Middle Childhood Education
Learning Objectives
1. The competent teacher candidate demonstrates the knowledge, skills and dispositions that confirm a commitment to diversity
2. The competent teacher candidate demonstrates the knowledge, skills and dispositions that verify he or she is knowledgeable about the learner and the learning process
3. The competent teacher candidate demonstrates the knowledge, skills and dispositions that verify he or she knows his or her specific content area and the relevant pedagogical tools for teaching and assessing it
4. The competent teacher candidate demonstrates the knowledge, skills and dispositions that indicate he or she practices reflective thinking
5. The competent teacher candidate demonstrates the knowledge, skills and dispositions that enable him or her to act as a facilitator of learning
6. The competent teacher candidate demonstrates the knowledge, skills and dispositions that are indicative of a professional educator
Measures
PRAXIS I: Pre-Professional Skills Assessments (PPST®) are designed to measure basic skills in reading, writing and mathematics. The assessments are taken throughout the year prior to entry to the Center for Teacher Education. The combined test consists of four separately timed sections: Reading, Mathematics, Multiple-choice Writing and Essay Writing. Individual scores are reported for Reading, Mathematics and Writing.
PRAXIS II tests measure knowledge of specific subjects that K-12 educators will teach, as well as general and subject-specific teaching skills and knowledge. There are two tests titled Subject Assessments and Principles of Learning and Teaching (PLT). The Subject Assessments measure general and subject-specific teaching skills and knowledge. They include both multiple-choice and constructed-response test items. These tests are taken prior to student teaching. The Principles of Learning and Teaching (PLT) Tests measure general pedagogical knowledge at four grade levels: Early Childhood, K-6, 5-9 and 7-12. These tests use a case-study approach and feature constructed-response and multiple-choice items.
PRAXIS III Classroom Performance Assessments comprise a system for assessing the skills of beginning teachers in classroom settings. This includes direct observation of classroom practice, review of documentation prepared by the teacher and semi-structured interviews. The assessment contains 19 assessment criteria in four interrelated domains. This assessment is taken after graduation during the practicing teacher's first year of service.
The STUDENT TEACHER EVALUATION consists of sixty-four criteria that describe the targeted knowledge, skills and dispositions of a successful teacher. The criteria, graded on a three-point scale, are arranged into the four Pathwise domains. The teacher candidate is evaluated by the University supervisor and the cooperating teacher and also completes a self-evaluation using this assessment. The assessment is administered at the midterm and at the completion of student teaching.
The COOPERATING TEACHER SURVEY consists of a survey completed by the classroom teachers who supervise student teachers and is intended to measure the effectiveness of the ONU program. The survey asks teachers to rate teacher candidates on 17 criteria using the ratings of "poor", "fair", "good" and "excellent."
EDUC 115/150 First Five-Day Field Experience Diversity Assessment includes the completion of a five-day field experience in a school representing diversity, a preconference, a three- to four-page paper and attendance at a debriefing seminar. Teacher candidates are rated on a scale of one to three ("target", "acceptable" and "unacceptable") on four elements (ONU K1.a, b, D1.b and K5.b), which target the teacher candidates commitment to diversity. This assessment follows the first required education course, EDUC 115.
EDUC 150 Second Five-Day Field Experience Reflection Assessment includes the completion of a second five-day field experience and the teacher candidate's analysis of one student who encountered difficulties in learning. The paper addresses how the teacher used knowledge of the learner, content and pedagogy as well as reflective thinking practices to assist the student. The paper is evaluated on six elements (D4.a, b, S4.e, K4.a, b, c) and is scored on a three-point scale of "target", "acceptable" and "unacceptable." This assessment must be initiated prior to entry into the Center for Teacher Education.
EDUC 440/445 Pathwise Portfolio consists of a variety of artifacts, lesson and unit plans, documentation of educational experiences, and other pertinent student work collected over the teacher candidate's coursework in the early-childhood program. The portfolio is arranged according to the four Pathwise domains and provides a comprehensive collection documenting the knowledge, skills and dispositions of the teacher candidate. The portfolio is evaluated on the same domains as the PRAXIS III using a three-point scale.
EDUC 342 Content and Pedagogy Assessment consists of the teacher candidate developing a unit that aligns with the ODE Academic Content Standards for the content area to be taught as well as with the English/Language Arts Academic Content Standards. The unit is evaluated during the coursework for EDUC 342 in six categories on thirteen elements (ONU K3.a, b, c, D3.a, b, S3.a, b, c, d, e, f, g and h) using a three-point scale of "target", "acceptable" and "unacceptable."
EDUC 470 Impact on Student Learning consists of the teacher candidate teaching a concept, skill, or content information to an individual student or a small group and showing that student learning has occurred. The evidence required to show learning has taken place is based upon pre- and post-assessment data and the teacher candidate's demonstration that he or she can make a learning difference for individual students. This assignment is evaluated on six elements (ONU K3.c, S3.a, b, c, d, e, f, and h) using a three-point scale of "target", "acceptable" and "unacceptable." It is completed during student teaching.
EDUC 242 Photo-Essay Assessment measures the teacher candidate's knowledge of the learner and the learning process. The teacher candidate is evaluated on six elements (ONU K2.c, D2.a, S2.b, S2.c, S2.d, S2.e) on a three-point scale of "target", "acceptable" and "unacceptable." During the 2005-06 academic year, the scoring was done using an earlier format with a scale of 100 points. Results are reported on this 100-point scale for this 2005-06 report although the scoring has since been changed to be more consistent with other assessments.
SCORED FACULTY RECOMMENDATIONS are completed by six faculty chosen by each teacher candidate. This is completed prior to formal admission to the teacher education program (typically at the end of the sophomore year). The teacher candidate is rated in eleven categories on a scale of one to five and is required to produce four of the six recommendations, totaling 30 or above.
Teacher Quality Partnership (TQP) is a state-wide project to assess the preparation of teachers. Participating students complete a pre-service survey and several in-service surveys. Results received from the state contained subscales that can be aligned to each of the six commitment areas. This survey is done near the completion of student teaching.
Grades in EDUC 115, ENG 110, ENG 111, COMM 211 or 225 and EDUC 320 provide evidence of the student's knowledge and skills in basic communication, technology and the foundations of education while helping to meet the unit's diversity and facilitator goals.
Overall GPA, education GPA and major GPA provide evidence of the student's content knowledge and pedagogy. The overall GPA must be a 2.50 prior to acceptance into the program and again prior to student teaching. Students must receive a C or higher in all education and major subjects, and these grades are checked prior to student teaching.
Annual Reports on the Assessment of Student LearningFollow the links below to view the full text of the reports for each academic year.