Element 1: Content Knowledge for Teacher Candidates

Programs for Initial Preparation of Teachers
(Undergraduate and Post-Baccalaureate)

Teacher candidates in initial programs have an in-depth knowledge of the subject matter they plan to teach based on professional, state, and institutional standards. They demonstrate their knowledge through critical inquiry and reflection, analysis and synthesis of the subject. The following evidence represents both internal and external assessments and is presented in this section to support element one: a) program evaluation reports by Specialized Professional Associations (SPAs); b) content preparation of candidates; c) grade point averages upon admission into the educator preparation program and at graduation, both cumulative and in the major, where applicable; d) Praxis II specialty area test results; e) ETS recognition of excellence data on candidates; f) employer survey results referencing content knowledge; g) alumni survey results referencing content knowledge; h) scores on ADEPT performance standard 6, providing content for learners, for teaching interns; i) scores on ADEPT performance standard 6 for graduates teaching in their second year; and j) content visit evaluations for secondary candidates during their practicum and teaching internship.

Specialized Professional Association (SPA) Evaluations

Three programs (elementary/ACEI, early childhood/NAEYE, and music/NASM) have been nationally recognized. Four programs have been nationally recognized with conditions (English/Language Arts/NCTE, Languages/ACTFL, sciences/NSTA, and social studies/NCSS). Five programs have not been nationally recognized (School Leadership/ELCC, Physical Education/AAHPERD/NASPE, Mathematics/NCTM, Special Education/CEC, and TESOL/TESOL). Revisions to those five programs will be submitted by April 15, 2006 or June 1, 2006, depending on the date we were notified. One program review is yet to be received (Social Studies/NCSS). Refer to Program Reviews (Elementary, Languages, PE, Math, Science, ELA, Early Childhood, Special Education, School Leadership, TESOL). On-site the Program Reports may be reviewed.

Content Preparation of Candidates

Undergraduate Content Preparation . Teacher preparation within the context of the liberal arts tradition emphasizes a solid foundation in content while offering the development of a knowledge base in humanities, fine arts, mathematics, and social and natural sciences. The general education requirements of the Furman University curriculum involve approximately half of the hours towards graduation. Refer to the General Education Requirements in the Furman Catalog, pp. 34-36.

Additionally, the elementary education major requires several courses offered in other academic departments - three courses in mathematics content and methods (MTH 31, 32, 33); one course in a fine arts content and methods (ART 58, MUS 69, or THA 60); one course in health and exercise science content and methods (HES 39); an introduction to computing course (CS 16 or other technology course approved by the major); and three courses in a content area with a thematic focus (e.g. language, social science, English, music). Refer to the Education Major with Certification for Teaching in the Furman Catalog, p. 74.

 For preparation in music, physical education, languages, and secondary certification programs, candidates major in the academic discipline (or History, for those certifying in social studies). They enroll in a core of courses in the Education Department and take content-specific methods courses in their discipline. Refer to the Certification for Teaching on the Secondary Level in the Furman Catalog, p. 74. Also refer to the Certification Worksheets (Biology, Chemistry, Elementary, ELA, French, German, Latin, Math, Music, PE, Physics, Social Studies, Spanish).

Grades in Content Area Courses

Undergraduate candidate mastery of content knowledge in general education is demonstrated through grades in those courses. Content knowledge at the time of admission to the Teacher Education Program is assessed through cumulative grade point average. One admission criterion is a grade point average of 2.5 or higher in all coursework and no grades below “C” in introductory education courses. Continuation in the Teacher Education Program requires candidates to maintain a minimum grade point average of 2.5 in their major and professional education courses (and with no grades below “C”). The average GPA of all admitted candidates between 2001-2006 was 3.265. The average cumulative GPA at the time of graduation for candidates in elementary, music, physical education, languages, or secondary certification areas was 3.316 for the same time period. Refer to Undergrad GPA Data for admission and cumulative GPA data for each certification program. It should be noted that the vast majority of candidates admitted to the Teacher Education Program have entry level GPAs above 3.0. Overall, PE has the lowest average GPA at entry level (2.888) and English has the highest (3.627).

Praxis II Specialty Area Test Results

Candidate scores on Praxis II specialty area tests provide another measure of mastery of content knowledge. Table 3 presents data for the past three years. Refer to Institutional Summary Reports on Praxis II Specialty Area Tests for Furman candidate performance in relation to state and national percentages.

 Table 3

Unit Pass Rate on Content Exams for Initial Teacher Preparation for Undergraduates and Post-Baccalaureates

For Academic Year 2002 – 2005 (Three Years)  

* Overall Pass Rate for All Institutions in the State as reported by the South Carolina Department of Education 2003-2004 Title II Report (October 2005).

ETS Recognition of Excellence Data on Candidates

Refer to the ETS Recognition of Excellence – Furman Candidate Performance on Content Exams for the data on candidates. Note that of the 73 candidates who took the exams, 45 (62 percent) earned the recognition of excellence.

Employer Survey Results Referencing Content Knowledge

In October 2004, 20 key district and school personnel were surveyed concerning Furman’s Teacher Education Program as it relates to the standards outlined in the conceptual framework. They were asked to indicate whether candidates were not prepared, or were prepared to meet, or were prepared to exceed the conceptual framework standards. Ten of the surveys (50 percent) were returned. Of the 10 who responded, 8 were school principals, 1 was an assistant principal, and 1 was an Associate Superintendent for Personnel. The 5 items that relate most to content knowledge as well as the number of employers responding to those items, are detailed below.

On the 6 survey items identified above, 80-100 percent indicated that the Teacher Education Program prepared candidates to meet or exceed the content knowledge standards related to the conceptual framework. The data further indicate that 1-2 employers did not find our candidates to be prepared to address national/state/district curricula and standards; understand interrelationships of curriculum instruction, and assessment; or reflect on curricula. The program is carefully monitoring these issues.

Alumni Survey Results Referencing Content Knowledge

In the fall of 2004, a survey was administered to the class of 2001 concerning Furman’s Teacher Education Program as it relates to the standards outlined in the conceptual framework. Alumni were asked to indicate whether they were not prepared, or were prepared to meet, or were prepared to exceed conceptual framework standards. Of the 53 surveys administered, 22 were returned, a return rate of 42 percent. Fourteen respondents were education majors, five were secondary certifiers, and three were music majors. As with the employer survey, the six items that relate most to content knowledge and number of alumni responding to those items, are detailed below.

The data indicate that 91-100 percent of alumni responded that the Teacher Education Program prepared them to meet or exceed the content knowledge standards of the conceptual framework.

One to two alumni, like employers, expressed that candidates were not prepared to address national/state/district curricula and standards; understand interrelationships of curriculum instruction, and assessment; or reflect on curricula. This is a much smaller percentage than with employer responses, but is being monitored carefully just the same.

Scores on ADEPT Performance Standard Six for Teaching Interns

Performance standard 6 on the ADEPT instrument is “providing content for learners”. There are 3 indicators for this standard (6.A. The “candidate” demonstrates a thorough command of the subject matter that he or she teaches; 6.B. The “candidate provides appropriate content; and 6.C. The “candidate” structures the content to promote meaningful learning). The Furman University ADEPT Plan uses a scoring system of 1, does not meet standard; 2, meets standard; or 3, exceeds standard. Thus scores between 1.50 – 2.44 indicate “meets” and between 2.50 – 3.0 indicate “exceeds” standard. Up until fall of 2005, scoring only occurred by standard, not indicator. With the draft revised ADEPT system being piloted during 2005-2006, scoring by indicator as well as standard and domain is being conducted by assessors of candidates in elementary, English, languages, and social studies certification. The assessment of ADEPT standards occurs twice during the teaching internship, once at mid-term and then again at the end. The candidate’s mentor or cooperating teacher and the university supervisor come to consensus on the candidate’s performance during their internship. It should further be noted that the SPA standards have been aligned with ADEPT performance standards and the scoring reflects that alignment. Therefore, SPA standards related to content knowledge are aligned with ADEPT performance standard 6. The 2005 average final scores for standard six and for each standard-six content indicator are detailed below, as are the 2004 average final scores for standard six.

* spring teaching internships

All scores on ADEPT standard 6 indicate candidates met or exceeded the standard in content knowledge at the end of their teaching internship.

Scores on ADEPT Performance Standard Six for Graduates Teaching in Their Second Year

All second year teachers undergo a rigorous ADEPT evaluation by trained personnel in the district of their employment. Refer to ADEPT Teacher Scores which displays scores reported by the State Department of Education for 2004 and 2005. Data on performance standard 6 indicate 100 percent of Furman graduates passed this standard in both 2004 and 2005, higher than the state pass percentages.

Content Visit Evaluations for Secondary Candidates in Their Teaching Internship

During the fall secondary and language teaching internships, candidates are responsible for arranging two field visits by Arts and Sciences faculty members from Furman University. The purpose of these visits is to assess the candidates' mastery of content during classroom instruction. Guidelines for the content visits are given to Arts and Sciences faculty prior to their observations. Written summaries of their assessments are given to the Coordinator of Secondary Education, who makes them available to the candidates. To protect privacy, the written summaries for fall 2004 and fall 2005 may be reviewed on-site. A remediation protocol has been established in case interns do not demonstrate mastery of content (Refer to Content Evaluation Guidelines). During the fall 2004 and 2005 terms, all secondary interns demonstrated mastery of content. Note: Assessments of the content mastery demonstrated by candidates seeking certification in Modern Languages or Latin are done on an ongoing basis by the Furman University supervisors, since these supervisors are faculty in the relevant content areas. Also, the Coordinator of Secondary Education will occasionally perform content assessments of secondary social studies candidates if such visits cannot be made in a timely fashion by Arts and Science faculty. The Coordinator of Secondary Education holds Master's and Ph.D. degrees in history.

Programs for Continuing Preparation of Teachers

In the Graduate Studies in Education program, Master of Arts candidates are degree-holding, certified teachers who have an in-depth knowledge of their content area/subject and whose work must meet professional, state, and institutional standards. The focus of all of these programs is the refinement of skills beyond the initial preparation. Continuing preparation is offered in the concentrations of Early Childhood Education (ECE), Special Education (Learning Disabilities, Mental Disabilities, Emotional/Behavioral Disabilities) and Teaching English to Speakers of Other Languages (TESOL). These programs allow teachers to add on certification areas if they so choose. Candidates may demonstrate their knowledge through critical inquiry and reflection, analysis, and synthesis of subject. The following evidence will be presented in this section to support this element: a) GPAs in content course work; b) mastery of key course level assessments aligned with institutional and SPA standards; and c) program accreditation. Since all M.A. candidates are SC certified teachers, the Praxis II is not required for the M.A. The State Department does require candidates wishing to add the additional certification endorsement to complete the specialty area exam. These scores are not required to be reported to Furman, although we ask candidates who take the exam to have an official score report sent. Refer to Early Childhood Praxis II and Special Education Praxis II results.

Program and Course Level Performance Assessments

Candidates in continuing preparation programs demonstrate a thorough knowledge of the central concepts of the field of education and the tools of educational inquiry, as well as the importance of diversity and cultural awareness, through key course assessments completed in the Educational Foundations Core Courses of EDFD 102 – Learning Theory, EDFD 104 - Statistics, EDFD 106 - Research and Inquiry in Education and EDFD 108 - The Culture of Schooling in America. Content knowledge in programs for the continuing preparation of teachers is developed through the specialty studies of each program. Candidate knowledge of subject matter is assessed in each program through specific work samples that are linked to the Conceptual Framework and national (SPA) standards. These assessments demonstrate skills of inquiry, critical analysis, and synthesis relative to the content area. At the end of the M.A. program, candidates must successfully complete the professional portfolio in the capstone seminar (EDFD199: Master’s Seminar, three credits). The portfolio includes artifacts showcasing the candidate’s proficiency based on the program’s conceptual framework and SPA standards related to the concentration.

Grades in content area courses for all M.A. programs

A minimum of a 3.0 cumulative GPA in undergraduate course work is required for admission to the Graduate Studies program. Content knowledge of M.A. program candidates is assessed through grade point averages (GPA) in required program courses. Candidates must maintain a 3.0 GPA to remain in all programs. GPA is monitored closely at performance assessment transition points in all programs. As the table shows, candidates in these programs have GPAs well above 3.0 in their program courses.

Candidates Active in M.A. Programs Audited Winter Term 2006

M.A. Concentration in Early Childhood Course Assessments

Candidates in the M.A. program concentration in Early Childhood Education are required to have a teaching certificate in elementary education as part of admission to the program. All candidates in this program complete coursework for early childhood certification but are not required to seek the add-on certification to complete the M.A.

All courses in the early childhood M.A. concentration are aligned with the conceptual framework and SPA standards as well as the NAEYC guidelines. The NAEYC Program Report may be reviewed on-site. Specific content knowledge is assessed at multiple points in the program. For example, in EDEC 140: Caregiving and Learning (the Infant and Toddler Years), candidates evaluate and design learning environments for infants and toddlers that provide for appropriate interactions between staff and children and give consideration to curriculum and materials, health and safety, staffing, and parental involvement.

M.A. Concentration in Special Education Course Assessments

Candidates in the M.A. in the Special Education concentrations are required to have a teaching certificate as part of admission to the program. The focus in this degree program, as in all continuing preparation programs, is the refinement of professional skills beyond initial certification. All candidates complete the coursework in a concentration area for special education certification but are not required to add-on the certification for degree completion. Concentration/certification areas are: Learning Disabilities (LD), Emotional/Behavioral Disabilities (EBD), and Mental Disabilities (MD).

All courses in the Special Education concentration M.A. are aligned with the conceptual framework, National Board for Professional Teaching (NBPTS) and the Council for Exceptional Children (CEC) standards. The CEC Program Report may be reviewed on-site. Various assignments in courses are used to measure content knowledge of candidates in the M.A. Special Education concentrations. For example, in EDEX 123: Nature of Emotional/Behavioral Disorders, candidates consider factors which interrelate with emotional/behavioral disorders (community, school, family), and then study and evaluate appropriate intervention strategies.

Specialized Professional Association Evaluations and Course Preparation

Candidates in continuing preparation programs are prepared to meet the professional standards of national accrediting agencies for the subjects they teach. The M.A. concentration in Early Childhood is aligned with the National Association for the Education of the Young Child (NAEYC) standards and has been nationally recognized by NCATE. The M.A. in Special Education is aligned with standards promoted by CEC. The M.A. concentration in TESOL is aligned with the national standards for TESOL. All programs are endorsed to offer add-on certification through the South Carolina Department of Education Office of Teacher Certification.

Praxis II Results for Continuing Preparation Programs

Table 4 displays data on Furman and South Carolina pass rates on Praxis II content exams.

Table 4

Unit Pass Rates on Content Exams for Continuing Preparation of Teachers and Other School Personnel
Academic Year 2002 – 2005 (Three Years)

* Overall Pass Rate for All Institutions in the State as reported by the South Carolina Department of Education on 2003-2004 Title II Report (October 2005).

** Praxis Exam for TESOL is required beginning July 1, 2006.

Element 2: Content Knowledge for Other Professional School Personnel

Furman University candidates in School Leadership demonstrate in-depth knowledge of their field and can discuss and explicate key concepts defined in state, professional, and institutional standards. Evidence presented in this section to support this area include: a) Praxis II tests, b) strong GPAs in content course work, c) mastery of key course level assignments aligned with institutional and ELCC standards, and d) positive ratings on their content preparation by program alumni over time.

Standardized Assessment Evidence: School Leadership

Performance on Praxis II specialty area tests in Administration/Supervision provides strong evidence that Furman School Leadership candidates have an in-depth knowledge of their subject matter.

Candidate Grades in School Leadership

Grades in content area courses provide evidence of candidate knowledge in the M.A. concentration in School Leadership. Below are the calculated GPAs for School Leadership Candidates for the Fall Term 2005 and Winter Term 2006. As shown, current candidates maintain averages far above the minimum 3.0 GPA.

Program Level Performance Assessments

Candidates in School Leadership demonstrate a thorough knowledge of the central concepts of the field of education and the tools of educational inquiry, as well as the importance of diversity and cultural awareness, through key course assessments completed in the Educational Foundations Core Courses of EDFD 102: Learning Theory, EDFD 104: Statistics, EDFD 106: Research and Inquiry in Education, and EDFD 108: The Culture of Schooling in America. These course-level assessments are aligned with the conceptual framework and SPA standards. At the end of the M.A. program, candidates must successfully complete the professional portfolio in the capstone seminar (EDFD199: Master’s Seminar, three credits). The portfolios include artifacts showcasing the candidate’s proficiency based on the program’s conceptual framework and SPA standards related to the concentration.

Element 3: Pedagogical Content Knowledge for Teacher Candidates

Programs for Initial Preparation of Teachers
(Undergraduate and Post-baccalaureate)

Candidates in initial preparation programs have a thorough understanding of the content and the ability to teach it in multiple ways, utilizing students’ cultural backgrounds, experiences, interests, and preferences to make subject matter meaningful and challenging. Additionally, candidates demonstrate ethical use of current technologies in their planning, teaching, and student activities. The following evidence based on internal and external assessment is provided in this section to support element three: a) pedagogical content preparation of candidates; b) portfolio assessments based on SPA, ADEPT, and conceptual framework standards; c) scores on ADEPT performance standards 1, 2, 5, 6, and 7 for teaching interns; d) scores on ADEPT performance standards 1, 2, 5, 6, and 7 for graduates teaching in their second year in South Carolina; e) candidate use of current technologies for lesson planning, reflections, projects, and portfolios; f) teacher work samples; g) employer survey results referencing pedagogical content knowledge; and h) alumni survey results referencing pedagogical content knowledge.

Pedagogical Content Preparation of Candidates

The programs of certification at Furman University build on the solid content base of general education requirements plus other Furman courses taught outside the Education Department that are also required for certification. All methods courses in the elementary certification program are a combination of content and pedagogy. Therefore candidates are prepared in literacy, science, social studies, mathematics, health and physical activities, and fine arts through experiences in courses that integrate content with evidenced-based pedagogy. Refer to Education Courses in the Furman Catalog, p.76. Music, physical education, secondary, and language certification candidates are required to take content-specific methods courses in their discipline. Refer to the Certification Worksheets (Biology, Chemistry, Elementary, ELA, French, German, Latin, Math, Music, PE, Physics, Social Studies, Spanish) in each program for listings of pedagogical content courses.

Portfolio Assessments Based on SPA, ADEPT, and Conceptual Framework Standards

Portfolios are required in each program of certification. Candidates compile artifacts in portfolios that demonstrate ADEPT, conceptual framework, and SPA standards in each program of certification. In music and physical education, the portfolio is a culminating assignment for program completion in the candidate performance assessment system and is based on conceptual framework and SPA standards. For elementary candidates there are two portfolios: one is a digital portfolio reflecting ADEPT standards met and exceeded during the spring practicum (at the transition into the teaching internship assessment point) and the other is a professional portfolio required for program completion at the end of the teaching internship, based on ADEPT and ACEI standards applied in the teacher work sample. For secondary and language candidates, a professional portfolio is begun during the winter practicum (at the transition into the teaching internship assessment point) and completed during the teaching internship (at program completion). It is based on SPA standards. For actual data, refer to the Portfolio Scoring Guides and Results: Elementary, ELA, Math, Social Studies and Music.

Scores on ADEPT Performance Standards 1, 2, 5, 6 and 7 for Teaching Interns

ADEPT scores for standards 1 (long-range planning), 2 (short-range planning), 5 (using instructional strategies to facilitate learning), 6 (providing content for learners), and 7 (monitoring, assessing, and enhancing learning) provide one set of data to support candidate proficiency in pedagogical content knowledge. The state-required ADEPT evaluation occurs during the fall teaching internship. Average scores on each standard (not each indicator) are detailed below for 2004 and 2005. Scores between 1.50 – 2.44 indicate “meets” and between 2.50 – 3.0 indicate “exceeds” standard. For more comprehensive data, refer to Fall 2005 ADEPT Raw Scores by APS Elements for programs that assessed by indicator, standard and domain (elementary, English, languages, social studies) may be reviewed on-site.

All scores on ADEPT performance standards 1, 2, 5, 6 and 7 indicate candidates met or exceeded standard in pedagogical content knowledge at the end of their teaching internship, based on consensus among the candidate, the mentor (if the candidate is an induction teacher) or cooperating teacher, and the university supervisor.

Scores on ADEPT Performance Standards 1, 2, 5, 6, and 7 for Graduates Teaching in Their Second Year

All second year teachers undergo a rigorous ADEPT evaluation by trained personnel in the district of their employment. Refer to ADEPT Teacher Scores which displays scores reported by the State Department of Education for 2004 and 2005. In particular, note standards one, two, five, six, and seven. Data indicate that in 2004, 94.4 - 100 percent of Furman grads in their second year of teaching passed the indicated standards. In 2005, 100 percent passed the indicated standards. It should be noted that the aggregated data include graduates prior to 2002 through 2003. For purposes of this report, only data on candidates who graduated in 2002 and 2003 are relevant. The data on individual candidates who graduated in 2002 reveal that only one person did not pass their Annual Formal 1 ADEPT in 2004 but did pass their Annual Formal 2 ADEPT in 2005. All candidates who graduated in 2003 passed their Annual Formal 1 ADEPT. These latter data may be reviewed on site.

Candidate Use of Current Technologies

In August of 2004, the Teacher Education Program affiliated with LiveText, a technology software system. Candidates purchased LiveText during the senior year for use in methods courses, practicum and/or teaching internship. The first year, Furman paid half of the LiveText purchase price since the decision was made immediately prior to senior year enrollment. Lesson plan and portfolio templates were created for candidate use. Faculty received on-site and online training. Training for candidates occurred in methods courses in the context of course requirements and workshops offered during the year. LiveText was utilized by candidates for lesson/unit planning, reflections, selected projects, and portfolio development. In LiveText lesson planning, candidates integrated pertinent video clips from UnitedStreaming and easily accessed South Carolina curriculum standards for inclusion in plans. Samples of lesson plans, units, projects, and portfolios will be available for reviewing at the on-site visit, as team members will need to be assigned a “visitors pass” to access the exhibits.

Additionally, the Teacher Education Program expects candidates to integrate technology in their teaching, student learning activities, and in data management. There is disparity among schools in terms of quality and quantity of technologies easily accessible to teachers and students. In some cases, candidates have SmartBoards, graphic calculators, projection equipment, and several in-class computers available. In other cases, only one or two computers are available. Most schools provide a computer lab to which students are assigned weekly. Assessment of candidates in their ability to appropriately and ethically use technology in the classroom therefore has to be compatible with what is available for them to use.

Teacher Work Samples

The required portfolios include samples of student work; however, a more solid measure of candidate ability to affect student learning appears within the teacher work sample in the fifth year fall internship when candidates enroll in EDEP 100: Research and Inquiry in the Classroom and EDEP 170: Teaching Internship. These two courses are integrated so that the teacher work sample is planned and implemented in the EDEP 100 course and then elaborated upon in the professional portfolio required for the EDEP 170 course. Refer to the EDEP: 100 Teacher Work Sample Description, Elementary Teacher Work Sample Scores, Secondary/Languages Work Sample Scores for more detailed assessment of this evidence.

Employer Survey Results Referencing Pedagogical Content Knowledge

As presented in reference to element one, in October 2004, 20 key district and school personnel were surveyed concerning Furman’s Teacher Education Program as it relates to the standards of the conceptual framework. They were asked to respond to whether candidates were not prepared, prepared to meet, or prepared to exceed the conceptual framework standards. Ten of the surveys were returned, a 50 percent return rate. Of the 10 who responded, 8 were school principals, 1 was an assistant principal, and 1 was an Associate Superintendent for Personnel. There are several standards that relate to pedagogical content knowledge. They are listed below with the number of employers who responded that candidates were “not prepared”, were “prepared to meet”, or “prepared to exceed” the pertinent conceptual framework standard.

The data indicate that 80 - 100 percent of employers who responded (with 100 percent being the most frequent) determined the Teacher Education Program prepared candidates to meet or exceed the pedagogical content knowledge standards of the conceptual framework.

Alumni Survey Results Referencing Pedagogical Content Knowledge

As presented in reference to element one, in the fall of 2004, a survey was administered to the class of 2001 concerning Furman’s Teacher Education Program as it related to the standards of the conceptual framework. Alumni were asked to respond if they were not prepared, prepared to meet, or prepared to exceed conceptual framework standards. Of the 53 surveys administered, 22 were returned, for a return rate of 42 percent. Fourteen of the respondents were education majors, five were secondary certifiers, and three were music majors. There are several standards that relate to pedagogical content knowledge. They are listed below with the number of alumni who responded that candidates were “not prepared”, were “prepared to meet”, or “prepared to exceed” the pertinent conceptual framework standard.

Overall, the data indicate 86 to 100 percent of alumni responded that the Teacher Education Program prepared candidates to meet or exceed the pedagogical content knowledge standards of the conceptual framework, with most responses being in the 91 to 100 percent range.

Element 4: Professional and Pedagogical Knowledge and Skills for Teacher Candidates

Programs for Initial Preparation of Teachers
(Undergraduate and Post-baccalaureate)

Candidates have professional knowledge of the historical, economic, sociological, philosophical, and psychological understandings of schooling and education. They also have pedagogical knowledge and skills that mesh general concepts, theories, and research about effective teaching with pedagogy. Teacher candidates understand and can synthesize knowledge of cognitive development; school, family, and community contexts; and student experiences to facilitate learning for all students. They reflect on their practice and make necessary adjustments to enhance student learning. The internal and external assessments which provide evidence of candidates’ professional and pedagogical knowledge and skills to support element four are: a) professional knowledge preparation of candidates; b) ETS Institutional Summary Reports on Principles of Learning and Teaching; c) scores on ADEPT performance standards one, three, four, five, seven, eight, and nine for teaching interns; d) scores on ADEPT performance standards 1, 3, 4, 5, 7, 8, and 9 for graduates in their second year of teaching in South Carolina; e) scores on community, school, and classroom profiles completed during the senior year; f) reflections of candidates during their Early Experience, practicum, and teaching internship; g) scores on teacher work samples completed during the teaching internship; h) employer survey results referencing professional and pedagogical knowledge and skills; and i) alumni survey results referencing professional and pedagogical knowledge and skills.

Professional Knowledge Preparation of Candidates

All candidates enroll in three introductory courses, two of which are required for admission to the Teacher Education Program. These courses create the foundation and contexts for further professional studies and experiences. ED 11: Perspectives on American Education provides the underpinnings of schooling and education through examination of the philosophical, historical, sociological, and economic developments that influence public education. ED 20: Human Development provides a life-long examination of cognitive, affective, physical, and psychological concepts and theories that affect learning, as well as the influences of school, family, and community. These two courses are required for admission to the Teacher Education Program. ED 21: Education of Students with Exceptionalities examines the characteristics and learning needs of students with challenges. The field experiences associated with each of these courses build a context for application of the professional knowledge acquired. Reflections on field experiences help faculty assess candidates’ acquisition of professional knowledge and their demonstration of professional dispositions.

ETS Institutional Summary Reports on Principles of Learning and Teaching

Performance of Furman teacher candidates on the Principles of Learning and Teaching during 2003, 2004, and 2005 indicate that across the board, average percentages of correct responses exceed both state and national averages. Refer to ETS Institutional Summary Reports - Principles of Learning and Teaching.

Scores on ADEPT Performance Standards 1, 2, 3, 4, 5, 7, 8, and 9 for Teaching Interns

Scores on ADEPT performance standards 1 (long-range planning), 3 (planning assessments and using data), 4 (establishing and maintaining high expectations for learners), 5 (using instructional strategies to facilitate learning), 7 (monitoring, assessing, and enhancing learning), 8 (maintaining an environment that promotes learning), and 9 (classroom management) demonstrate proficiency in professional and pedagogical knowledge and skills. ADEPT is administered in the teaching internship. The scores shown below indicate results at program completion for each program in 2004 and 2005. Scores between 1.5 and 2.4 indicate standard “met” and scores between 2.5 and 3.0 indicate standard “exceeded”.

Based on consensus of the candidate, mentor or cooperating teacher, and the university supervisor, all candidates met or exceeded ADEPT performance standards 1, 2, 3, 4, 5, 7, 8 and 9.

Scores on ADEPT Performance Standards 1, 2, 3, 4, 5, 7, 8, and 9 for Graduates Teaching in Their Second Year

Refer to the ADEPT Teacher Scores for percentages of passing scores on the pertinent performance standards. For 2004, the range of Furman teachers who passed standards 1, 2, 3, 4, 5, 7, 8, and 9 was 90.7 - 96.3 percent. For 2005, the range was 97.4 percent (two standards) - 100 percent (six standards). It should be noted that the aggregated data include graduates prior to 2002 through 2003. For purposes of this report, only data on candidates who graduated between in 2002 and 2003 are relevant. The data on individual candidates who graduated in 2002 reveal that only one person did not pass their Annual Formal 1 ADEPT in 2004 but did pass their Annual Formal 2 ADEPT in 2005. All candidates who graduated in 2003 passed their Annual Formal 1 ADEPT. These latter data may be reviewed on site.

Reflections of Candidates During the Early Experience, Practicum, and Teaching Internship

From ED 11 through the teaching internship, candidates are required to reflect on their experiences and practice. One model of reflectivity that we use (usually introduced during Early Experience of the senior year) is based on the theories and pedagogical concepts of Max van Manen, author of the Tone of Teaching (2002, 2nd edition). Van Manen (1977) proposes three levels of reflective thought. The first is technical rationality. On this level, reflection is concerned with the practical aspects of teaching. Plans and instructional strategies are developed to accomplish a specific curricular goal, and effectiveness is evaluated in terms of measurable outcomes (Pultorak, 1993). This view of teaching is consistent with traditional models of pedagogy. The second is practical rationality. On this level, reflection is concerned with the “ability to see, perceive or notice things” within a particular “worldview,” “action-world,” “existential situation,” or cultural context (van Manen, 1977, p. 211). The teacher “walks in” someone else’s shoes and is expected to question taken-for-granted systems of interpretation. Because the school curriculum causes students to participate implicitly in a particular worldview, the teacher must understand the implicit values underlying pedagogical goals and how pedagogical goals are being used (p. 213). The third level is critical reflection. This level of reflection includes ethical and political considerations related to social structure and power. Reflection “involves a constant critique of domination, of institutions, and of repressive forms of authority” (van Manen, 1977, p. 227). Teachers seek to determine “whether important human needs are being met into the discourse about practical actions” (Pultorak, 1993, p. 290). In short, van Manen’s conceptualization offers typologies that allow candidates to apply different kinds of reflective thinking, including critiquing the cultural, ethical, and political nature of teaching. From a larger perspective, using this formulation also enables faculty to address another issue. Most of the candidates in Furman’s Teacher Education Program are white and possess middle-class worldviews. On the other hand, practicum and teaching internship placements are in schools with racial and economic diversity. Faculty believe that van Manen’s ideas serve to prepare teacher candidates for the probable disjuncture between their own experiences/identities versus those they encounter in their clinical placements. Examples of candidate reflections may be reviewed on-site.

References
Pultorak, E.G. (1993). Facilitating reflective thought in novice teachers. Journal of Teacher Education, 44(4), 288-295.

van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228.

van Manen, M. (2003). The tone of teaching. Winnipeg, MB: Hignell Book Printing.

Scores on Community, School, and Classroom Profiles Completed the Senior Year

As an important feature of their senior block year, elementary, secondary, and language candidates collect data about the community, district, school, classroom, and individual students. Information is collected through interviews of lifelong community members; a community tour; interviews of district personnel; interviews within the school, including parents; review of long-range plans pertinent to their grade or subject placement; assessment of classroom routines and procedures; and administration of learning preference and interest inventories to students. These data are compiled into profiles using LiveText, and candidates then reflect on what they learned and how it will influence their teaching during the block practicum. Support documents are organized in a notebook. Refer to the Community, School, and Classroom Profile Requirements. The Scoring Guide and Results from Fall 2005 may be reviewed in Live Text on-site.

Scores on Teacher Work Samples Completed During the Teaching Internship

Elementary, secondary, and language candidates complete a teacher work sample during the fall they enroll in EDEP 100: Research and Inquiry in the Classroom and EDEP 170: Teaching Internship. These two courses are integrated so that the teacher work sample is planned and implemented in the EDEP 100 course and then elaborated upon in the professional portfolio required for the EDEP 170 course. Refer to the Teacher Work Sample Requirements, Elementary Scores on Work Samples, Secondary/Languages Work Sample Scores and the Scores on Professional Portfolios: Elementary, ELA, Math, Social Studies for more detailed assessment of this evidence.

Employer Survey Results Referencing Professional and Pedagogical Knowledge and Skills
Several standards in the October 2004 employer survey, which was based on Furman’s conceptual framework, relate to professional and pedagogical knowledge and skills. They are listed below with the number of employers (N=10) who responded that candidates were “not prepared”, or were “prepared to meet”, or were “prepared to exceed” the pertinent conceptual framework standard.

On seven survey items, 100 percent of employers indicated that Furman prepared candidates to meet or exceed standards related to professional and pedagogical knowledge and skills within the conceptual framework. The data further indicate that 1-2 employers responded that candidates’ were not prepared to implement curricula and learning standards; use a variety of assessments to inform instruction; or reflect on curricula, learning and teaching, and their own practice. Although we realize that their responses might be indicative of performance by one-two candidates rather than a weakness of the program, we monitor all candidates’ performance in order to address patterns of deficiency as needed.

Alumni Survey Results Referencing Professional and Pedagogical Knowledge and Skills

Several standards in the October 2004 alumni survey, which was based on Furman’s conceptual framework, relate to professional and pedagogical knowledge and skills. They are listed below with the number of alumni (N=22) who responded that candidates were “not prepared”, or were “prepared to meet”, or were “prepared to exceed” the pertinent conceptual framework standard.

On all but one item (classroom management) 90-100 percent of alumni indicated that Furman prepared them to meet or exceed professional and pedagogical knowledge related to the conceptual framework. Although 82 percent of alumni indicated that they were prepared to meet or exceed standards related to the use of effective and appropriate classroom management, 18 percent (4 respondents) indicated they were not prepared. We realize that it is not unusual for novice teachers to struggle with classroom management issues; however, the program has used this information to implement greater emphasis on effective strategies dealing with those chal