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Mathematics Teaching Program

1.   Please describe your program's assessment process and what standards you are measuring in relation to the NCATE and State standards of knowledge (content, pedagogy and professional), skills (professional and pedagogical) and dispositions. Is the system course based, end of program based, or other? Be sure to reference how the faculty in your program was involved in developing the assessment process. In addition, describe how the assessment of standards relates to the unit's and program's conceptual framework.

Program Interpretations and Conclusions:

2. Below is an analysis of the frequency with which your program cites CTL, WA State Standards/Competencies, and/or national standards within your LiveText artifacts, rubrics, and reports. Please examine the charts and write your program's interpretations and conclusions based on the information provided. (e.g., Are the standards dispersed appropriately in your program? Are all the standards represented as you wish them to be? After reviewing this analysis are there changes your program would recommend making to the way you cite standards or assess your candidates using LiveText?)

Program Interpretations and Conclusions:

2. The data in this table is not correct. From the alignment matrix above you can see that every NCTM2003 standard is assessed formally at least twice. The math program only assesses the CTL standard1 because the other standards are assessing more fairly and accurately in the professional education sequence of courses. When you review the analysis of the NCTM, State, and CTL standards, in section 4, you will see that all three sets of standards are covered well.

3. Below you will find one sample of your Live Text Report that identifies an aggregation of candidate learning outcome data. Please examine all of your reports in the LiveText exhibit area and discuss the accuracy, consistency, and fairness of the data, as well as what improvements could be made in the program assessment rubrics, courses, artifacts, or reporting. Include your interpretations relative how well your candidates are meeting standards. After examining all of your report data, list any changes your program is considering.


Program Interpretations and Conclusions:

4. Below you will find a chart of the CTL Standards aggregated by course. Please examine the data results and discuss any improvements if any you might consider for your program. Using these data, please reflect upon your candidates' success in meeting standards. Compare these data to the data provided in the WEST B and E charts that follow. Is there consistency in the rates of success? What do these data tell you?

Program Interpretations and Conclusions:


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:

The graphs of the WestB scores show that the exams seem to be easy for most students. More students have trouble passing the writing portion than the other two. From my 10 years of being a math advisor I have more information than are on these graphs and I think some changes need to be made in the administration of this teacher basic skills exam (WestB). Most of the students entering the teaching secondary math major do not have any trouble passing all three areas of this exam, but those math education students that are English Language Learners (ELL) have frequently had trouble with the writing portion. Some of these students have had trouble passing the writing portion of the exam even after they have become good writers. Part of the problem is the multiplechoice part of the writing exam. The questions focus on strange exceptions in the English language. If a math teacher can write an article using correct grammar and punctuation then the writing improvement should be left up to the universities certifying the teachers.

6. The WEST E is administered by ETS as a state requirement for program Exit, measuring content knowledge by endorsement area. ETS has not sent the final corrected data summary at the time of this report, however, the data we keep on a continuously updated basis is described below in the following graph. The graph compares 2005-2006 and 2006-2007 data by endorsement area. We suspect the 2006-2007 data will change after all scores are received from ETS. According to this set of data, 2005-06 pass rates were 90%. Remember all candidates must pass the test to be certified, so they take it multiple times. We are working on authenticating a different process that will show how many times candidate take the test and when. The 2006-07 data indicates pass rates of 87%. If your program is one of those with a pass rate below 80%; what program recommendations are you considering that will positively affect the rate of passing the WEST-E for 2007-2009?

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:

The data from the EBI teachers and principalsí survey seems to indicate that the most teachers are well prepared to teach. Both graphs show that the lowest area of teaching preparation satisfaction is the ability to teach reading skills. What is not clear is whether this trend is a result of low elementary, secondary, or both grade levels of teacher preparation satisfaction. This information makes a big difference in what type of changes CWU faculty suggests to the teacher education program.


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:

It is obvious there exists a trend in the CTL Disposition Graph showing that CWU studentsí teacher beliefs change toward more agreement with the CTL teaching dispositions after the students are the teacher education program. In mathematics, we have our own skill and disposition inventory (MTP). The data from this assessment instruments shows the same trends: During the two years they are in the Teaching Secondary Mathematics Program the MTP data shows a trend is toward more confidence in their math teachers skills and their teaching beliefs shift toward more agreement with the dispositions of the NCTM2003 teaching standards.



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
  • 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:


Program Interpretations and Conclusions:

The mathematics education faculty are mostly interested in the preparation of math candidates for student teaching. This is why the mathematics curriculum in Math 299E, Math 324, and Math 499e includes classroom management, technology, and collaboration with parents and family, and use of student achievement data to make curriculum change. Our philosophy is that these teaching concepts and skills are best taught in the context of a classroom setting. Math 324 and Math 499E both have fieldexperiences were students must discuss these teaching issues in the context of teachers and students they work with. This approach also gives the math education faculty a method of assessing if our students are ready for student teaching. Since we have been using field experiences in Math 324 and Math 499E three students have been identified as unprepared to student teach. Two of the student agreed to participate in an independent study course where the program director (Dr. Oursland) work individually with the students in a teaching situation to become more proficient at the needed teaching concepts and skills. Both of these students successfully past student teaching and are successfully teaching presently. Another student decided not to do an independent study but instead to became a math major and is almost done with his graduate work in mathematics at University of Washington.


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:

The teaching placements of CWU graduates seem to be reasonable for the teaching profession. In mathematics education every student has been offered a job or asked to apply for a job before they were done student teaching. So there is no trouble placing math teachers. Most of our students can even get fulltime jobs in the middle of the year. Sometime the students do not take these jobs because they know they can be picky about were they teach.






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