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Institutional Report
Part I: Overview of Furman University
Part II: Conceptual Framework
- Complete Conceptual Framework
- 2005-06 Furman Catalog
- Teacher Education Program Guide
- Graduate Catalog
- Teacher to Teacher Program
- Field Experiences and Teaching Internships
- Employer Survey Instrument
- Alumni Survey Instrument
- Exit Evaluations (Initial and Graduate)
- Conceptual Framework Matrix
- ADEPT Conference Forms (ED 43 and ED 75)
- Disposition Assessment, D 1, D 2, D 3
- Candidate Disposition Assessments related to Field/Clinical Experiences (ED 21, ED 30, ED 31, ED 32, ED 33, MUS 49, MUS 60, MUS 69)
- Education Faculty Technology Survey Results
- Technology Plan 2006
Part III: Evidence for Meeting Each Standard
- Standard One: Candidate Knowledge, Skills, and Dispositions
- Element 1: Content Knowledge for Teacher Candidates
1) Program Reviews (Elementary, Languages, PE, Math, Science, ELA, Early Childhood, Special Education, School Leadership, TESOL)
2) 2005-06 Furman Catalog
3) Undergrad GPA Data
4) Institutional Summary Reports on Praxis II Specialty Area Tests
5) ETS Recognition of Excellence
6) ADEPT Teacher Scores
7) Content Evaluation Guidelines
- Element 2: Content Knowledge for Other Professional School Personnel
- Element 3: Pedagogical Content Knowledge for Teacher Candidates
1) Furman Catalog
2) Certification Worksheets (Biology, Chemistry, Elementary, ELA, French, German, Latin, Math, Music, PE, Physics, Social Studies, Spanish)
3) Portfolio Scoring Guides and Results (Elementary, ELA, Math, Social Studies)
4) ADEPT Teacher Scores
5) EDEP 100 Teacher Work Sample Description (Elementary, Secondary/Languages)
- Element 4: Professional and Pedagogical Knowledge and Skills for Teacher Candidates
1) ETS Institutional Summary Reports
- Principles of Learning and Teaching
2) ADEPT Teacher Scores
3) Teacher Work Sample Requirements (Elementary, Secondary/Languages)
4) Scores on Professional Porfolios (Elementary, ELA, Math, Social Studies)
- Element 5: Professional Knowledge and Skills for Other Professional School Personnel
- Element 6: Dispositions for All Candidates
1) Furman Catalog
2) D 1 Assessment Form, D 2 Assessment Form, D 3 Assessment Form
3) Data on D 2, Data on D 3
- Element 7: Student Learning for Teacher Candidates
1) EDEP 100 Teacher Work Sample Description
2) Elementary Scores on Work Samples
3) Secondary/Languages Scores on Work Samples
4) Professional Portfolio Requirements and Scores (Elementary, ELA, Math, Social Studies)
- Element 8: Student Learning for Other Professional School Personnel
- Standard Two: Assessment System and Unit Evaluation
- Element 1: Assessment System
1) Conceptual Framework Matrix
2) Table of Assessments (Initial, Graduate)
3) Performance Assessment Tranisition Points "At a Glance" for Faculty (Elementary, Music, PE, Secondary/Languages)
- Element 2: Data Collection, Analysis, and Evaluation
1) Table of Assessments (Initial, Graduate)
2) Performance Assessment Tranisition Points "At a Glance" for Faculty (Elementary, Music, PE, Secondary/Languages)
3) Candidate Performance Assessment Systems (Elementary, Secondary/Languages, Music, PE)
4) Undergrad GPA Data
5) Alumni Survey Results
6) Employer Survey Results
7) Praxis I Scores
8) Praxis II Scores (Biology, Early Childhood, Elementary, English, Languages, Math, Music, PE, School Leadership, Social Studies)
9) ADEPT Scores for Teaching Interns (Elementary, ELA, Languages, Math, Music, PE, Social Studies, Science)
10) ADEPT Scores for Teachers
11) The Helmsman
- Element 3: Use of Data for Program Improvement
1) Program Review Committee Decisions, 2002-2004; 2004-2005
2) Furman's 2004 Retreat: Work Summary
3) Unit Actions After the Spring Retreat 2004
4) Recent Data-Based Course Changes
5) Three Year Senior Survey
6) Student Leadership Team Notes
7) Teacher Education Program Guide
8) Agenda for Orientation Sessions
9) Elementary Senior and Full Year Graphic
10) Secondary/Languages Senior and Full Year Graphic
11) Junior Meetings (Fall 2005, Winter 2006)
12) Junior Elementary and Languages Surveys
13) Agenda for Early Experience Orientation
- Standard 3: Field Experiences and Clinical Practice
- Element 1: Collaboration between Unit and School Partners
1) District Contract for Field Placements
2) Teacher to Teacher Contract
- Element 2: Design, Implementation, and Evaluation of Field Experiences and Clinical Practice
1) Field Experiences and Clinical Practice by Program
2) Requirements for Community, School, and Classroom Profiles
3) Demographics on Field and Clinical Practice Sites
4) Teaching Internship Information Handbook
5) Teacher to Teacher Handbook
6) Guide to the Teacher Education Program
7) Agenda for Early Experience Orientation
8) Agenda for ADEPT Training Objectives
9) Agenda forADEPT Training of Cooperating Teachers
- Element 3: Candidates’ Development and Demonstration of Knowledge, Skills, and Dispositions to Help All Students Learn
1) Knowledge, Skills, and Dispositions Field Experience Chart
2) Performance Assessment Tranisition Points "At a Glance" (Elementary, Music, PE, Secondary/Languages)
3) Field Experiences Evaluations (ED 21, ED 30, ED 31, ED 32, ED 33, MUS 49, MUS 69)
4) ADEPT Evaluation Forms (Elementary, Math, ELA, PE, ED 43, ED 56, EDEP 170, EDEP 170: Induction)
5) Co-Teacher Evaluation by Cooperating Teacher-Early Experience
6) Conceptual Framework
7) Candidate Performance Assessments (Elementary, Secondary/Languages, Music, PE)
8) ADEPT Intern Scores for 2003-2005 (Elementary, ELA, Languages, Music, Social Studies, Math, PE, Science)
- Standard 4: Diversity
- Standard 5: Faculty Qualifications, Performance, and Development
- Element 1: Qualified Faculty
1) Faculty Qualifications Chart
2) Vitae for Faculty
- Element 2: Modeling Best Professional Practices in Teaching
- Element 3: Modeling Best Professional Practices in Scholarship
- Element 4: Modeling Best Professional Practices in Service
- Element 5: Collaboration
- Element 6: Unit Evaluation of Professional Education Faculty Performance
- Element 7: Unit Facilitation of Professional Development
- Standard 6: Unit Governance and Resources
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