Standard 3
3.1
A recruitment workgroup, and later formal departmental committee, was established in the fall of 2014. A recruitment plan document has been created but is considered a work in progress as we learn more and try different approaches. Determining actual numbers of diverse candidates has been an issue. We rely on candidates to self-report and this does not always happen. We have collected data from ETS and from the Washburn Banner system, but we typically have a significant number of candidates (11-18%) who do not self-report. See the 3.1 Recruitment Plan file for information on recruitment efforts and data.

Education Interview Days are conducted twice a year on campus and provide faculty with an opportunity to discuss employment needs with school staff from a variety of districts in our region. WU conducted a survey with school staff attending the Education Interview Day to ask about their needs for teachers on Dec. 3, 2015. Districts identified a need for special education, counseling, math, school psychology, and ESL, with a particular need for special education. We do not have counseling or school psychology programs. The department has a special education program, an ESOL program was established in 2015, and two new faculty members have expertise in STEM. We feel these efforts will enhance our ability to train the kind of teachers that the school districts are looking for.

We do have some data on the diversity candidates, but obtaining accurate information on race/ethnicity has been an on-going issue. We have been informed that we cannot ask this directly. We rely on the information collected by WU and ETS to give us these data, but we also know that we have a number of candidates who do not provide this information. The diversity of our candidates is consistent with state and city averages.

According to U.S. Census information in 2010 Topeka, KS showed the following numbers: Black or African American = 11.3%, Asian = 1.3%, Hispanic = 8.8%, and white = 76%. Shawnee County has a whole showed 81% white and 8.8% Black or African American.

For Kansas as a whole the 2010 U.S. Census showed the following: White = 84%, Black or African American = 6%, Asian = 2.6%, and Hispanic = 11%.

In the fall of 2009, 71% of initial level candidates reported as white, 14.4% reported from diverse backgrounds, and 18% reported as unknown or unreported. In the fall of 2012 77% of initial candidates reported as white, 13.9% reported from diverse backgrounds, and 11% reported as unknown or unreported.

In the 2014-2015 academic year the departments’ percentage of diverse candidates was 12.9% at the initial level. This number did not include 14% of initial-level candidates who did not report. Seventy-three percent of candidates indicated that they were white.

In regards to information on candidates from diverse backgrounds - Data on candidates who self-identified within a certain race or ethnicity category were obtained from the Washburn banner system or the ETS-Title II database in 2016. However, data from WU indicates that many candidates do not provide this information. Data obtained in 2014 indicated that 14% of candidates had not reported.

Based on the data obtained from past years we have set a target of having at least 15% of our admitted candidates be from diverse backgrounds.

We reviewed data on 15 candidates admitted between 2012-2015 who did self-identify as either Native American, African American, Hispanic/Latino, more than one race, or other. Data on GPA at admission as well as entrance scores and completer GPA’s were reviewed. The average age of these candidates was 33 years. As a comparison in 2014 80% of our initial candidates were in the 18-24 year age range.

The average GPA at admission for these 15 candidates was 3.04. As a comparison candidates admitted in Aug. 2013 had GPA’s of 3.25, those admitted in Aug. 2014 had GPA’s of 3.13 and those admitted in Feb. 2015 had GPA’s of 3.28. The admitted GPA of the candidates from diverse backgrounds was slightly lower than all admitted candidates, but still at the CAEP minimum level.

Fourteen of the 15 candidates were admitted with PPST scores. One candidate was admitted with an ACT score of 25. Passing PPST scores at the time of these admissions were: Reading = 173, Writing = 172 and Math = 172. For comparison: Mean PPST scores for all candidates at the Aug. 2013 admit date were Reading = 181.1, Writing = 177.13, Math = 182.6. In Feb. 2015 admitted PPST scores were Reading = 180.2, Writing = 172.7, Math = 173.5

3.1

In addition to informal discussions with staff in the schools, Education Interview Days are conducted twice a year and provide faculty with an opportunity to discuss employment needs with school staff from the variety of school districts who attend. WU conducted a survey with school staff attending the Education Interview Day to ask about their needs for teachers on Dec. 3, 2015. Districts identified a need for special education, counseling, math, school psychology, and ESL, with a particular need for special education. We do not have counseling or school psychology programs. We do have a special education program, both middle school and secondary math, recently started an ESOL program, and have begun work on a STEM program. We have also been exploring changes to the Biology and Chemistry licensure programs to try and make them more attractive to potential candidates. We have started a ‘Para to Teacher’ program in conjunction with area districts.

The department chair and the new math education faculty member have experience in STEM and efforts are underway to more fully develop this program. STEM is being promoted in the Department in many ways. We have received funding from AT&T and WU to create a model STEM classroom - a room that is interactive, allows for movement, and where innovative teaching and learning can take place. A middle school STEM committee has been formed to look at creating a STEM certificate for middle school teachers. This unique curriculum will allow those interested in middle school to have an encompassing degree in both math and science, along with a certificate in STEM, in grades 4-8. On April 7, 2017, our math/science block of candidates hosted 80 second graders from Holton elementary for a STEM day. The students rotated through STEM related stations, learning about weather, sound and states of matter. We hope to promote these type of field trips for other schools to attend. We have also worked in conjunction with USD 501 to host a STEM camp for middle school students in the summer.

3.2
Requirements for admission to teacher education for Initial Candidates include:

Completion of 30 credit hours of university level coursework at the time of application including the Professional Sequence of courses ED 150, ED 225, and ED 285
A Cumulative GPA of 2.75 or higher
A grade of C or better in Professional Education and University Core coursework.
Accurate declaration of major - Candidates pursuing an Elementary K-6 degree must select and complete one of 6 emphasis areas.  These are:  Early Childhood Unified Birth-3rd, Middle School English 5-8, Middle School Math 5-8, Middle School History 5-8, ESOL P-12 and Adaptive Special Education K-6.
University/Professional Recommendation/Reference
Submitted Professional Conduct Dispositions form signed.
Meet minimum scores in one of 3 skills tests:


Praxis
CORE Academic Skills Test for Educators with minimum scores of: Writing: 162, Reading: 156, and Mathematics: 150. OR Pre-professional Skills Test (PPST) with minimum scores of: Writing: 172, Reading: 173, and Mathematics: 172, OR Composite ACT greater than or equal to 24, OR SAT score greater than or equal to 1665.

Candidates apply to Washburn and later to the Department of Education for admission to teacher education. These applications are completed on-line. The department uses the application for admission decisions to teacher education and includes information on credit hours completed, Praxis I or ACT scores and GPA’s and these data are used by the Undergraduate Program committee to make decisions about admission. We also use the Professional Reference form to obtain information on non-academic measures of our candidates. We collect and monitor information on age, gender and ethnicity of candidates which is obtained from WU and from ETS.

The 3.2 GPA Admission Summary file provides information on the average GPA’s, CORE and ACT scores of candidates for 10 cohorts (3 cohorts a year). For each of the admission cohorts the average GPA was above 3.0.

For the 2015-2016 school year the average ACT scores in Kansas were 21.9. The national average for the same year was 20.8. Our cut score of 24 is above the national and state averages and is consistent with other universities in our area. According to recent information regarding the ACT test, a score of 21 would be consistent with the 50
th percentile. Our cut score of 24 equals the 74th percentile.

We have conducted analysis of admission trends. Admissions reports for Nov. 1, 2014, Feb. 1, 2015, June 1, 2015, and Oct. 1, 2015 were reviewed. Forty-three candidates were admitted with passing ACT/SAT scores for these admit dates. Of this number 42 had ACT scores and one had a SAT score. Of the 43 candidates admitted with passing scores – 17 were secondary, 10 were P12 (all MU) and 16 were elementary (11 of the elementary were middle school emphasis).

Nov. 1 2014 - 43.7% admitted with ACT/SAT scores – average cumulative GPA = 3.59, average ACT score = 26.9. Average GPA of other admitted candidates was 3.32

Feb. 1, 2015 – 62% admitted with ACT/SAT scores – average cumulative GPA = 3.37, average ACT score = 26.2. Average GPA of other admitted candidates was 3.17

June 1, 2015 – 44% admitted with ACT/SAT scores – average cumulative GPA = 3.32, average ACT score = 25.9. Average GPA of other admitted candidates was 3.17

Average cumulative GPA’s of admitted candidates in the following six cohorts:

Oct 1, 2016 = 3.47, range = 2.74 – 4.0 *
June 1, 2016 = 3.31, range = 2.71 – 4.0 *
Feb. 1, 2016 = 3.39, range = 2.71 – 4.0 *
Oct. 1, 2015 = 3.31, range = 2.75 – 3.96
June 1, 2015 = 3.24, range = 2.64 – 4.0 *
Feb. 1, 2015 = 3.32, range = 2.39 – 4.0 *

*There have been a few candidates admitted with GPA’s slightly lower than 2.75 and these decisions were made by the undergraduate program committee and the department chairperson. The 3.2 Candidate Low GPA file shows a listing of these candidates and what happened after the admission decisions.

3.3

A Professional reference form is required for admission that includes personal and professional dispositions. The items in the form have been matched to course work and InTasc standards (see the 3.3 Professional conduct and 3.3 Professional Reference files).

All candidates applying for admission to the teacher education program are required to read and sign our Professional Conduct and Disposition form. The ten items that make up this form include items such as reliability, honesty, acceptance of diversity, appropriate communication, collaboration, integrity and professional appearance.

Candidates are required to maintain those dispositions throughout their program. The ten dispositions were initially developed more than 10 years ago and have been revised somewhat over the years. The ten dispositions and statements of professional conduct have been matched to the Critical Dispositions in the InTasc standards

At admission, candidates must agree to and sign our professional conduct and dispositions form. The 10 items on this form provide the unit’s guidelines regarding ethical and professional conduct. The department has a standing procedures regarding the handling of instances in which the professional code of conduct is violated. The first step is to talk to the candidate. If this does not address the problem a conduct/disposition form is completed and these forms are maintained within the department database. If further infractions of the code occur a candidate could eventually be required to meet with a faculty committee to discuss the issues, but this has not ever occurred. However, we did have an incident involving an advanced candidate and the decision was made to not allow the candidate to continue in the program due to multiple infractions.

Candidates must have met all unit requirements for completion of the program (course work, GPA) and document that they have passed the required content test(s) and PLT before their teaching application is signed by the WU licensure officer and sent to the state. Washburn does not require candidates to pass the content test to complete the program with a degree, but passing content test scores are required to apply for and obtain a license from KSDE. The unit licensure officer reviews each application for a teaching license to make sure all requirements are met before signing the application and sending it to the state for their review and processing. As a part of the application candidates are also required to provide a background check and fingerprints. We do keep track of infractions and these data are available in EDMS.

The 10 items of our Professional Conduct and Dispositions have been aligned with the 10 InTasc standards regarding critical dispositions.
See the 3.6 evidence of disposition in InTasc file

We also have data on non-academic attributes of candidates as they impact student learning. We have candidates at student teaching submit the impact on student learning survey completed by P12 students which focuses on non-academic measures of performance see the 4.1 Impact on Student Learning file).


In a more specific example, during the elementary literacy block –
the instructor contacts Mentor Teachers each month to check on students' overall teaching and professional behaviors.  If there are any concerns, there is a visit to the school to meet with the WU candidate to conference and follow-up with the Mentor Teacher.

3.3

While it can be challenging to try and predict who will be, or not be, an effective teacher we have measures in place and
collect data on several academic and non-academic factors related to later teacher performance. At admissions we examine CORE or ACT scores and candidates must have a GPA of at least 2.75. These are considered to be key academic indicators.

We also require completion of the Professional Reference form by someone who knows the candidate which lists 20 traits or behaviors that have been associated with successful teaching. The current Professional Reference form was developed in 2015 and replaced reference letters previously used for admissions. The items in the form were reviewed and revised several times and now provide us with a quantities measure of these traits. We have also matched these traits to Intasc standards (see evidence 3.6 Evidence of Disposition…) and it was reviewed by the Unit Assessment committee. These 20 items have also been aligned to coursework and are considered valid (see evidence).


Candidates are also required to sign and follow our Professional Conduct and Dispositions and these are monitored at other stages in the program. The 10 items that make up the Dispositions have been matched to Intasc standards and are considered valid (see evidence). The Department has a policy in place to deal with infractions to the professional conduct we expect and serious infractions are recorded in the department data base. We do have some inter-rater reliability data for dispositions collected at student teaching (see standard 5 evidence).

Course work and field experiences are all designed to provide the kind of training necessary for candidates to be highly qualified teachers.

Our work has indicated that candidates that have scored well at admissions continue to do well later in regard to GPA and content tests. Candidates who did not score as well at admissions are not admitted, drop out, or are counseled out during coursework. Given the relative small size of our program it is easy to know which candidates are performing well and which are not.

3.4

The unit has four assessment phases that candidates pass through. Phase 1 is admissions, Phase II Professional Development, Phase III Student Teaching and Phase IV Follow up. To advance through the first three phases candidates must meet certain requirements. Admission to the Education program has been discussed previously.

During Phase II initial-level candidates are required to maintain a GPA of at least 2.75 and cannot earn grades lower than a C in professional education courses
. Like all programs we will have a few candidates who do not meet the stated expectations. We handle each of these cases individually, meet with the candidate, and help him/her to develop a plan to be successful. In a few instances we have encouraged candidates to pursue another course of study or candidates who do not perform well do not continue in the program.

To be considered for student teaching (phase III) candidates must file a Student Teaching Application by the required deadline, complete all professional education courses with a grade of C or better prior to the student teaching semester, complete all content area teaching specialty courses with a grade of C or better prior to the student teaching semester, complete all general education courses and courses in the content/specialty area prior to student teaching, have a cumulative professional education GPA of 2.75 or better, a specialty GPA of 2.75 or better, and an overall cumulative GPA of 2.50, be approved by the Washburn Department of Education, and submit updates of a KBI Background check and current TB test results by assigned dates.

Content knowledge, pedagogical skills, and integration of technology are a part of every major assessment we use as well as imbedded into course work. Information in Standard 1 and in the Technology theme provide evidence that our candidates meet these skills.

Content knowledge is assessed through course grades and content test scores for each licensure program. The KPTP, student teaching summary evaluations, gain score templates, P12 student surveys, follow-up surveys of building principals, Praxis II scores, PLT scores and candidate self-assessments all provide evidence that candidates have a solid understanding of content, pedagogy and technology integration. Assessment 1 of the licensure program reviews also focuses on content and pedagogical skills.

Unit plans are provided in Standard 1 (see 1.3 Unit Plan Summaries) and provide evidence that
all candidates demonstrate the ability to teach to college- and career-ready standards.

3.5

We have several measures in place that document that our candidates have a solid knowledge of content and make a positive contribution to student learning. These measures include the KPTP, student teaching summary evaluations completed by mentor teachers and university supervisors, gain score templates completed by candidates during student teaching, a P12 student survey completed by students in the schools, a follow-up survey completed by building principals, Praxis II scores, and PLT scores. According to ETS our pass rates on content tests for the last three years has been 100%. It should be noted that passing content test(s) are not a requirement for graduation, but is required to apply to the state for a teaching license.

3.6

Candidates are required to agree to and sign at admission our Professional Conduct and Dispositions and follow these throughout the program. There is a policy in place to deal with infractions. Information regarding legal and ethical behaviors are addressed in course work (see 3.6 Ethics Evidence). We require background check information at admission to the teacher education program (Phase 1), admission to student teaching (Phase 3), and the application for licensure for program completers (Phase 4). Candidates applying for a license must also complete fingerprint checks for the state. The 3.6 Ethics evidence file shows how topics regarding legal and ethical issues are addressed in course work. The 3.3 Ratings of Conduct at Student Teaching shows data from the Professional conduct evaluation. The 3.6 Evidence of Dispositions file shows how our ten Disposition items align to InTasc standards.


3 Evidence Summary
3.1 Recruitment Plan
3.2 ACT Admit Summary
3.2 Candidates Low GPA
3.2 GPA Admission Summary
3.3 Correlation of reference form to courses
3.3 Dispositions Evaluation.level
3.3 P12 Student Survey on Impact
3.3 Professional Reference Items Matched to Intasc
3.3 Professional Reference Matched to Courses
3.3 Ratings of Conduct at Student Teaching
3.4 Admits 2014 Progress
3.5 Content Test Performance
3.6 Ethics Evidence
3.6 Evidence of Disposition Statement.In TASC



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