Assessment of Student Learning


Secondary Education Discipline


UNIT MISSION/GOAL(S)

The secondary education program provides the prospective teacher with an opportunity to gain insights into middle grades and secondary education and to develop the understanding and skills necessary for teaching competence. The curriculum emphasizes commitment to teaching, and understanding of individual teacher styles, knowledge of learner characteristics and needs, an ability to structure skills, activities, and content for learning, and an understanding of the relationship with instructional outcomes, characteristics of learners, and the skills necessary to achieve outcomes.

Unit Mission/goal(s) and the Institutional Mission Relation

Teacher education at UMM is part of the lifelong development of an effective teacher that includes an individualŐs study of liberal arts discipline and pedagogy, teaching, and other life experiences. The secondary education program leads to Minnesota licensure as a teacher of grades 7-12 in specified liberal arts discipline.


STUDENT LEARNING OBJECTIVES, EXPECTED OUTCOMES, ASSESSMENT METHODS & TOOLS, TIMELINE

Learning Objective 1
The education students will understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach.
Expected Outcome 1
Teacher education students can effectively create learning experiences that make aspects of subject matter meaningful for students (e.g. effectively use multiple representations and explanations of disciplinary concepts that capture key ideas and link them to studentsŐ prior understanding; evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts; develops and uses curricula that encourages students to see, question, and interpret ideas from diverse perspectives; create interdisciplinary learning experiences that allow students to integrate tradebooks, computer knowledge, skills, and methods of inquiry from software & other resources from several subject areas)
Method(s), Measure(s), and Instrument(s) for Expected Outcome 1
  • designs and implements lesson plans and/or units in their respective licensure area(s)
  • video-taped lessons
  • observations by teacher education faculty
  • Pre-Professional Skills Test
  • course examinations
  • writing proficiency essay blind scored by faculty across the Division of Education
Timeline for the Outcome 1
Starting Date for the Implementation: In Progress (GRE exams will begin in 1999)
Anticipated Date for the First Results: In Progress

Learning Objective 2
Teacher education students will understand how students and youth learn and develop.
Expected Outcome 2
Teacher education students can effectively provide learning opportunities that support adolescentŐs intellectual, social and personal development (e.g. make connections to studentsŐ experiences; provide opportunities for active engagement, meet learners; current needs in each domain that leads to the next level of development).
Method(s), Measure(s), and Instrument(s) for Expected Outcome 2
  • Developmental Adolescent Psychology Course
  • portfolio of observation and reflections from field experiences
  • case studies
  • designs and implements lessons for peers and middle and secondary students
Timeline for the Outcome 2
Starting Date for the Implementation: In Progress
Anticipated Date for the First Results: In Progress

Learning Objective 3
Teacher education students understand how students differ in their approaches to learning.
Expected Outcome 3
Teacher education students can effectively create instructional opportunities that are adapted to learners from diverse cultural and socioeconomic backgrounds, with exceptionalities, and of different genders.
Method(s), Measure(s), and Instrument(s) for Expected Outcome 3
  • research paper
  • Human Relations Competency essays that reflect studentsŐ culture and their growth development in multicultural understanding
  • attendance at multicultural events on and off campus
  • participation in a cross-cultural field experience
  • design lessons and units that infuse multiculturalism, gender equality, and disability sensitivity
  • rubrics
  • portfolios
Timeline for the Outcome 3
Starting Date for the Implementation: In Progress
Anticipated Date for the First Results: In Progress

Learning Objective 4
Teacher education students will understand and use a variety of instructional strategies to encourage studentsŐ development of critical thinking, problem solving, and performance skills.
Expected Outcome 4
Teacher education students can effectively design and implement lessons that include cognitive processes associated with various kinds of learning (e.g. critical and creative thinking, problem solving, invention, memorization and recall); principles and techniques of instructional strategies (e.g. cooperative learning, direct instruction, discovery learning, concept attainment, whole group discussion, independent study, interdisciplinary instruction); and human and technical resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, text, reference books, literature and other print resources).
Method(s), Measure(s), and Instrument(s) for Expected Outcome 4
  • course examinations
  • video taped lessons
  • design and implement lessons for peers
  • observations by teacher education faculty
Timeline for the Outcome 4
Starting Date for the Implementation: In Progress
Anticipated Date for the First Results: In Progress

Learning Objective 5
Teacher education students will understand individual and group motivation and behavior, and the principles of effective classroom management.
Expected Outcome 5
Teacher education students can effectively create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation (e.g. uses a range of strategies to promote positive relationships, cooperation and purposeful learning in the classroom; organizes, allocates, and manages the resources of time, space, activities, and attention to provide active and equitable engagement of studentsŐ in productive tasks; maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conductive to classroom goals).
Method(s), Measure(s), and Instrument(s) for Expected Outcome 5
  • design a discipline model
  • course examinations
  • student teaching
  • observations by teacher education faculty
  • video taped lessons
  • student self-evaluations
Timeline for the Outcome 5
Starting Date for the Implementation: In Progress
Anticipated Date for the First Results: In Progress

Learning Objective 6
Teacher education students will use verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Expected Outcome 6
Teacher education students model effective communication strategies in conveying ideas and information (e.g. asks questions and stimulates discussion in different ways for particular purposes; demonstrates sensitivity to cultural and gender differences; uses communication tools to enrich learning opportunities; supports and expands learner expression in speaking, writing, and other media; is a thoughtful and responsive listener.
Method(s), Measure(s), and Instrument(s) for Expected Outcome 6
  • examination on levels of questioning
  • plans and implements lessons that includes questions
  • supervised lessons by teacher education faculty
  • video taped lessons
  • self-evaluations
Timeline for the Outcome 6
Starting Date for the Implementation: In Progress
Anticipated Date for the First Results: In Progress

Learning Objective 7
Teacher education students will plan and manage instruction based upon knowledge of subject mat, students, the community, and curriculum goals.
Expected Outcome 7
Teacher education students can select and create learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction; create lessons and activities that operate at multiple levels to meet the developmental and individual needs and performance, and adapts the plans to ensure and capitalize on student progress and motivation; and responds to unanticipated sources of input, evaluates plans in relation to short- and long-range goals, and systematically adjusts plans to meet student needs and enhance learning.
Method(s), Measure(s), and Instrument(s) for Expected Outcome 7
  • designs and implements lesson and unit plans
  • student teaching
  • logs and portfolios
  • observations by teacher education faculty
  • self-evaluations of implemented lessons
  • video-taped lessons
Timeline for the Outcome 7
Starting Date for the Implementation: In Progress
Anticipated Date for the First Results: In Progress

Learning Objective 8
Teacher education students will understand and use formative and summative assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
Expected Outcome 8
Teacher education students can appropriately select, construct, and use a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance their knowledge of learners, evaluate studentŐs progress and performance, modify teaching and learning strategies; monitor their own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly; maintain useful records of work and performance and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents/guardians, and other colleagues; and understands measurement theory and assessment-related issues, such as validity, reliability bias, and scoring concerns.
Method(s), Measure(s), and Instrument(s) for Expected Outcome 8
  • assessment is included in all lesson plans and units
  • observation of field experiences
  • course examinations
  • student teaching experience includes conferences with parents/guardians
  • assessment strategies modeled in education courses
  • self-assessment of all lessons taught
Timeline for the Outcome 8
Starting Date for the Implementation: In Progress
Anticipated Date for the First Results: In Progress

Learning Objective 9
Teacher education students will be reflective practitioners who continually evaluate their choices and actions on others and who actively seek out opportunities to grow professionally.
Expected Outcome 9
Teacher education students seek out professional literature, colleagues, and other resources to support their own development as a learner and a teacher; draw upon professional colleagues as supports for reflection, problem-solving and new ideas, actively sharing experiences and seeking and giving feedback; value critical thinking and self-directed learning as habits of mind; are aware of major areas of research on teaching and resources available for professional learning; and understand the historical and philosophical foundations of education.
Method(s), Measure(s), and Instrument(s) for Expected Outcome 9
  • Education 1000-foundation and current issues in education
  • course examination
  • presentation in discussion format
  • research paper
  • article reviews from professional journals
  • invited to attend state and regional professional conferences and meetings
  • professional resource people are speakers in courses and at student teaching seminars
  • essay on philosophy of education
  • Senior Presentation (capstone project)
Timeline for the Outcome 9
Starting Date for the Implementation: In Progress
Anticipated Date for the First Results: In Progress

Learning Objective 10
Teacher education student will communicate and interact with parents/ guardians, families, school colleagues, and the community to support studentsŐ learning and well-being.
Expected Outcome 10
Teacher education students participate in collegial activities in the school; make links with the learnersŐ other environments on behalf o their students; identify and use community resources to foster student learning; establish respectful and productive relationships with parents and guardians from diverse homes and community situations, and seek to develop cooperative partnerships in support of student learning and well-being; are concerned with all aspects of studentsŐ will-being (cognitive, emotional, social, and physical), and are alert to signs of difficulty; and respect the privacy of students and confidentiality of information.
Method(s), Measure(s), and Instrument(s) for Expected Outcome 10
  • student teaching
  • journals and logs
  • student teaching seminars
  • observation by teacher education faculty
Timeline for the Outcome 10
Starting Date for the Implementation: In Progress
Anticipated Date for the First Results: In Progress