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CTL PROGRAM REPORT
Traffic Safety 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:

The traffic safety program is currently an endorsement only program which consists of four courses offered during the six-week summer session only. All four courses are taken concurrently. For the overall program, candidates produce artifacts and write a reflection to demonstrate their competence in meeting the state standards. A specific assessment of significant importance to the program takes place in SED 482, which is the in-car teaching portion of the program. Candidates teach actual lessons to local area students and are evaluated by CWU faculty throughout the entire six-weeks. A formal evaluation is given at the beginning, middle, and end of the program. This evaluation process literally examines a student’s knowledge (from every course) and ability to apply that knowledge in a “moving classroom”. This tool is effective because of the immediate teaching, learning, and application of the content.

2. Below is an analysis of the frequency with which your program cites CTL, WA State Standards/Competencies, and/or national standards within your 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?)
 
 

Program Interpretations and Conclusions:

The tables show the equal distribution of standards being assessed. Program faculty feel that standards are being appropriately taught and assessed and no immediate changes are needed.

3. Below you will find the sample of your reports that parallel the Live Text Report which identifies an aggregation of candidate learning outcome data. Please examine all of your reports 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:

The data shown is a pretty accurate description of the program with the exception of the “Common Core: General” section. This area shows that most students are meeting the standard at “acceptable” rather than “target”. This is due to the fact that students are not able to obtain electronic data to support this, meaning the evaluation may be on a test, a lab activity, or some other method that cannot be captured electronically, or is protected to maintain the “integrity”. In this case, the students “reflection” is used as evidence.

The current data does show that the program is meeting the needs. The data is further supported by the student’s success rate of passing the West E.

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:

Overall program faculty are pleased with candidate’s success in meeting the standards. In the four courses taught, three instructors are used (two are adjunct). Faculty need to work together to ensure that students are able to meet the standards and provide necessary artifacts to support that.

5.

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:

Due to the fact that CWU only offers the traffic safety program in the summer, the candidates for this endorsement are not the typical undergraduate student that most of the other endorsement areas have. Every candidate taking the endorsement the last few years has been a already certified teacher (who may or may not have their initial certification from CWU), therefore the data in this table likely do not reflect the candidates earning this endorsement.

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:

Candidates for the traffic safety endorsement are currently passing at a rate of 100%, which is not surprising as CWU has had one of the best programs in the nation which reflects both state and national standards.

7.

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:

Due to the fact that CWU only offers the traffic safety program in the summer, the candidates for this endorsement are not the typical undergraduate student that most of the other endorsement areas have. Every candidate taking the endorsement the last few years has been a already certified teacher (who may or may not have their initial certification from CWU), therefore the data in this table likely do not reflect the candidates earning this endorsement.

8.

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:

Due to the fact that CWU only offers the traffic safety program in the summer, the candidates for this endorsement are not the typical undergraduate student that most of the other endorsement areas have. Every candidate taking the endorsement the last few years has been a already certified teacher (who may or may not have their initial certification from CWU), therefore the data in this table likely do not reflect the candidates earning this endorsement.

9.

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:

Due to the fact that CWU only offers the traffic safety program in the summer, the candidates for this endorsement are not the typical undergraduate student that most of the other endorsement areas have. Every candidate taking the endorsement the last few years has been a already certified teacher (who may or may not have their initial c ertification from CWU), therefore the data in this table likely do not reflect the candidates earning this endorsement.

 

10. 

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:

Data suggests the professional prep. program is satisfactory. Preparing for the social interaction i.e. classroom management, parent communication, etc. correlates with new teacher in-service evaluations.

Program faculty are aware that this data does not necessarily reflect candidates in the traffic safety program since most of these candidates do not do student teaching as undergraduate students in our professional education sequence.

11.

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:

Again, data in this table do not reflect the traffic safety endorsement candidates. Literally 100% of the candidates earning the endorsement the last few years have already been certified teachers. These certified teachers come to CWU in the summer to add the endorsement because there is a need in their school district. So there is virtually 100% job placement. This does suggest, however, that more students in the undergraduate programs need to earn this endorsement to help with the demand.

   

 

 

 

 

 
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