Program Interpretations and Conclusions:

The assessment process in the Dance Program includes various assessment tools including: performance or skill testing, written tests, papers, and self-evaluation from video. The Dance program is measuring the following Dance Standards on Livetext:


PED 161 measures:

K 5.1 Understands how dance shapes and reflects ideas, beliefs or themes in a variety of cultures throughout history.

CTL 1.1Candidates demonstrate subject matter knowledge in areas of endorsement.

Outcome is measured through collected artifact Dance history research paper and presentation.

PED 301 measures:

S2.2 Creates dance using choreographic processes & structures.

S3.1 Demonstrates use of movement elements, expressive qualities, and technical proficiency in performing dance.

CTL 1.1Candidates demonstrate subject matter knowledge in areas of endorsement

CTL 1.2 Candidates demonstrate a thorough understanding of pedagogical content knowledge.

CTL 1.3 Candidates demonstrate a thorough understanding of professional and pedagogical knowledge and skills.

Outcome is measured through presentation of Choreography project and process Journal.

PED 309 measures:

K7.2 Understands current age and needs (differentiation & accommodation) appropriate methods and materials in dance education.

CTL 1.11Candidates demonstrate subject matter knowledge in areas of endorsement

CTL 1.2 Candidates demonstrate a thorough understanding of pedagogical content knowledge.

CTL 1.3 Candidates demonstrate a thorough understanding of professional and pedagogical knowledge and skills.

CTL 1.4 Candidates reflect dispositions expected of professional educators. Outcome is measured through a video project demonstrating mastery of teaching.




The dance programs current assessment process is course based. The instructor has conferred with other professionals teaching in dance programs throughout the State at regional meetings and attended informative sessions at both State and National conferences as part of the assessment development. The standards being assessed by the Dance Program give a representative sample of the programs integrity. Samples are gathered in key areas which cover historical knowledge, pedagogy, and the key aspects in choreography related to creating, performing, and responding.

Program Interpretations and Conclusions:

2. Some of the data has not been applied to this graph yet. The data that has been displayed is an appropriate representation for the class PED 161. The PED 301 class would add the addition of: S3.1 Demonstrates use of movement elements, expressive qualities, and technical proficiency in performing dance. The reasoning behind this would be the need for expertise in the performance of the students choreography in order to fully succeed in presenting their ideas to an audience.

Program Interpretations and Conclusions:

3. Overall with the small sample represented (3) at this point, the spread looks fairly representative of a curve. One student in the excellent range, one in the mid range and one who has work in several areas to improve. To improve the course more attention could be spent on improvisational exercises to help with the use of flow, transitions and movement invention. It is often difficult for students to think of new creative ways to move, instead we rely on the familiar (where our comfort level is). The other component to focus continued attention on is reiterating how important it is to keep movements simple and clean. The tendency can sometimes be to choose very difficult technical steps which are beyond the performer. This tends to have a negative impact on the overall interpretation of the choreography.

Program Interpretations and Conclusions:

4.The students are doing well in the content knowledge overall. The development of choreographic skills will continue to improve with their continued involvement in the program. The candidates are working successfully to meet their goals. Their commitment to learning is evident in the artifacts they are producing and their process journals.

Please find below the West B data for the teacher residency program. Please use these data, the LiveText data, and the West E data found below to predict candidate success in your program. Given theses summaries, are there changes to your program or to the unit your program recommends the CTL consider?

• Between 2005-2007, 49% of the candidates passed all three sections of the exam their first attempt, 84% passed the reading portion in their first attempt, 82% math their first attempt, and 65% passed writing their first attempt.
• The mean number of candidates not passing reading portion is 11%, math 12%, and writing 25%.

CTL WEST B Data Summary 2002 to Present

Program Interpretations and Conclusions:

Not applicable at this point.

Program Interpretations and Conclusions:

Please find below the EBI teacher and principal data for all program completers. Discuss and report in the space provided what your program recommends the unit should accomplish to improve overall satisfaction, or what your program is doing to improve the trend.

• This survey is administered through OSPI and is contracted through Educational Benchmarking Inc. These data are collected for all new teachers in public schools by surveying new teachers and their principals.
• Response rate average over the seven years n=105
• The graph represents a seven year average satisfaction trend by category
• Highest satisfaction ratings are in the areas of:
  • Student learning
  • Instructional strategies
  • Management, control and environment
• Lowest satisfaction ratings are in the areas of:
  • Reading skills
• 5 year Principal responses followed similar patterns as teachers n=41

Program Interpretations and Conclusions:

Please find below first year and third year teacher survey results summarized by graphing mean responses for each question.

• This survey is administered by CTL and data trend summary represents 2004-07
• The average response rate for 2004-2007 is 15%
• First year teacher N= 375, Third year teacher n =200
• The graph and subsequent ANOVA demonstrates a significantly higher average satisfaction rating from first year teachers when compared to third year teachers (p<.05)
• Highest satisfaction ratings are in the areas of:
  • Subject matter knowledge
  • Application of EALR's
• Lowest satisfaction ratings are in the areas of:
  • Classroom management
  • Involving and collaborating with parents

Program Interpretations and Conclusions:

Please find below a comparative analysis of candidate dispositions from beginning candidates to finishing candidates. Please comment on the changes you observe in your candidates over time and describe how and why you think this occurs. What does your program specifically do to engage candidates in developing professional teacher dispositions?

• This inventory is administered by the CTL at admissions (N=645), and again at the end of student teaching (N= 195). Some of the 645 candidates have not yet student taught, which is why the n's are different.
• There is a significant difference in 12 of 34 items (p<.05) between beginning candidates and candidates completing student teaching
• Change is in the preferred direction from agree to strongly agree
• This means somewhere between entry and before exit, the teacher program candidates are developing stronger professional beliefs and attitudes that reflect the underlying values and commitments of the unit's conceptual framework. Future work will include data that tells us where this change is occurring and if there are difference caused by demographic variables. If you want to read more about this disposition instrument, the validation study is published on the OREA web site under research.

Program Interpretations and Conclusions:

Final Student Teaching Evaluation Report on LiveText

• The data report is too large to be placed in this document. Please access the data by going to this link on our assessment system web site http://www.cwu.edu/~ectl/ncate2.0/wastate/fsted-ltr.html
• The report reveals the final assessment of elements found in state standards IV and V
• Candidates are generally performing at a high level, although there are some candidates as depicted by the colors green and red who are not performing to standard.
• Examination of those elements indicates some agreement with results provided in the 1st and 3rd year teacher survey.

Please look at these data carefully and discuss with your program faculty some ways the teacher residency program can begin to address the few but common deficits occurring in candidate knowledge and skills relative to the State standard elements. If you need to refer to state standards please refer to this link in the assessment system website: http://www.cwu.edu/~ectl/ncate2.0/wastate/istandards.html

Program Interpretations and Conclusions:

Please examine these data and report any discussions your program has regarding the reported results.

• This survey is conducted by Career Services and reported to OSPI. The report, however, has been reanalyzed and the summary reflects the new analysis, which covers 2002-2006.
• Average response rate = 57%
• Of that 57%, the average percent of graduates who get jobs in state is 94%
• The average percent of graduate still seeking a position is 27%
• Two percent of the 57% have decided not to teach
• For 2005-2006; 35 % of the program graduates responded to questions regarding ethnicity and gender. Out of the 35% who responded, 90% were Caucasian, 5% were Hispanic, 3% were African-American, and 1.8% were Asian.

Program Interpretations and Conclusions: