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“My Journey to Becoming a Teacher” – Benchmark Assessment

FALL 2009 – SPRING 2014

Composite Data Analysis

An essay, My Journey to Becoming a Teacher, is assessed three times during candidates’

university live at The first assessment of this essay is during the Introduction to

Classroom Teaching or Teacher Education at classes, and it is a rudimentary precursor

to the essay that candidates write the second time in the Planning for Instruction and

Assessment or the Instructional Process classes and as a part of the Culminating Project (the

capstone assessment for certification candidates) during the student teaching/field experience

semester. The essay is graded by a rubric, scored by the instructor and entered into the data

base as one of our critical assignments. Students are assessed on a 4-point scale (4 is

highest). This assessment measures three of the five core propositions of NBPTS

(NBPTS #1, NBPTS #4, NBPTS #5 – graduate students only) SPE Standards #2 and

#8 (both undergrads and graduate candidates), higher order thinking skills (Assessment

components #3, 4, and 5) and quality of writing. These data are triangulated with the

student teaching/field experience evaluations and the culminating project assessments.

Beginning with the Fall 2008 semester, these data have been recorded and analyzed.

Analysis of Data

1. Of “All Students” (n = 924), the identified strengths are:

a. Decision to Become a Teacher (2013-2014, x = 3.81) (2012-2013, x = 3.80)

(2011-2012, x = 3.61) (2010-2011, x = 3.79)

2. Of “All Students” (n = 924), the identified areas for growth are:

a. Relate to the Conceptual Framework (2013-2014, x = 3.61) (2012-2013, x =

3.59) (2011-2012, x = 3.79) (2010-2011, x = 3.61)

b. Quality of Writing (2013-2014, x = 3.54) (2012-2013, x = 3.55) (2011-2012,

x = 3.55) (2010-2011, x = 3.52)

3. MAT candidates (n = 308) outperformed undergraduates (n = 613) in the following areas

assessed (r = .07 - .13):

a. Recent events (2013-2014, x = 3.77) (2012-2013, x = 3.77) (2011-2012, x =

3.77) (2010-2011, x = 3.75)

b. Quality of writing (2013-2014, x = 3.63) (2012-2013, x = 3.65) (2011-2012, x =

3.67) (2010-2011, x = 3.64)

4. Undergraduates outperformed MAT candidates in the following areas (r = .13 - .22):

a. Relate to Conceptual Framework, (2013-2014, x = 3.68) (2012-2013, x = 3.63)

(2011-2012, x = 3.63 -- not identified as a strength in previous years) (2010-

2011, x = 3.56)

b. Relationship to the Commitments (2013-2014, x = 3.67) (2012-2013, x = 3.68)

(2011-2012, x = 3.69) (2010-2011, x = 3.71)

c. Impact on students (2013-2014, x = 3.74) (2012-2013, x = 3.71) (2011-2012, x

= 3.72) (2010-2011, x = 3.69)

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5. Traditional Special Education majors (n = 125) outperformed Special Education –

Pathways (n = 209) in the following areas assessed (r = .08 - .17):

a. Decision to become a teacher (2013-2014, x = 3.94) (2012-2013, x = 3.92 – not

identified as a strength in previous years)

b. Recent events (2013-2014, x = 3.90) (2012-2013, x = 3.90) (2011-2012, x =

3.88) (2010-2011, x = 3.85)

c. Relate to Conceptual Framework, (2013-2014, x = 3.64)

d. Relationship to the Commitments (2013-2014, x = 3.74) (2012-2013, x = 3.72)

(2011-2012, x = 3.71) (2010-2011, x = 3.67)

6. Special Education – Pathways (n = 209) outperformed traditional Special Education (n =

125) majors in the following areas assessed (r = .04 - .05):

a. Impact on students (2013-2014, x = 3.66) (2012-2013, x = 3.65) (2011-2012, x

= 3.72) (2010-2011, x = 3.67)

b. Quality of writing (2013-2014, x = 3.65) (2012-2013, x = 3.66) (2011-2012, x =

3.72) (2010-2011, x = 3.69)

7. Candidates who wrote an advanced version of their “Journey” paper (n = 417)

outperformed the candidates who wrote their “Journey” paper for the first time in an

introductory level course (n = 371) (2013-2014, x = 3.72 and 3.49, respectively) (2012-

2013, x = 3.71 and 3.53, respectively) (2011-2012, x = 3.72 and 3.58, respectively).

8. For “All Students” (n = 924) Higher Order Thinking Skills (HOTS) can best be

determined by the mean score from the three categories:

1. #3 Relate to the Conceptual Framework (2013-2014, x = 3.61) (2012-2013, x =

3.59),

2. #4 Relate One Commitment (2012-2013, x = 3.63), and

3. #5 Discuss Impact (2013-2014, x = 3.80) (2012-2013, x = 3.64).

4. The composite mean score for these three is 3.63.

Summary and Implications

1. No groups, as compared to the “All Students” group, were significantly different from the

“All Students” group. Significance is identified, for this purpose, as two standard

deviations from the “All Students” mean. This is important to remember as the reader

peruses the following summary statements. Differences are only “relative” NOT

significant.

2. As a group, the majority of students have succeeded, as evidenced by the range of 3.61 –

3.79 in all areas of the Journey assessment.

3. It would appear logical for students to have difficulty relating the Conceptual

Framework to teaching and how it is operationalized in the classroom. It may also be

difficult for preservice teachers to be able to discern how they will impact student

learning when they have had little experience in the classroom. These areas may be

difficult for pre-service teachers to conceptualize; however, these have been deficit

areas for the past several academic years. This trend continues to have implications

for change in course content.

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4. An area for growth, primarily for students in the 200-300 level benchmark classes,

is the quality of their writing. It could be relevant that these students may not have had

ample college level writing experiences in order for them to understand the rigor

involved. However, this has been a deficit area for the past several academic years.

This trend has implications for change in course content.

5. It is expected that students who write their second “Journey” paper outperform those

students who write it for the first time. They have more academic and practica

experience as seniors and post-baccalaureate students. In addition, students who write

their first edition of the “Journey” paper begin thinking about the profession from a

teacher’s perspective rather than from a student’s perspective. They cannot be expected

to have the same level of expertise or experience from which to draw.

6. Higher Order Thinking Skills (HOTS) for “All Students” is 3.63. The mean score is well

above average.

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My Journey to Becoming a Teacher

Task

Write a reflective essay which takes you to the point of student teaching or field experience,

tying the essay to University’s Commitments of the Responsible Educator and the

Conceptual Framework.

Prompt

How you came to the profession of education. Include past events and people who shaped

your decision. Be specific, reflective and give examples.

Include recent events (people, practica, classes etc.) that have reinforced your decision. Be

specific, reflective and give examples.

Relate the Conceptual Framework to your role as a teacher and how this will look in your

classroom.

Incorporate at least one Commitment from each of the three areas (Professional, Academic

and Instructional). In addition include a commitment that you feel is a strength and one that

you feel you need to develop more fully.

Discuss how you will be able to impact the students during your student teaching or field

experience.

Suggested length: 3-5 pages

NOTE:

1. The “My Journey” paper will be submitted to and assessed by the instructor of DEA300,

EDU410, EDU447, EDU531, EDU582 or EDU597 as a benchmark assignment of the

course. Student teaching or field experience placement is contingent upon “Adequate” or

“Thorough” essay work from this course.

2. The university supervisor will assess the essay in partial determination of the grade for

student teaching or field experience and for teacher certification recommendation.

3. The second reader will not read the “My Journey” paper for assessment purposes.

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Discuss the

impact that

you will have

on students

during your

student

teaching

experience

No evidence of

understanding

the impact you

could have on

students during

your student

teaching

experience or

field experience.

Shows limited

evidence of

understanding

the impact you

will have on

students during

student teaching

or field

experience.

Demonstrates

adequate

understanding of

your impact on

students during

student teaching

or field

experience.

Demonstrates

depth of

understanding of

your impact on

students during

student teaching

or field

experience.

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UNIVERSITY

TEACHER CERTIFICATION UNIT

COMMITMENTS OF THE RESPONSIBLE EDUCATOR

I. PROFESSIONAL COMMITMENTS

1. Exhibit enthusiasm for teaching as a profession and articulate a personal vision of

educational goals

2. Participate in class and field experiences in a manner befitting a professional educator

3. Develop and refine standard oral and written communications skills that positively

reflect upon the profession

4. Effectively communicate, collaborate, and cooperate with colleagues, parents, and the

larger educational community

5. Respect the privacy of students and the confidentiality of information as required by law

6. Accept and use feedback for professional growth and development

7. Exhibit self-management, planning, and organizational skills needed to complete tasks

by required deadlines.

II. ACADEMIC COMMITMENTS

8. Exhibit enthusiasm for the discipline(s) to be taught

9. Exhibit solid knowledge of content

10. Adhere to tenets of academic honesty and integrity

11. Connect academics to everyday life 12. Keep abreast of new ideas and trends in the discipline(s) and in the profession

III. INSTRUCTIONAL COMMITMENTS

13. Use reflection as an ongoing impetus to improvement of instruction

14. Show respect for the diverse talents of all learners

15. Show sensitivity to community, cultural, and gender differences in implementing

instruction

16. Keep abreast of new ideas, resources and trends in instructional methodology

17. Use assessment as a means of fostering student growth and to promote self-assessment

as a tool of learning

18. Value all aspects of a children’s well-being (cognitive, emotional, social, and physical)

19. Value planning, but understand the need for flexibility

20. Integrate technology throughout the curriculum

21. Use student strengths as a basis for growth and student errors as opportunities for

learning