Standard 1: Content and Pedagogical Knowledge

The LJFF CoE ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college-and career-readiness standards.

The LJFF CoE strives to meet the sufficient level of evidence that ensures candidates develop a deep understanding of the critical concepts and principles of their discipline and, by their completion, are able to use discipline specific practices flexibly to advance the learning of all students  toward attainment of college-and career-readiness standards through the review of data obtained through state assessment data, state survey data, clinical (student teaching)  observations and data collection; and, national recognition status of teacher preparation programs.

There are five components to Standard 1:

Candidate Knowledge, Skills, and Professional Dispositions

1.1: Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level (s) I the following categories: the learner and learning; content; instructional practice; and professional responsibility.

Evidence used to determine that the four InTASC standard/categories were addressed across all four categories include:

  • (OAE) (InTASC 1 to 10) by year, by program;
  • Ed TPA (InTASC 1 to 10) by year, by program, benchmarked by Ohio, comparing multiple year trend/growth;
  • ODHE Pre-service Completer Survey (item 1, 3, 4, 7,9, 10,14, 15, 16, 22) by year, by program, by trend, benchmarked by Ohio;
  • ODHE In-service Completer Survey (item 1, 3, 4,7,9,10,11, 13,14, 15, 16, 21,49) by year, by program, by trend, benchmarked by Ohio; and,
  • Teacher Candidate (Clinical 4) Final Evaluation Sheet rated by university supervisors and cooperating teachers. Data by year, by program, by trend.

Data sets and analysis/interpretations have identified trends and comparisons. Specialty licensure area indicates candidate competency and is benchmarked against state and national data averages.

Provider Responsibility

1.2: Providers ensure that candidates use research and evidence to develop an understanding of the teaching profession and use both to measure their P-12 students’ progress and their own professional practice.

Evidence sets used to determine sufficient level consist of:

  • edTPA (Item 3, 10, 15) by program, year and benchmarked by Ohio;
  • ODHE Pre-service Completer Survey (Item 1, 6, 7,17) by year, by program, by trend, benchmark by Ohio; and,
  • ODHE Inservice Completer Survey (item1, 6, 7, 17, 22) by year, by program, by trend, benchmarked by Ohio.

Evidence files document that candidates’ use of research and evidence for planning, implementing and evaluation P-12 students' progress; candidates’ use of data to reflect upon teaching effectiveness and their own professional practice; and, candidates’ use of data to assess P-12 student progress and to modify instruction based on student data.

1.3: Provides ensure that candidates apply content and pedagogical knowledge as reflected in outcomes assessments in response to standards of Specialized Professional Associations (SPA), the National Board of Professional Teaching Standards (NBPTS), states or other accrediting bodies (e.g., National Association of School of Music—NASM).

  • SPA Report (Data chart that majority programs received national Recognition);
  • ODHE Pre-service Completer Survey (Item 2-20) by year, by program, by trend, benchmarked by Ohio; and,
  • ODHE In-service Completer Survey (item 2-20) by year, by program, by trend, benchmarked by Ohio.

Evidence files document that candidates apply content and pedagogical knowledge at specialty licensure areas level (SPA); that over 51% of our teacher preparation programs achieved National Recognition; all programs that have submitted SPA reports have received National Recognition.

1.4: Providers ensure that candidates demonstrate skills and commitment that afford all P-12 students access to rigorous college-and career-ready standards (e.g. Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards).

Evidence sets used to determine sufficient level consist of:

  • edTPA score by year, by program, by trend, benchmark by Ohio;
  • OAE score by year, by program, by trend, benchmark by Ohio;
  • ODHE Preservice Completer Survey (Item 6, 24-29) benchmarked by trend, and by Ohio; and,
  • ODHE Inservice Completer Survey (Item 6, 24-29) benchmarked by trend, and by Ohio.

Evidence files document at the sufficient level the candidates' ability to provide effective instruction for all students; ability to have students apply knowledge to solve problems and think critically; to include cross-disciple learning experiences and to teach for transfer of skills; and, candidates' ability to design and implement learning experiences that require collaboration and communication skills.

1.5: Providers ensure that candidates model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice.

Evidence sets used to determine sufficient level include:

  • ODHE Preservice Completer Survey (Item 21, 34, 35, 45) benchmarked by trend and by OHIO; and,
  • ODHE Inservice Completer Survey (Item 20, 33, 34, 44) benchmarked by trend and by OHIO

Program faculty have teamed with Director of Teacher Education and Director of Assessment and Accreditation as well as College Data Team to work on a Curriculum Mapping Project to assist program continuous improvement and the development of a clinical model of teacher preparation.

Preliminary Findings/Review

Narrative analysis of preliminary findings SPA (Specialized Professional Associations); NBTS (National Board for Professional Teaching Standards) along with evidence sets from the Preservice Completer Surveys (CPAST) are documented by year, program, by trend and benchmark that strongly suggest that the EPP has met the sufficient levels for CAEP Standard One. The EPP presents data that ensures that the teacher candidate develops a deep understanding of the critical concepts and principals of their discipline and by completion, are able to use discipline specifically practices flexible to advance the learning of all students toward attainment of college- and career-readiness standards.

EPP presents disaggregated data that meets CAEP sufficient level for 1.1 in evidence Tables #1, 2, 6, 11 and 12. The EPP presents three cycles of data demonstrating an understanding of the 10 InTASC standards relative to the learner and learning, content, instructional practices; and professional responsibility, especially with significant decreases in student enrollment.

CAEP component 1.2 is supported in evidence tables: 2, 6, 8, 11, and 12. The CPAST Survey (Candidate Preservice Assessment of Student Teaching Form: Pedagogy and Disposition) is aligned with the Ohio Standards for Teacher Profession. The CPAST survey is aligned with OAE teacher professional standards.

The EPP offers evidence in Tables #6, 8, 11 and 12 for CAEP 1.3. As seen by SPA report; the majority of programs have met National Professional Content Standards. However, State Only: Full and Continuing Reviews are on-going for Drama/Theatre and Physical Education undergraduate and undergraduate programs. It should be noted that there are very low numbers for these programs.

Evidence Tables #1, 11 and 12 are met at sufficient levels for CAEP 1.4. The components of the CPAST and the pass rates on the edTPA support show multiple indicators/measurements that the EPP meets sufficient CAEP levels. Through lesson plan reviews, clinical observations and pass rates on the edTPA suggest that the EPP is ensuring that candidates offer rigorous college and career-ready standards for P-12 students through planning, instruction and assessment.

Evidence Tables #6, 11 and 12, containing the CPAST Survey, show evidence that the teacher candidates must model and apply technology standards.

The general rules for CAEP Standard 1 are generally met--data is disaggregated by specialty licensure; three cycles of date are submitted and analyzed in the self-study (SI) reported; cycles of data are sequential; all components are addressed in the self-study and there appear to be connections with Standard 5. The EPP has demonstrated the relationship of the CAEP standard to the evidence. The evidence is of high quality in that there are multiple measurements and indicators that the EPP offers along with reports and comparisons with state and national benchmarks. The edTPA passage trends seem to be consistent over three cycles of data considering the increase drop of enrollment (see OAE Table 1). OAE Assessment data indicate 758 state licensure assessment takers in 2013-2014 to 211 takers in 2016- 2017. The EPP has been analyzing OAE pass rates that have declined more in a few of its programs: Middle Childhood ITL; Multi-Age ITL programs (Drama, Music, Health Education, Physical Education and Visual Arts).

Data Sets for Standard 1

Data Set

Prior to being approved by the Student Teaching Committee for student teaching, each preservice candidate must pass the OAE Assessment for their content area. Teacher licensure testing and preservice performance assessments aligned to state and national standards assist with improving the quality of teaching and leadership and help maintain a high-quality educator program and workforce. Data reviewed and utilized for the purpose of continuous improvement of programs (CAEP Standard 5.3) as evident of the OAE Assessment is displayed into six program areas: AYA; Career and Technical; Early Childhood; Middle Childhood; Multi-Age and Special Education (only five program areas will be addressed--Career and Technical has too low of an N to report).

AYA ITL programs consist of science (26* separate teaching fields and program levels--program faculty are investigating an integrated science teaching field rather than separate teaching fields); mathematics (2 teaching fields and program levels); social studies (2 teaching fields and program levels); and, language arts (2 teaching fields and program levels). Over the past three cycles of data (AY 2013-2014, AY 2014-2015, AY 2015-2016/AY 2016-2017 is included however is not complete at this date of reporting--data sets and narrative will be complete at point of response to FFR), OAE pass rates have remained constant at mid 70%.

Early Childhood ITL program consists of one teaching field and program level. Over the past three cycles of data (AY 2013-2014, AY 2014-2015, AY 2015- 2016/AY 2016-2017 is included however is not complete at this date of reporting--data sets and narrative will be complete at point of response to FFR), OAE pass rates have remained constant at low 90%.

Middle Childhood ITL programs consist of language arts/social studies; language arts/science; language arts/math; social studies/science; social studies/math; and, science/math (12 separate teaching fields and program levels). Over the past three cycles of data (AY 2013-2014, AY 2014-2015, AY 2015-2016/AY 2016-2017 is included; however, is not complete at this date of reporting--data sets and narrative will be complete at point of response to FFR), OAE pass rates have fluctuated from 68% in AY 2013-2014 to 81% in AY 2014- 2015 and declined to 74% in AY 2015-2016.

Multi-Age ITL programs consist of Drama/Theatre; Music Education; Health Education; Physical Education; and, Visual Arts. Over the past three cycles of data (AY 2013-2014, AY 2014-2015, AY 2015-2016/AY 2016-2017 is included however is not complete at this date of reporting--data sets and narrative will be complete at point of response to FFR), OAE pass rates have declined from 90% during AY 2013-2014 to 89% AY 2014-2015 to 80% during AY 2015-2016.

Special Education ITL programs consist of Early Childhood Intervention Specialist; Intervention Specialist: Mild/Moderate; and, Intervention Specialist Mod/Intense. Over the past three cycles of data (AY 2013-2014, AY 2014-2015, AY 2015-2016/AY 2016-2017 is included however is not complete at this date of reporting--data sets and narrative will be complete at point of site visit), OAE pass rates have remained consistent in the upper 80%.

OAE assessment scores for EPP's for all programs are slightly below Ohio Average Scores. Program faculty utilize this reported data during various meetings: Program Faculty, Program Leads, Department, College Council, and Day of Development for the purpose of program review and continuous improvement as evident in the 'Faculty-Driven/Data-Driven Continuous Improvement Chart--Evidence Item #3.

Data Set

Students complete their edTPA assessments during their last semester of their academic program. edTPA is a performance-based assessment process designed by educators to answer the essential question of whether new teachers are ready for the job. This assessment includes a review of the preservice teacher's authentic teaching materials and as a culmination of a teaching and learning process that documents and demonstrates the candidate's ability to effectively teach his/her subject matter to all students. edTPA is a subject specific assessment that includes versions for 27 teaching fields. The assessment features a common architecture focused on three tasks: Planning, Instruction and Assessment.

AYA ITL programs consist of science (26* separate teaching fields and program levels--program faculty are investigating an integrated science teaching field rather than separate teaching fields); mathematics (2 teaching fields and program levels); social studies (2 teaching fields and program levels); and, language arts (2 teaching fields and program levels). Data for the past three (3) academic years have been reported and examined by program faculty as part of program continuous improvement (2016-2017 data is not complete due to the timing of this self-study submission--data will be complete for on-site visit).

AYA edTPA scores for the LJFF CoE have been at or slightly below the state and national averages.

edTPA Task 1 Scores for InTASC Learner and Learning have declined over the past three reporting periods and remain slightly below the state and national averages. edTPA Task 1 Scores for InTASC Content have declined over the past three reporting periods and remain slightly below the state and national averages. edTPA Task 1 Scores for InTASC Instructional Practice has declined over the past three reporting periods and remain slightly below the state and national averages.

edTPA Task 2 Scores: InTASC Learners and Learning have increased during the third reporting year; however, remain slightly below the state and national averages. edTPA Task 2 Scores for InTASC Content have increased in the third reporting year; however, remain slightly below the state and national averages. edTPA Task 2 Score for InTASC Instructional Practice have increased during the third reporting year, however, they remain slightly below the state and national averages. edTPA Task 2 Score for InTASC Professional Responsibility have increased during the third reporting year, however, they remain slightly below the state and national averages.

edTPA Task 3 Score for InTASC Learner and Learning have increased during the third reporting year, however, remain slightly below the state and national averages. edTPA Task 3 Score for InTASC Content have increased during the third reporting year; however, they remain slightly below the state and national averages. edTPA Task 3 Score for InTASC Professional Practice have increased during the third reporting year, however, they remain slightly below the state and national averages. Overall while the scores remain slightly below the state and national averages, growth is identified in reporting year three.

Early Childhood edTPA scores for the LJFF CoE have been at or slightly below the state and national averages.

edTPA Task 1 Scores for InTASC Learner and Learning have mainly stayed constant over the past three reporting years, slightly under the state and national averages. edTPA Task 1 Scores for InTASC Content have mainly stayed constant over the past three reporting years, slightly under the state and national averages. edTPA Task 1 Scores for InTASC Instructional Practice have mainly stayed constant over the past three reporting years, slightly under the state and national averages.

edTPA Task 2 Scores for InTASC Learner and Learning have shown growth over the past three reporting years and have made strides to reach the state and national scores for the last reporting year. edTPA Task 2 Scores for InTASC Content have shown growth over the past three reporting years and have remain slightly under the state and national averages. edTPA Task 2 Scores for InTASC Instructional Practice have shown growth over the past three reporting years and remain slightly under the state and national averages. edTPA Task 2 Scores for InTASC Professional Responsibility have shown growth over the past three reporting years but remain slightly under the state and national averages.

edTPA Task 3 Scores for InTASC Learners and Learning have shown growth over the past three reporting years and have made strides to reach the state and national scores for the last reporting year. edTPA Task 3 Scores for InTASC Content have shown growth over the past three reporting years and have made strides to reach the state and national scores for the last reporting year. edTPA Task 3 Scores for InTASC Instructional Practice have shown growth over the past three reporting years and have made strides to reach the state and national scores for the last reporting year. edTPA Task 3 Scores for InTASC Professional Responsibility have shown growth over the past three reporting years and have made strides to reach the state and national scores for the last reporting year.

Middle Childhood edTPA scores for the LJFF CoE have been at or slightly below the state and national averages.

edTPA Task 1 Scores for InTASC Learner and Learning have declined over the past three reporting periods and remain slightly below the state and national averages. edTPA Task 1 Scores for InTASC Content have declined over the past three reporting periods and remain slightly below the state and national averages. edTPA Task 1 Scores for InTASC Instructional Practice has declined over the past three reporting periods and remain slightly below the state and national averages.

Data Set

edTPA Task 3 Score for InTASC Learner and Learning have increased during the third reporting year; however, remain slightly below the state and national averages. edTPA Task 3 Score for In-TASC Content have increased during the third reporting year; however, remain slightly below the state and national averages. edTPA Task 3 Score for InTASC Professional Practice have increased during the third reporting year; however, they remain slightly below the state and national averages. Overall while the scores remain slightly below the state and national averages, growth is identified in reporting year three.

Multi-Age edTPA scores for the LJFF CoE have been at or slightly below the state and national averages.

MA: Physical Education scores have declined over a two year reporting period (third year N below 10 for reporting purposes) and remain below the state and national averages over all three Tasks (1-2-3) across all four categories.

MA: Performing Arts scores have shown growth over the past three reporting periods and remain above or at the state and national averages over all three Task (1-2-3) across all four categories.

MA: Visual Arts scores for 2013-2014 reporting year (2014-2015, 2015-2016 and 2016-2017 reporting years have too small of N to report) have been slightly under the state and national averages.

Special Education scores have shown growth over the past three reporting periods and remain slightly below the state and national averages across the Tasks (1-2-3) and across all categories.

Data Set

The Preservice Teacher Completer Survey was developed to assess preservice student satisfaction with the quality of educator preparation received. The survey consists of 49 items that align with the Ohio Standards for the Teaching Profession, Ohio Licensure requirements, and elements of national accreditation. Responses to the survey are recorded on a 4-point Likert scale ranking from 1 (Strongly Disagree) to 4 (Strongly Agree).

Pre-Service Teacher Survey: InTASC Learning and Learning LJFF CoE scores were slightly below the state averages across the four categories; however, they showed growth over the three-year reporting period across all program areas. All program data reflected score averages at the agree or strongly agree level with the exception of Integrated Social Studies (2014-2015) InTASC Instructional Practice and InTASC Professional Responsibility and Integrated Social Studies (2012-2013 & 2014-2015), Integrated Mathematics (2012-2013), Integrated Language Arts (2013-2014) in InTASC Professional Responsibility. These concerns were examined by program faculty for areas of improvement during Day of Development.

Data Set

The state-wide survey of Ohio Resident Educators' Reflections on their Educator Preparation Program is a 49-item survey assessing alumni satisfaction with the quality of educator preparation received. The survey aligns with the Ohio Standards for the Teaching Profession, Ohio Licensure requirements, and elements of national accreditation. Responses to the survey items are recorded on a 4-point Likert scale ranging from 1 (Strongly Disagree) to 4 (Strongly Agree).

In-Service Teacher Survey results indicate that in-service teachers' satisfaction level with their preparation program was at agree or strongly agree level. An increase in scores were noted across the past three year reporting period. The LJFF CoE scores were slightly below the Ohio averages. This data was reviewed, analyzed and considered by the program faculty for program/course updates and continuous improvement.

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