed the

learning

standards.

Standard IV:

Learning

Environment

: Teachers

work with all

students to

create a

dynamic

learning

environment

that

supports

achievement

and growth.

Standard V:

Assessment

for Student

Learning:

Teachers use

multiple

measures to

assess and

document

student

growth,

evaluate

instructional

effectiveness

, and modify

instruction.

Procedures

2d -Managing

Student Behavior

2e -Organizing

Physical Space

3a -

Communicating

with Students

3b -Using

Questioning and

Discussion

Techniques

3c -Engaging

Students in

Learning

3d -Using

Assessment in

Instruction

3e -Demonstrating

Flexibility and

Responsiveness

4b -Maintaining

Accurate Records

with disabilities

3- Assessment and

Individual Program

Planning

4- Strategies for planning

and managing the learning

environment and for

providing behavioral

interventions

5- Instructional Planning

and delivery to promote

student success in general

curriculum

6-Strategies or teaching

communication skills,

social skills, and functional

living skills

7- Analysis, synthesis, and

application

Disabilities

-ED 484/488 Student

Teaching at the


Student Teaching/

Intermediate

Teacher/College

Supervisor ST Final

Assessment Rubric

Grades

6.Alumni Survey

data for questions:

18-

b,h,I,j,k,l,m,n,o,p,q,r;

20-m; 27- computer

literacy, cultural

literacy and diversity

and social

consciousness

Claim 3:

Graduates

reflect

critically on

their

practice

and

professional

responsibili

ties.

IECE SLO 3.0 - To

prepare students to

work collaboratively

with fellow students

and other stakeholders

and to act ethically and

responsibly in decision-

making and in their

interactions.


students to work

collaboratively with

fellow students and

other stakeholders and


Components

1.4.1 Learning how to Learn

CAEP Standards










Standard VI:

Professional

Responsibilit

ies and

Collaboratio

n: Teachers

demonstrate

professional

responsibilit

y and engage

relevant

stakeholders

to maximize

student

4a

Reflecting on

Teaching

4c

Communicating

with Families

4d

Participating in a

Professional

Community

4e

Growing and

Developing

Professionally

edTPA

5. Analysis Of Teaching

Effectiveness

EAS

Teacher Responsibilities


Requirements: CORE

-HU 361 Ethics OR HU 365

Commitment & Choice

-SM 396 OR SB 375

Methods of Inquiry



-ED 090 Workshop on

Identification/Reporting of

Child Abuse

-ED 091 Workshop on

Substance Abuse/HIV

-ED 092Workshop on

ED 388- Student

Disposition Self Report

ED 484/88- Domain 4

Presentation and Student

Disposition Self Report

ED 495- Capstone Project

PowerPoint and Record of

Attendance at TRD event

1. Student Teaching

Assessment Rubric

ratings:

4a,4c,4d,4e,4f

2. Average Domain 4

presentation grades

3. Average Student

Disposition Self

Report Ratings

4. Average Host


to act ethically and

responsibly in decision-

making and in their

interactions





standards.

Standard 2: CLINICAL

PARTNERSHIPS AND

PRACTICE


effective partnerships and

high-quality clinical practice

are central to preparation so

that candidates develop the

knowledge, skills, and

professional dispositions

necessary to demonstrate

positive impact on all P-12

stude ts’ lear i g a d development

growth,

developmen

t, and

learning.

Standard VII:

Professional

Growth:

Teachers set

informed

goals and

strive for

continuous

professional

growth.

4f

Showing

Professionalism

School Violence

Prevention/Health Ed

-ED 093 Workshop on

Dignity For All Students

Act*

-HE 110 Community First

Aid



-ED 484/488 Student

Teaching at the


Student Teaching/

Intermediate

-HU 499 or ED 495

Capstone Seminar

Teacher Survey

ratings

5. Average Capstone

Presentation Grades

6. TRD and

Employment Data

7.Alumni Survey

data for questions:

10,11, 12,13, 14, 15,

16, 17, 18- c, d, f, g,

s, t, u; 20- j, k; 27-

leadership,

information literacy

and ethics

Items to keep in mind:

* This document only reflects the practices and procedures of the Inclusive Early Childhood Education (IECE) and the Inclusive Elementary Education (IEE) programs. These

programs have been in existence since 2001 and were fully in place when Cazenovia College initially applied for CAEP accreditation.

*The Inclusive Adolescence Education (IAE) programs in Biology, English and Social Studies 7-12 were approved by NYSED in August 2013. The first cohort of students in the IAE

programs began fall 2014. This cohort will graduate in May 2018, at which time the EPP will have data to share with CAEP regarding IAE program completers. Given that the IAE

programs are so new, the IAE Program Director is using the first run of the IAE course pathways as an opportunity to refine and modify the proposed IAE practices/procedures.

She has embarked on a systematic process of analysis/reflection, to ensure that the IAE programs are most effectively implemented and designed to meet the needs of the

students in the IAE programs. UPDATE January 2017- Cazenovia College has made the decision to close the Inclusive Adolescence Education (IAE) programs in Biology, English

and Social Studies 7-12. Current students will be taught-out of the program with the 1st

and only graduating class of IAE majors graduating in May 2018.

* This document is subject to change as dictated by NYSED regulations and/or if annual data indicates that adjustments/improvements are needed.

*Questions about this document or the IECE/IEE programs can be directed to Dr. Erica V. Miller, CAEP Coordinator at [email protected].

mailto:[email protected]

Cazenovia College

Employment & Graduate School

Data Social & Behavioral

Sciences Years 2012-2015

Career Services Office

3-22-2016

Social & Behavioral Sciences Graduates

2012-2015

Six Months After Date of Graduation

0

5

10

15

20

25

30

2012 2013 2014 2015

13 13 16

26

10 12 11

19

6 7 8 9

2 2 1

6

1 3 2

0

Criminal Justice & Homeland

Security Studies

2012-2015

Grads Responses Employed in field Employed outside of Field Grad School

CJHSS 2012 2013 2014 2015

% Employed (& Grad School) 90% 100% 100% 79%

% Employed in field (& Grad School) 70% 83% 91% 47%


2012-2015


Education 2012 2013 2014 2015



0

5

10

15

20

2012 2013 2014 2015

13

17

5

9

12

15

5

9 8

10

4

8

0 1

0 1

4

7

1 2

Inclusive Early Childhood & Inclusive

Elementary Education 2012-2015

Grads Responses Employed in Field Employed Outside of Field Grad School


2012-2015


Human Services 2012 2013 2014 2015



0

5

10

15

20

25

30

35

40

2012 2013 2014 2015

31 28

40

30 29 27

34

23

16 17

27

19

5 5

1 2

8 7 5

3

Human Services

2012-2015

Grads Responses Employed in field Employed outside of field Grad School


2012-2015


International Studies 2012 2013 2014 2015



0

0,5

1

1,5

2

2,5

3

3,5

4

2012 2013 2014 2015

2

4

2

4

2

4

2

4

0

3

2 2

1

0 0

1 1 1 1

2

Intrernational Studies

2012-2015



2012-2015


Psychology 2012 2013 2014 2015



0

5

10

15

20

2012 2013 2014 2015

9

18

12

9 8

17

10 9

3

13

5

7

3

1 2 2

3

8

5

1

Psychology

2012-2015



2012-2015


Social Science 2012 2013 2014 2015



0

1

2

3

4

5

2012 2013 2014 2015

5

3

4 4

5

3 3 3 3 3

1

0

2

0 0 0

2 2 2

3

Social Science

2012-2015


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