Program Interpretations and Conclusions:

Students must complete FCSG 205, a one credit Entry Assessment class, before they can officially declare a specilication/major in FCS Ed. Skills evaluated and developed in this class are as follows: oral and written presentation skills, preparation and use of visual instructional aids, and use of APA formatting style in academic/professional writing. Students must complete FCSG 405, a one credit Exit Assessment Capstone class, before they can graduate from their major program of study. Graduating seniors are required to complete an electronic protfolio demonstrating their competency in family and consumer sciences education. They are required to put their electronic portfolio artifacts on LiveText.

Program Interpretations and Conclusions:

One of the primary benefits of the Exit Portfolio is that students leave with a better understanding of the links between standards, classes, and empoyment. The portfolio forces students to maintain samples of their best work which can then be presented to prospective employers. All standards are addressed in the portpolio and then profides faculty the opportunity to assess curriculum to move the program close to authentic teaching.

Program Interpretations and Conclusions:

All students have successfully completed all parts of the portfolio. Graduates of the FCS Ed. program achieve various levels of competency for all 10 National FCS Teacher Standards. Because the program is aligned with standards, students receive professional recognition and credibility as beginning teachers.

Program Interpretations and Conclusions:

All students have successfully completed FCSG 405, Exit Assessment. All students must be successful in the completion of the Capstone course or they will not graduate. Because the program is aligned with standards in mind, students receive professional recognition and credibility as beginning teachers.

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:

While students show the ability to read and comprehend, and even do basic math, their writing performance needs work. The FCS classes address that concept. Students are required to take a writing intensive course, FCSC 472 or Life Management. In this specific course problem solving and writing/research skills are targeted. All three areas are are discussed in the FCSE Methods class when strategies for teaching reading, math, and writing in FCS are taught.

Program Interpretations and Conclusions:

The pass rate for the FCS Ed. portion of the WEST E exam is at 100%. All student's have passed the test on their first attempt. The FCS Ed. program has integraged into their FCSE 422, Educational Reform in FCS, a review for the WEST E exam.

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:

New Professional Education Program Teacher Candidate Goals/Competencies are being written. Specific student proficiencies target reading, writing, and thinking critically with clarity. In FCS Teacher Ed. a portion of the student's Methods course is devoted to teaching reading. Graduates obviously feel emphasis should be put on this subject.

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:

While these two areas are currently discussed, perhaps developming a class and/or specific competency specifically for teaching classroom management and getting and keeping parental involvement is necessary.

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:

As education students begin their program of study they are exploring and analyzing their own educational beliefs. These beliefs become more concrete as they progress through their program. That is a plus.

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:

While the deficits were few, the one that stands out is the student's understanding of various values, life styles, history, and contributions of various idenfiable subgroups of society. We need to emphasize the fact that while individuals are different, they are not right or wrong. Just different -- and, there is nothing wrong with being different.

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:

There are jobs available for ALL FCS Ed. students if they are not placebound. That is not the case for all education students. Various students will complete all degree requirements, and then decide that they do no want to teach. Experience has shown that it has more to do with "life" than a student's education. Life happens, and life changes what we choose to do.