Early Childhood Assessment Plan I. Student Learning Outcomes:
The Teacher Education Department uses the Ten Wisconsin Teaching Standards to assess Teacher
Education majors. These learner outcomes prescribe required competencies for teacher certification. Wisconsin Standards for Teacher Development and Licensure: To receive a license to teach in
Wisconsin, an applicant shall complete an approved program and demonstrate proficient performance
in the knowledge, skills and dispositions under all of the following standards: 1. Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the disciplines
she or he teaches and can create learning experiences that make these aspects of subject matter
The teacher understands how children with broad ranges of ability learn and provides instruction
that supports their intellectual, social, and personal development.
3. Teachers understand that children learn differently.
The teacher understands how pupils differ in their approaches to learning and the barriers that
impede learning and can adapt instruction to meet the diverse needs of pupils, including those
The teacher understands and uses a variety of instructional strategies, including the use of
technology, to encourage children's development of critical thinking, problem solving, and
5. Teachers know how to manage a classroom.
The teacher uses an understanding of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction, active engagement in learning,
The teacher uses effective verbal and nonverbal communication techniques as well as
instructional media and technology to foster active inquiry, collaboration, and supportive
7. Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject matter,
pupils, the community, and curriculum goals.
8. Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of the pupil.
9. Teachers are able to evaluate themselves.
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices
and actions on pupils, parents, professionals in the learning community and others and who
actively seeks out opportunities to grow professionally.
10. Teachers are connected with other teachers and the community.
The teacher fosters relationships with school colleagues, parents, and agencies in the larger
community to support pupil learning and well-being and acts with integrity, fairness and in an
II. Identification of where outcomes are being achieved.
Each Teacher Education major has a matrix that indicates where the learner
outcomes are achieved throughout the curriculum. Specific course assignments
become artifacts to demonstrate competence in each of the ten Wisconsin teaching
standards, and are collected in an electronic portfolio. This electronic portfolio later
serves as the Certification Portfolio. What follows is the Artifact Matrix for Early
This matrix is available on-line at: http://www.uwrf.edu/tlc/portfolio/matrix.htm
UW-RF ELEMENTARY EDUCATION (with Early Childhood)
TED 315 Lesson plan & reflection TED 317 Lesson plan & reflection TED 225 Observation & reflection
TED 316 reading TED 317 Guided reading rubric TED 335 Inspiration Program Planning Map
4) Teachers know how TED 255 Book Grouping to teach.
TED 310 Point essay TED 311 Lesson plan & reflection TED 312 Lesson plan & reflection TED 315 Lesson plan & reflection TED 317 Lesson plan & reflection TED 335 Lesson plan & reflection
5) Teachers know how TED 211 paper/parent communication
TED 310 Point essay TED 311 Lesson plan & reflection
7) Teachers are able to plan different kinds of
TED 315 Lesson plan & reflection TED 317 Lesson plan & reflection TED 335 Lesson plan & reflection TED 340 Lesson plan & reflection TED 310 Rubric-based writing assessment
8) Teachers know how to test for student
and Single Child Portfolio (SCP) Lesson plans reflections in a Power
TED 317 reflection TED 420 Educational philosophy paper
TED 345 for diversity in the classroom and in
III. Assessment Tools used to Measure Outcomes
(Direct & Indirect measures all assess 10 WI Teaching Standards)
1. Certification Portfolios – (electronic portfolios in CD format) 2. Student Teaching Evaluations 3. Field Experience Evaluations
1. Student Teacher Survey, Self report (sample attached) 2. Future: Graduate and Employer Follow-up Surveys (to be created)
Standard 2. Teachers know how students grow.
Interaction/Teaching Experience (Level IV)
Candidate makes choices that are below or
Please check the appropriate box for each
above the developmental level of the class
Element of a Standard. The standards are the
Candidate usually plans and teaches lessons
that are appropriate to the developmental
Teachers know the subjects they are teaching.
Standard 3. Teachers understand that students
Element: A. Meeting Learning Needs/Styles
B. Connections Within and Across Disciplines
Candidate’s interactions with students
Candidate focuses only on current lesson
indicate a basic understanding that students
connections within and across disciplines.
Candidate sometimes makes a connection on
C. Selects Appropriate Content Knowledge for
Candidate does not attempt to use real-world
Candidate sometimes uses real-world events
Candidate follows the teacher’s manual or
curriculum guide. Other resources are not
teacher’s ideas and uses resources other than
E. Eye Control, Proximity & Proactive
Candidate’s lessons differ in strategies and
Candidate tries to use strategies as needed;
Standard 5. Teachers know how to manage a
Candidate’s interactions with students are
Candidate’s directions and explanations are
Candidate’s interactions are generally
Candidate’s directions and explanations are
Candidate is often unaware of the amount of
Candidate uses unclear and/or incorrect
writing that fails to communicate to students
Candidate is usually aware of the amount of
time a particular lesson or activity will take.
Candidate usually uses clear, correct writing
that communicates effectively to students
Candidate has little enthusiasm for the
content or for teaching, does not use positive
Candidate uses unclear or incorrect speech
that fails to communicate to students and
Candidate is generally positive about the
content and teaching; uses some positive
Candidate usually uses clear, correct speech
that communicates effectively to students
Candidate appears unaware of group or lab
Standard 7. Teachers are able to plan different
kinds of lessons. Included in Standard 4 for this
Candidate sometimes responds to group or
lab dynamics; usually attentive to lab safety
Standard 8. Teachers know how to test for
Standard 10. Teachers are connected with other
Element: A. Varied Assessment Strategies
Candidate uses the same assessment strategy
Candidate does not attempt to establish a
working relationship with the cooperating
strategies to evaluate student learning.
Candidate attempts to establish a working
relationship with the cooperating teacher.
B. Integrity, Fairness, and Ethical Behavior
Candidate ignores assessment results in
Candidate does not always act with integrity
and fairness and in an ethical manner; does
Candidate sometimes refers to assessment
results in planning further instruction.
Candidate always acts with integrity and
fairness and in an ethical manner; maintains
Candidate does not share evaluation criteria
Candidate usually shares evaluation criteria
policies, including appropriate dress; is on
Standard 9. Teachers are able to evaluate
Candidate rarely, if ever, discusses his/her
teaching performance with the cooperating
Within one week of the conclusion of the field
experience, the cooperating teacher should mail
this evaluation and the accompanying log to the
unresponsive to reflections and suggestions;
reflections and suggestions; sometimes tries
This Student Teaching Survey Self-report is collected after students have completed their course
work and their student teaching experience.
Follow-up questionnaire for teacher education graduates University of Wisconsin-System Information About You and Your Teaching Circle or write in your answer
4. At what grade levels wil you be licensed?
5. In what content areas (if any) wil you be licensed?
Please place an X in the box that describes your opinion of your teacher preparation program at UW-River Falls. Wisconsin Teacher Standards Standard 1: Teachers know the subjects they are teaching.
How wel were you prepared to teach essential content and
How wel were you prepared to teach knowledge and skil s in content
areas in ways that help students learn?
Standard 2:Teachers know how children grow.
How wel were you prepared to understand and support students’
To understand and support their social and personal development?
Standard 3.Teachers understand that children learn differently.
How wel were you prepared to teach students with disabilities?
To teach students from diverse cultural/ethnic communities?
To teach students who are English Language Learners?
Wisconsin Teacher Standards Standard 4. Teachers know how to teach.
How wel were you prepared to teach using a variety of instructional
To integrate technology in your teaching?
To promote critical thinking, problem solving, and performance skil s?
Standard 5: Teachers know how to manage classrooms.
How wel were you prepared to promote engagement in learning?
To promote positive social development?
To promote group and individual motivation?
Standard 6:Teachers communicate well.
How wel were you prepared to communicate with students?
To use different forms of media for communication?
Standard 7. Teachers are able to plan different kinds of lessons.
How wel were you prepared to plan instruction using knowledge of
Knowledge of the community where you teach?
National, state, and district curriculum goals or standards?
Standard 8.Teachers know how to test for student progress.
How wel were you prepared to assess student learning, strengths
Wisconsin Teacher Standards Standard 9. Teachers are able to evaluate themselves.
How wel were you prepared to continual y evaluate the effects of
To seek and assume leadership responsibilities in your school or
To take advantage of professional development opportunities?
To use student and parent feedback for self-assessment?
Standard 10. Teachers are connected with other teachers and the community.
How wel were you prepared to connect with school col eagues and
community agencies to support your students?
To understand the politics of public education and work within its
To live out ethical beliefs and values of the teaching profession?
A. Overal , how wel did your teacher preparation program prepare
you for student teaching? Grade your preparation A-F.
B. If you could do it over again, would you choose the same teacher
Future Graduate and Employer Survey (to be developed by Dean’s Office)
IV. Timetable Indicating the Cycle of Assessment & Continuous Improvement
The Teacher education Program has many assessments. Below is a summary of time table for various assessments and
committees. In addition to these, the teacher education faculty examine randomly selected portfolios from each certification area
and examine two or three selected outcomes each semester. Faculty met in the Fall of 2006 in small teams (2 or 3 faculty) to
initiate this activity. (Assessment Reports and Minutes from this initial assessment activity are available.) Faculty have expressed
a preference for the assessment activity in the Spring of 2007 to include student presentations of e-folios with more time devoted
to discussions regarding the curriculum.
Assessment Plans for Teacher Education Department Assessment Plan components Learning Outcomes assessments Indirect
Final student teaching evaluation Final student teaching evaluation
Assessments Date of accreditation visit or program review meeting Date of required beginning of data collection Date of required evidence of
for program evaluation during for program evaluation during
Who requires the above?
The Teacher Education Department also has an Assessment Committee. The following is a more in-depth look at the UWRF
Program Review Information Program Name Date of next Current status of program Where to find information about program with university Elementary Education (Phinney to chair) Reading Masters’ Degree (Phinney) Principal Licensure Master’s Degree (Monsour) Elementary Education Initial Certification Master’s Degree (Holleran) Early Childhood Secondary Education undergraduate (Miller) Secondary Education graduate (Scheurman)
Elementary Undergraduate – Kruizenga/Phinney
Secondary Undergraduate – Miller/ Scheurman/Holleran
NOTE: Certificate programs in Technology for Teachers, Service Learning, and Community Education, and Shared Inquiry Master’s Program can be reviewed
through the Dean’s Office and Outreach unless TED chair prefers to take responsibility. There may be arguments for this, but currently Amber Tubre’ and Mary
Manke are working on the Assessment Plans. It is possible that one or more of the certificates will be discontinued when Graduate Council carries out its 3-year
V. Data Presentation and Discussion Process
Fall 2006 semester faculty reviewed one randomly selected e-folio. In groups of two or
three, faculty chose 2 or 3 of the ten WI standards to examine and reported back to the
Department as a whole. Faculty discussed the possibility that corrections to the Artifact
VI. Implementation of Revisions Based upon Assessment Results.
The faculty have suggested that a few students be invited to present their e-folio in the
Spring semester. Faculty agreed that the process of sharing the content of the e-folio with a
small group of faculty for each major, might result in better feedback on curriculum
content. The Dean’s Office has requested that changes to the Artifact Matrix be limited to
once a year and also be channeled through the Associate Dean for accreditation purposes.
VII. Results Availability.
All assessment Reports will be available on the college web site
http://www.uwrf.edu/college-of-education/TED/welcome.htm and distributed during the
meetings of the larger Education Preparation Visit. Results of the curriculum changes will
also be evident in the revised Artifact Matrices.
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