1. science
2. social science
3. history

Cover Sheet
Georgia Professional Standards Commission (PSC) Report
Program Name:
Submitted by:
Social Science Education (SSED)
Kennesaw State University
Address:
1000 Chastain Road
Kennesaw, GA 30144-5591
Chief Compiler: Dr. Nancy Stroud
Fax 770 –423-6432
Phone:
770-423-6291
Email
nstroud@kennesaw.edu
Level offered for review:
X
Baccalaureate
Post-Bac (Alternative Certification)
Masters
Endorsement/Add-on
Checklist of Materials to be enclosed in this review document:
X
Table of Contents
X
Overview of the Program
X
Goals and Objectives of the Program
X
College or Department Responsible for Preparing Candidates
X
Description of Course(s) of Study
X
Descriptions of Field Experiences, Student Teaching and Internships
X
Explanation of How and Why The Program May Vary From the Published Georgia Standards
X
List of Faculty Responsible for the Program
Number of Candidates in the Program
X
Post Baccalaureate Programs
X
Evidence for Meeting the Georgia 2000 Standards
X
Standard 1 – Candidate Skills, Knowledge, and Dispositions
X
Standard 2 – Program Assessment and Unit Capacity
X
Standard 3 – Field Experiences and Clinical Practice
X
Standard 7 – Georgia-Specific Requirements for Units and Programs
X
Standard 8 – Content Requirements for Educator Preparation Programs
X
Required Appendices
X
A. Assessment instruments referenced in response to Standard 2.
B. Course syllabi for all courses referenced in responses to Standards 7 and 8.
X
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PSC PROGRAM REPORTS IN CONJUNCTION WITH ON-SITE
CONTINUING REVIEWS
Social Science Education (SSED)
Level of Program: Initial
Table of Contents
I.
Overview of the Program
A.
B.
C.
D.
E.
Goals and Objectives of the Program
College or Department Responsible for Preparing Candidates
Description of Course(s) of Study
Descriptions of Field Experiences, Student Teaching and Internships
Explanation of How and Why the Program May Vary From the
Published Georgia Standards
F. List of Faculty Responsible for the Program
G. Number of Candidates in the Program
H. Post-Baccalaureate Programs
II.
Evidence for Meeting the Georgia 2000 Standards
A. Standard 1 – Candidate Skills, Knowledge, and Dispositions
Element 1.1 Content Knowledge (Initial )
Element 1.3 Pedagogical Content Knowledge for Teacher Candidates
(Initial)
Element 1.4 Professional and Pedagogical Knowledge and Skills for Teacher
Candidates (Initial)
Element 1.6 Dispositions for All Candidates (All)
Element 1.7 Student Learning for Teacher Candidates (Initial)
B. Standard 2 – Program Assessment and Unit Capacity
Element 2.1 Assessment System
Element 2.2 Data Collection, Analysis, and Evaluation
Element 2.3 Use of Data for Program Improvement
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C. Standard 3 – Field Experiences and Clinical Practice
Element 3.1 Collaboration between Unit and School Partners
Element 3.2 Design, Implementation, and Evaluation of Field Experiences
and Clinical Practice
Element 3.3 Candidates’ Development and Demonstration of KSDs To Help
All Students Learn
D. Standard 7 – Georgia-Specific Requirements for Units and Programs
Element 1 Meets Minimum Admissions Requirements
Element 3 Knowledge of the Identification and Education of Children with
Special Needs
Element 4 Proficiency in the Use, Application, and Integration of
Instructional Technology
Element 5 Knowledge of the Relevant Sections of the Georgia Quality Core
Curriculum
Element 6 Knowledge of Professional Ethical Standards and Requirements
for Certification and Employment
Element 7 Field Experiences Appropriate to the Grade Level and Field of
Certification Sought
E. Standard 8 – Content Requirements for Educator Preparation Programs
SPA Report: National Council for the Social Studies (NCSS)
Praxis II Content Matrices
V.
Required Appendices
A. Assessment instruments referenced in response to Standard 2.
B. Course syllabi for all courses referenced in responses to Standards 7 & 8.
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I.
Overview of the Program
Goals and Objectives of the Program
PROFESSIONAL TEACHER EDUCATION UNIT
BAGWELL COLLEGE OF EDUCATION
CONCEPTUAL FRAMEWORK
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University
(KSU) is committed to developing expertise among candidates in initial and
advanced programs as teachers and leaders who possess the capability, intent and
expertise to facilitate high levels of learning in all of their students through
effective, research-based practices in classroom instruction, and who enhance the
structures that support all learning. To that end, the PTEU fosters the development
of candidates as they progress through stages of growth from novice to proficient
to expert and leader. Within the PTEU conceptual framework, expertise is viewed
as a process of continued development, not an end-state. To be effective, teachers
and educational leaders must embrace the notion that teaching and learning are
entwined and that only through the implementation of validated practices can all
students construct meaning and reach high levels of learning. In that way,
candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools,
parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
At Kennesaw State University (KSU), the Professional Teacher Education Unit
(PTEU) envisions teacher education programs as pivotal in the preparation of an
educational workforce composed of subject matter experts. In a variety of
professional roles, these developing teachers and educational leaders work
collaboratively, wholeheartedly, and effectively to serve learners by facilitating
learning and developing successful learners across multicultural educational
communities.
The PTEU embraces Dewey’s vision of education as a “….process in which the
immature members of the teaching profession are shaped, formed, and molded
into the profession’s own social form” (1916/1944). This vision presupposes
“schools as places where only such as would make a better future society is
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transmitted...and where each individual gets an opportunity to escape from the
limitations of the social group in which he/she was born, and to come into living
contact with a broader environment” (Dewey, 1916/1944).
What unites the diverse work of the PTEU is the underlying aspiration to guide
educators who bring learners of diverse backgrounds to high levels of learning.
As part of that work, we believe that collaborative teaching partnerships have the
potential to play a significant role in advancing education toward this desired
future (Dottin, 2001). As a result, the vision for the Professional Teacher
Education program at Kennesaw State University may be captured in the
following theme:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN TEACHING
AND LEARNING
This theme is directed by the following definitions as applies to the initial and
advanced Professional Teacher Education Programs:
Collaboration
Working together in an intellectual effort is the hallmark of collaboration (Friend
& Cook, 2000; Galassi, 2000). The concept encompasses how professionals work
together, and unfolds as a developmental process that proceeds from networking
to coordination to cooperation until true collaboration is achieved. Effective
educators who are capable of meeting the needs of every learner must work
collaboratively and in partnership with parents, professional colleagues, and the
community. In the context of increased student diversity, teachers need to support
one another in an intellectual effort to serve multicultural communities. In the
absence of collaboration, it will be difficult to assure that each student is accepted
and actively supported in accessing the full array of education experiences
(Gartner & Lipsky, 1987). Thus at KSU one portion of our theme rests on
collaboration.
Development of Expertise
Another aspect of our theme includes the development of expertise. According to
Odell, Huling & Sweeny (2000), each teacher progresses through stages of
development that advance from novice to proficient to expert and teacher leader.
This progression occurs in a continuum of growth from pre-service to induction to
in-service and finally renewal. To move from one stage to the next, graduates
must recognize and act upon the significance of life-long professional
development of subject matter knowledge and pedagogical practice.
Expertise is viewed as a process of continued development, not an end state. In
developing expertise, teachers work to achieve intellectual proficiency or
"know-how" in the teaching/learning process. Educators with expertise on both
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areas hold high expectations for every learner, possess professional insight, use
and organize knowledge about teaching/learning effectively, and search for
creative solutions to problems and challenges. At KSU, we use the terms expertise
and expert in the same way as the National Board on Professional Teacher
Standards (The National Board, 1999) uses the term accomplished.
Teaching and Learning
Besides collaboration and development of expertise, our theme also includes
consideration for the teaching and learning process which is demonstrated and
facilitated by the PTEU faculty, to the teacher candidates, and ultimately, to their
students. To be effective, teachers and educational leaders must meet the needs of
diverse student populations by understanding individual students’ backgrounds,
preferences and interests and by using this information in the instructional
process. KSU faculty embrace and model the intertwined processes of teaching
and learning. That is, expert teachers use validated practices to facilitate the
learning process and assist their students as they explore and investigate concepts
so that learning becomes the acquisition of personal meaning, knowledge and
skills rather than simply the acquisition of a measurable outcome (Dottin, 2001).
The acquisition of meaning, knowledge and skills is consonant with a
constructivist paradigm of teaching and learning in which candidates (as well as
their students) build their “…own knowledge and their own representations of
knowledge from their own experiences and thought…” (Martin, 2003). Thus, the
learning and development of candidates (and their future students) is assisted
within an environment where emphasis is placed on a recursive process for the
construction of knowledge (Newman & Holzman, 1993; Tharp & Gallimore,
1988).
Unit Mission
The unit mission builds upon the PTEU vision and theme. KSU is committed to
providing a challenging and facilitative collegial environment that fosters highquality academic preparation, critical thinking, global and multicultural
perspectives, effective communication and interpersonal skills, leadership
development, social responsibility and lifelong learning (KSU Catalogue, 200203). In concert with this institutional mission, the PTEU embraces the
commitment of developing educational professionals who, as collaborative
partners, engaged in local, national, and international endeavors in teaching,
research, and service, become subject matter experts capable of facilitating high
levels of learning within diverse student populations. Paramount to this activity is
scholarly activity, which broadly defined, is multi-dimensional in nature, and
methodologically based upon the level and context of inquiry, combined with
service activities that promote the well being of the University and the
community-at-large. The PTEU, therefore, is committed to building a community
of learners, who in turn will enfold, nurture, and engender in the Pre-K through
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grade 12 students a “shared vision of intellectual and social possibilities” (Boyer,
1990) as they prepare to live productively within a global society.
Philosophy
“…education must be conceived as a continuing reconstruction of experience;
that the process and the goal of education are one and the same thing” (Dewey,
1910:1933).
Teacher as Nurturer, Facilitator (of Learning), Collaborator
Within the context of our general mission and vision, the PTEU philosophy is
based upon a shared view of teacher preparation. Teachers and other school
personnel in the Professional Teacher Education Unit at Kennesaw State
University are seen as nurturers, facilitators, and collaborators. Since teachers and
other school personnel in the PTEU care deeply about candidates and are
particularly responsive to candidates’ needs, they act as nurturers to assist
candidates in the development of necessary basic learning skills and dispositions.
Professional educators in the PTEU use validated practices to facilitate a learning
process that acknowledges and values prospective teachers’ constructions of
knowledge and aid candidates in reflecting about their content. Finally, these
professional educators embrace an ideology that speaks to the collective and
collaborative nature of shared work among effective professionals in the field.
Nurturer. “To see teaching and learning as the act of nurturing is to understand
the essence of the phrase, to educate”. As Dewey posits, learners grow in concert
with others. “Every experience lives on in further experiences. Hence the central
problem of…education… is to select the kind of present experiences that develop
fruitfully and creatively in subsequent experiences” (Dewey, 1938).
Facilitator. “Real, genuine attention means mental movement, not only on the
part of the individual but also on the part of the class. It means that ideas come
into the class, various persons follow out those ideas, and new points are brought
out; and yet the teacher harmonizes it all, combining this play of variety, this
expression of different elements, so that it leads consistently and consecutively in
a definite direction” (Dewey, 1902).
To see teaching and learning as the act of facilitating is to see the teacher as one
who views students as curious, active and capable learners who are able to obtain
complex understandings and skills through the guidance of a knowledgeable
instructor.
There is a philosophical perspective that asserts that teachers cannot “give”
knowledge to their students. Rather, each individual constructs meaning based on
prior knowledge and experiences (Bruner, 1996). Teachers' "making sense" of
their classrooms is a constructivist process; understanding evolves and is
influenced by teachers' prior knowledge, values, and beliefs. Interpretation of
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classroom events is viewed as a quest for order and intelligibility among the many
possible patterns of sense that a classroom scene affords the teacher. The sense
that a teacher makes of a particular scene is a product of ordered prior knowledge
of classroom scenes, awareness of particular features of the present scene, and
cognitive processes that connect knowledge with current awareness (Calderhead,
J., 1987).
As teacher educators, our task is to assist our candidates in examining, critiquing
and refining their meaning (constructions) as they search for greater
understanding. Moreover, while we understand that learners create their own
meanings, we also understand that not all constructions are of the same worth or
usefulness. One of the dangers of misunderstood and misapplied constructivism
is rampant relativism. Constructions justified solely on the basis of uniqueness
and “reality” for the particular individual are potentially biased and self-serving.
Thus, while we embrace constructivist teacher education programs, we do so with
the understanding and intent that the constructions must be subjected to standards,
a knowledge base, and processes by which they can be examined, reflected upon
and evaluated on a basis more persuasive than one’s personal reality.
Collaborators. “…it behooves the school to make ceaseless and intelligently
organized effort to develop above all else the will for co-operation and the spirit
which sees in every other individual one who has an equal right to share in the
cultural and material fruits of collective human invention…” (Dewey, 1934)
Dewey’s ideology and his approach to education encompassed a view that human
beings had the natural tendency to connect with others, “to give out, to do, and to
serve” (Experience and Education, p. 55) This lead him to take an approach to
education which stressed the importance of learning to get along with others
because cooperation actually satisfies a deep-seated human need (Fishman &
McCarthy).
To see teaching and learning as the act of collaborating is to see the teacher as one
who values teaching and learning as more than just an end unto itself. Teachers
are charged to create a community of learners who construct meaning within a
socio-cultural context. As Vygotsky (1934) theorized, learning is enhanced
through social interaction. Later, Tharp & Gallimore (1988) posited that learning
is socially-mediated and that interaction with more capable peers and/or more
knowledgeable others, and under the guidance of accomplished, mentor teachers
produces higher levels of achievement.
Beyond these defined philosophical tenets, the PTEU has agreed upon the
following belief and action statements to elucidate how learning occurs. The
model of teaching and learning envisioned at KSU brings to the foreground the
needs of the learner rather than the teacher.
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Beliefs and Actions
1.
All human beings are worthy of respect; high regard for human dignity is
essential.
2.
All students are capable of high-levels of learning and it is the
responsibility of faculty and candidates to ensure this occurs by using a variety of
validated practices in a constructivist learning environment.
3.
Development of teaching expertise by faculty and candidates is a complex
intellectual and developmental process requiring the integration of strong content
and pedagogical knowledge bases with well-structured classroom experiences.
Teaching expertise is facilitated through thoughtful reflection on practice, student
success, and on-going professional development.
4.
Appropriate use of technology is essential to effective teaching and
learning for faculty and candidates. Instructional plans that use research-based
methods, materials, and technologies are necessary to meet the needs of all
students.
5.
To enhance candidate learning, faculty members must model best
educational practice. They possess a spirit of inquiry and engage in professional
collaboration and professional development that enhances candidate learning.
6.
Collaboration with the professional education community is essential for
the successful preparation of effective teachers and teacher leaders.
7.
Ongoing candidate evaluation, both formative and summative, is
necessary for documenting candidates’ development of teaching expertise.
8.
Teachers use the results of ongoing program evaluation, scholarly inquiry
about best educational practice in teaching and learning, and an understanding of
changes in state policy and professional standards.
9.
To facilitate high levels of learning in all, initial and advanced programs
support candidates’ efforts to be self-directed and to value a spirit of inquiry
through research that facilitates high levels of learning in all students.
Therefore, we believe that learning is both personally and socially mediated.
Personally, KSU candidates build upon their own experiences to construct their
own meaning, gain sophisticated pedagogical skills, and demonstrate dispositions
that enhance their daily practice and ultimately, student learning. Socially, KSU
candidates engage in collegial discourse and are recipients of extended practice,
mentoring and assistance to help them learn.
Aim: Directed Purpose
The aim is the directed purpose for all unit activity that emerges from its vision
(theme), its mission, and its underlying beliefs (Dottin, p. 45). The PTEU seeks
to facilitate high levels of candidate learning and the development of teaching
expertise through extensive collaboration among numerous departments and
across the university and with many partner schools and practicing professionals
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in the field. Such collaborative efforts are designed to aid in the candidate’s
acquisition of critical understandings, knowledge and skills, as well as foster
dispositions that reflect high regard for learner diversity, professional reflection
and growth, and student success. The unit’s commitment to collaboration with
the professional educational community serves as a model, the purpose of which
is to develop expertise among candidates in their initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate
high levels of learning in all students through effective classroom instruction, and
who enhance structures that support learning. Our aim it is to produce teachers
and school leaders who are:
•
Subject Matter Experts who assist students in subject matter mastery, who
accurately represent content and who use effective instructional
strategies/techniques, including the use of technology.
•
Facilitators of Learning who understand how individuals construct
knowledge, help learners develop complex cognitive structures, adapt
instruction to accommodate learners’ levels of understanding, and use a
wide array of teaching strategies and methodologies.
•
Collaborative professionals who work together to improve teaching and
learning, who are committed to life-long learning, who promote a climate
of collaboration and trust, and who have high ethical and professional
values.
Institutional Standards
Institutional standards are used in unit evaluation to measure candidate
proficiencies in mastering the desired outcomes mentioned above. All of the
instruction provided on campus, as well as in field experiences is designed to
meet the unit aim. Candidate assessment is divided into three succinct categories
of (1) Subject Matter Experts; (2) Facilitators of Learning; and (3) Collaborative
Professionals.
Knowledge Base
The justification for the development of unit outcomes and proficiencies is
grounded in research and a knowledge base, which emerges from the professional
literature on the preparation of teachers and other school personnel.
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Know Subject Matter Deeply
Wilson, Schulman & Richert (1987) identified three critical components of a
teacher’s professional knowledge base: subject matter content knowledge,
pedagogical content knowledge, and curricular knowledge. Thus, teacher
candidates must be knowledgeable of their content areas (The National Boards,
1999) and the state-approved standards and curriculum, as well as possess a broad
repertoire of instructional and assessment practices (McGregor & Vogelsberg,
1998), technology applications (Churma, 1999) and know how to collaborate with
other professionals (Kohler, et. al., 1997).
Sternberg (1998) supports our belief that expertise is a process of continued
development, not an end state. In developing expertise, teachers exhibit
characteristics that set them apart from novice teachers. They differentiate
themselves in the areas of knowledge, efficiency, and insight (Sternberg, 1996).
Expert teachers use knowledge more effectively in professional problem-solving,
organize their knowledge differently, and have more tacit situational knowledge.
Finally, teachers with higher levels of expertise search for non-obvious solutions
to teaching/learning situations through creative problem-solving.
Accomplished, expert teachers command the specialized knowledge of their
discipline and know how to present that information to a diverse group of students
(Buckman, 1984; The National Board, 1999). Accomplished, expert teachers are
equally aware of the background knowledge students bring to the subject area as
well as necessary instructional strategies to help students capitalize upon their
background knowledge. Also, accomplished, expert teachers predict where
instruction can be hindered or enhanced and have the ability to modify practices
accordingly.
Facilitate Learning
Teachers must assume the role of facilitators of learning (Smith, 1993) by
assisting students as they explore and investigate concepts. This role, grounded in
constructivist philosophy, transforms learning from the demonstration of a
measurable outcome to the acquisition of personal meaning (Dottin, 2001). In all
teacher preparation programs at KSU, facilitation is key to the teaching and
learning process. Teacher facilitation fosters an instructional climate that
promotes active and authentic learning of a standards-based curriculum
(Zemelman, Daniels & Hyde, 1998). The instructional climate in the facilitated
classroom supports risk-taking and inquiry (Elias, et. al., 1997) so that students
are able to make connections between and among disciplines and apply
knowledge and skills from one discipline or situation to another (Brigman, 2000).
Elam and Duckenfield (2000) describe the teacher facilitator as an instructional
leader who, through collaboration with university faculty, master teachers,
cooperating teachers, and role models in the community, provides collective
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experiences and opportunities for student learning. An instructional leader fosters
a climate that encourages and promotes active learning of a standards-based
curriculum. The instructional climate also supports risk-taking and inquiry so that
students are able to construct knowledge, make connections between and among
disciplines, and apply knowledge and skills from one discipline or situation to
another (Brigman, 2000; Johnson, 2000).
Constructivist teaching and learning approaches are in tandem with this belief.
With constructivist approaches, “the single most important factor influencing
learning is what the learner already knows” (Ausubel, Novak & Hanessian, 1978,
p. iv). Therefore, it is critical that teachers embrace diversity and use students’
knowledge and experiences to build the instructional program. Von Glassersfield
(1991) states, “…Teachers must try to infer, from what they can observe, what
students’ concepts are and how they operate with them. Only on the basis of some
such hypothesis can teachers devise ways and means to orient, direct, or modify
the students’ mental operating.” (p. 22). In constructivist classrooms “…learning
activities must begin by considering the role of students’ current knowledge, how
knowledge is constructed, and the role of the activity in building knowledge”
(Penner, 2001, p. 3). Zahorik, (1997) suggests that teachers “help students
negotiate meaning” by extending activities with discussions in which children
compare their constructions with the experts’ constructions to “gain insights into
both and begin to reconceptualize their constructions in the direction of those of
the experts” (p. 32).
While facilitation and constructivist thinking permeate the teacher preparation
program, particular emphasis is also placed upon validated methods and
procedures for planning curriculum (Hunter, 1991) delivering instruction
(Daniels & Bazar, 1998; Miller, 2002; Zimelman, Damiels & Hyde, 1998) and
evaluating and reporting student progress (Brookhart,1994; Herman, Gearhart &
Baker, 1993) that result in high levels of student learning and teacher
effectiveness. Such validated practices include, but are not restricted to direct
instruction (Engelmann, Becker, Carnine & Gersten (1998), cooperative learning
(Johnson & Johnson, 1995), strategy instruction (Englert, Raphael & Anderson,
1992), classroom and behavioral management (Elias, Zins, Wessberg, Frey,
Greenberg, Haynes, Kessler, Schwab-Stone, & Shriver, 1997), and authentic
assessment (Valencia, 1990).
Engender Collaboration
The Holmes Group (1990) and NCATE (1997) proposed professional
development schools as the means of connecting schools and universities in a
collaborative endeavor. The essential attributes of collaboration between the
university and partner schools and/or professional development schools are
commitment, collaboration, and connectedness. These partnerships are based on
mutual trust, understanding, and collaboration (Osguthorpe, et. al., 1995).
Coalitions, consortiums, networks, and partnerships have been developed to
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provide the connections between schools and universities. These terms are often
used interchangeably and represent the idea of making connections in the learning
process.
Historically, there has been a call for collaboration between schools and
universities. John Dewey (1904, p.10) urged schools and colleges of education to
look to “the matured experience” of other professional callings to provide lessons
and insight into an improved teaching/learning experience. Goodlad and
Sirotnick (1988) interpreted this statement to mean that professions such as law
and medicine connected the scholarly endeavors of the academy with application
of the discipline in the courts and in hospitals to produce effective lawyers and
doctors. Dewey was suggesting a similar collaboration between schools and
colleges of education to produce effective teachers.
The National Board (1999) ascribes a leadership role to teachers that is directed
primarily at the building level, but certainly could also be accomplished in larger
communities. In that regard, the National Board encourages teachers to work
collaboratively with parents and other professionals and to be proactive and
creative; engaging them in development of curriculum, coordination and
implementation of instruction, new teacher professional development and other
policy decisions fundamental to development of quality learning environments.
Expert teachers focus upon their students’ educational needs by developing their
partnerships with parents, the community, and other professional colleagues.
Candidate Outcomes and Proficiencies
Candidate proficiencies represent a common core of essential knowledge, skills,
and dispositions of effective classroom instruction. Candidate proficiencies are
organized into three outcomes that are linked to the institutional standards and
unit aim. They are: 1) subject matter experts, 2) facilitators of learning, and
3) collaborative professionals. Candidates’ performance of specific teaching or
professional decisions and actions will occur in numerous and varied contexts,
which means that the evidence of candidates’ performance vis-à-vis the
institutional standards will be numerous and varied. Candidates in the initial
programs develop beginning levels of expertise, facilitate learning in all students,
and recognize the significance of life-long professional development and
collaboration. Proficiencies in each area reflect a continuum of development and
expectation as candidates proceed through their programs from initial field
experiences through student teaching. Table 1 depicts the PTEU outcomes and
proficiencies at the initial level as well as their designations to categories of
“Knowledge, Skills and/or Dispositions” and their alignment with NCATE
standards.
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Table 1: Outcomes and Proficiencies for Initial Social Science
Education Program
The proficiencies in the following table are evaluated within the context of the ten
NCSS standards. Midterm and Final Evaluation documents as well as individual
Observations are NCSS theme specific.
Outcomes and Proficiencies
SUBJECT MATTER EXPERTS
1.1 Candidate possesses knowledge
of discipline content, methods of
inquiry, and connections to other
disciplines and applications to
common life experiences.
1.2 Candidate knows and represents
content accurately in multiple
explanations,
technology integration, and the
application of various instructional
strategies.
1.3 Candidate uses content and
pedagogical knowledge to assist
students in the mastery of subject
matter knowledge.
FACILITATORS OF LEARNING
2.1
Candidate
demonstrates
knowledge of how learners develop,
learn and think about subject
content, as well as successful
strategies to motivate students to
learn.
2.2
Candidate uses knowledge
of the influences of society, culture,
community, and family on schools
and learning to create and
implement instruction that embodies
multiple cultures and a rich, diverse
curriculum.
KSD
NCATE
Standard
K
Content
S
Subject
Matter
Pedagogical
Content
S
Subject
Matter
Pedagogical
Content
NCATE
KSD
K
Pedagogical
&
Professional
K
Pedagogical
&
Professional
15
2.3 Candidate creates effective,
well-managed and active learning
environments that reflect high
expectations
for
student
achievement.
2.4
Candidate
designs
and
implements instruction that makes
effective use of a variety of
methods,
materials,
and
technologies to positively impact
learning of all students.
2.5 Candidate utilizes a variety of
assessments to evaluate student
learning and uses the results to
improve the quality of instruction
that
is
differentiated
to
accommodate students’ diversities.
COLLABORATIVE
PROFESSIONALS
3.1
Candidate reflects upon
and improves professional
performance based on professional
standards, feedback, best practices
and effective communication.
3.2 Candidate builds collaborative
and respectful relationships with
colleagues, supervisors, students,
parents and community members.
3.3 Candidate displays professional
and ethical behavior consistent with
recognized educational standards
and codes of ethics.
S
Pedagogical
&
Professional
S
Pedagogical
&
Professional,
Student
Learning
S
Pedagogical
&
Professional,
Student
Learning
D
Disposition
D
Disposition
D
Disposition
Mission Statement of the Secondary Education Program Area
The Secondary Education Program Area faculty at Kennesaw State University
prepares professional learning facilitators who are creative and reflective
facilitators of learning in specific teaching fields for grade 7 - 12. These fields of
specialization are science, English, mathematics, and social studies (7 - 12).
Secondary programs are built on a strong knowledge base grounded in the liberal
arts, discipline studies, and pedagogical studies while providing diverse schoolbased professional clinical experiences to ensure that students can apply these
understandings to making instructional decisions that foster the success of the
adolescent learner.
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A. Goals of the Secondary Social Science Education Program Area
The Secondary Social Science Education Program prepares professional educators
who:
1)
Understand the central concepts, NCSS standards, tools of inquiry, and
structure of the liberal arts disciplines and their specific teaching field discipline
for grades 7 -12 history and social sciences.
2)
Understand the characteristics and patterns of development of adolescent
learners; the philosophical, historical, and social foundations of educational
thought and practice; the principles of motivation, teaching, learning, and
assessment to facilitate the continuous intellectual, social, and physical
development of adolescent learners and to foster their reflective thought
processes.
3)
Apply their knowledge and understanding of the liberal arts disciplines,
their subject specialty disciplines, the NCSS standards, adolescent learners, and
pedagogy to constructing, implementing, and evaluating educational programs
that facilitate the success of diverse learners in a pluralistic and technological
society.
a) Apply understanding of the central concepts, NCSS standards, tools of
inquiry, and structure of the social science disciplines and their
specific teaching field discipline to curricular and instructional
planning and implementation.
b) Apply methods of scholarship to organize and synthesize information,
analyze and evaluate information, and use research from the liberal
arts disciplines, their teaching field discipline, and their pedagogical
disciplines.
c) Apply understanding of major theoretical perspectives of development
and socialization of adolescent learners to curricular and instructional
planning and implementation.
d) Apply understanding of exceptionalities and differences in ethnicity,
race, class, and gender to curricular and instructional planning and
implementation.
e) Apply understanding of philosophical, historical and social
foundations of education to curricular and instructional planning and
implementation.
f) Understand principles of motivation to curricular and instructional
planning and implementation.
g) Apply principles of curriculum design and decision-making to
instructional planning and implementation.
h) Apply principles of learning to curricular and instructional planning
and implementation.
i) Apply understanding of the relationship between beliefs about subject
matter and decisions made to curricular and instructional planning and
implementation.
17
j) Apply understanding of the relationship between beliefs about subject
matter and decisions made to assessment and evaluation.
k) Apply principles of classroom and behavior management.
l) Utilize media and technology to enhance instruction.
4)
Exhibit commitment to professionalism in teaching.
Social Science Education Program Objectives:
1. Demonstrates mastery of the social science content applicable to successful
secondary teaching. (Outcome 1) (NCSS standards 1.1-1.10)
2. Plans, implements and evaluates social studies lessons that meet the needs of
diverse learners and special needs students. (Outcome 2) (NCSS standards
1.1-1.10)
3. Develops a classroom environment that is conducive to the success of all
learners. (Outcome 2)
4. Chooses, adapts and coordinates materials, technology and methods to
facilitate student learning. (Outcome 2) NCSS
standards 1.1-1.10)
5. Uses knowledge of NCSS Thematic Standards, QCC Objectives and current
research to inform teaching and curriculum decisions. (Outcomes 1, 3)
(NCSS standards 1.1-1.10
6. Engages in on-going reflection to assess and modify instruction. (Outcomes
2, 3) (NCSS standards 1.1-1.10)
7. Provides students with knowledge, skills, capabilities and dispositions in
social studies needed to become productive members of a diverse and
technological society. (Outcomes 1, 3) (NCSS standards 1.1-1.10)
B.
College or Department Responsible for Preparing Candidates
The Secondary Social Science Education Program is located in the Department of
History and Philosophy in the College of Arts, Humanities and Social Sciences.
Social Science Education is a part of the Professional Teacher Education Unit
(PTEU). The PTEU serves as the umbrella organization for all of the teacher
education faculty and teacher education programs. Collaboration with the
Bagwell College of Education is a crucial component of the program. See the
following Chart of the Organizational Structure of the PTEU.
18
Organizational Structure of the Professional Teacher Education Unit
Kennesaw State University
Dean
Bagwell College of Education
Teacher Education Council
Elementary
&
Early Childhood
Education (P-5)
Middle Grades
Education (4-8)
Secondary
Education (7-12)
Initial
Initial
English Educ.
Initial
(B.S.)
(B.S.)
(College of
Humanities and
Social Sci.)
Adv.
Adv.
(M.Ed. in
Adol.
Educ.)
(M.Ed.)
Math Educ.
(College of Sci.
& Math.)
Science
Education
Endorsement
Reading
(College of Sci.
& Math.)
Social
Science
Educ.
(College of
Humanities
& Soc. Sci.)
P-12
Special
Education
Educational
Leadership
Adv.
(M.Ed.)
Adv.
(M.Ed.)
Academic
Support
Initial
Art Educ.
(School of
the Arts)
Health
Phys.
Educ.
Educational Technology
Center (EdTech)
&
Center for Field
Experiences and
Partnerships (CFEP)
(College of
Health
&
Human
Services)
Foreign
Lang.
(College of
Humanities
& Soc. Sci.)
Cobb Education
Consortium (CEC)
Endorsements:
Endorsement
ESOL
Pre-School
Interrelated
Music
Education
(School of
the Arts)
Professional Teacher Education Faculty
ConEd
Educational
Leadership
Teacher Education
Advisement Center
(TEAC)
Teacher Resource and
Activity Center (TRAC)
19
C. Description of Course(s) of Study
Secondary Social Science Education Program Description
This Bachelor of Science Degree leading to certification for Grades 7 -12 is
offered in the College of Humanities and Social Sciences, Department of History
& Philosophy.
The broad-field program is designed to prepare social science teachers of
adolescents, largely at the secondary school level (grades 7 through 12). It leads
to 7-12 teacher certification in the teaching field of social science in Georgia.
Candidates complete the equivalent of a major in social science and a second
major in pedagogical studies with an emphasis on teaching social science.
Candidates concentrate in history since that is the principal social science
discipline in the secondary education curriculum and take additional course work
in several other social science disciplines as part of their cross-disciplinary
teaching field preparation. (2002-2003 Kennesaw State University Catalog)
Graduates of the program are professional learning facilitators who model good
teaching and learning strategies. In the proud tradition of Kennesaw State
University, they are committed to life-long learning as they continue to achieve
their personal and professional goals. (See SSED Course Descriptions in
Appendix A.)
PROGRAM REQUIREMENTS
Secondary Education / Social Science
MAJOR IN SOCIAL SCIENCE EDUCATION 7-12
General Education 45 Semester Hours
Specific General Education Requirement: Candidates should take ECON 2100
in the Core or General Education sequence.
Major Requirements 78 Semester Hours
20
Professional Teacher Education Unit and Department of History/Philosophy
Kennesaw State University
BACHELOR OF SCIENCE IN SOCIAL SCIENCE EDUCATION {Grades 7 thru 12}
Program Advisement Checklist
NAME
ENTERED KSU
SSN
PASSED REGENTS' TEST
PASSED PRAXIS I
2nd BS
GENERAL EDUCATION REQUIREMENTS [45]
Social Issues
ANTH, GEOG, PSYC or SOCI 2105
Arts in Society
ART, MUSI or THTR 1107
Knowledge/Communication
COM 1109, FL 1002, or PHIL 2200
Microeconomics
ECON 2100
Composition
ENGL 1101
ENGL 1102
World Literature
ENGL 2110
World Civilization
HIST 1110
(hrs)
[2]
American History
(hrs)
HIST 2112
[3]
Health/Physical Activity
[3]
HPS 1000
[3]
Mathematical Modeling/Precalculus
[3]____ MATH 1101 or 1113
[3]
Mathematical Techniques
[3]
MATH 1106, 1107, or 1190
[3]
American Government
[3]
POLS 1101
[3]
[3]
Natural Science
SCI 1101
[4]
[3]
SCI 1102
[3]
[3]
MAJOR REQUIREMENTS [78]
Lower Division Major Requirements (Area F)
EDUC 2201
EDUC 2202
GEOG 1101
HIST 2111
HIST 2206
HIST 2275
Teaching and Schools in a Changing Society
Lifespan Dev: Adol/Yng Adult
Introduction to Geography
American to 1890
Origins of Great Traditions
Local History Research
Teaching Field (Courses to be chosen with Advisor)
American History (Choose two)
HIST 4410
HIST 4411
HIST 4451
HIST 4461
HIST 4471
HIST 3304
HIST 3311
HIST 3315
HIST 3321
HIST 3331
HIST 3332
HIST 3335
HIST 3340
HIST 3341
Colonial America to 1789
United States to 1873
Civil War & Reconstruction
Gilded Age & Progressive Era
Recent U.S. History
History of Georgia
The New South
History of the American West
Diplomatic History of the U.S.
History of Religion in U.S.
U.S. Social and Cultural History
African American History Since 1865
U.S. Military Experience
Women in U.S. History and Culture
Semester Hours
18
3
3
3
3
3
3
33
6
21
Semester Hours
HIST 3345
HIST 4490
Business and Economic History of U.S.
Special Topics Course (as appropriate)
European History (Choose One)
3
HIST 3337
Greek and Roman History
HIST 3350
England to 1688
HIST 3351
Modern England
HIST 3360
Russian Empire to 1917
HIST 3376
Problems & Philosophies in World History (may be used as Area
Studies choice, as well)
HIST 3377
History of Science
HIST 4440
Medieval Europe
HIST 4444
Renaissance & Reformation
HIST 4445
Age of Enlightenment
HIST 4454
20th Century Europe
HIST 4455
20th Century Russia
HIST 4456
World War II
HIST 4490
Special Topics Course (as appropriate)
Area Studies (Choose One)
3
HIST 3334
Africans in Diaspora
HIST 3366
History of Mexico and Central America
HIST 3367
History of Brazil
HIST 3373
Modern India & Southeast Asia
HIST 3374
Modern China & Japan
HIST 3376
Problems & Philosophies in World History (may be used as European
Choice, as well)
HIST 3382
North Africa and the Middle East in Modern Time
HIST 3391
History of West Africa
HIST 3392
History of Southern, Eastern, and Central Africa
HIST 4475
War and Revolution in Southeast Asia
World History ( Required)
HIST 3305
The World Since 1945
Political Science (Choose Two)
POLS 3315
American Constitutional Law: Federalism OR
POLS 4415
Civil Liberties
AND:
POLS 3334
Comparative Politics OR
POLS 3350
American Foreign Policy OR
POLS 4435
Comparative Foreign Policy
Anthropology/Sociology/Psychology
ANTH 3301
Human Origins or
SOCI 2201
Principles of Sociology or
PSYC 2201
General Psychology
3
Geography (Choose Two)
GEOG 3310
Historical Geography
GEOG 3330
Economic Geography
GEOG 3300
Urban Geography
6
22
GEOG 3320
GEOG 3340
GEOG 3312
GEOG 3360
GEOG 3700
GEOG 4490
Political Geography
Cultural Geography
Geography of Europe
Geography of China
Intro to Environmental Studies
Special Topics
Economics
ECON 2200
Principles of Economics-Macro
Semester Hours
3
PROFESSIONAL EDUCATION (7-12) REQUIREMENTS
27
(Must be formally admitted to teacher education program before taking these courses)
EXC 3304
Education of Exceptional Students
EDUC 3308
Learning, Motivation, and Classroom Management
3
3
SSED 4413
9
SSED 4475
Teaching Social Sciences (Prerequisite EDUC 3308)
(Must be Admitted to Student Teaching before enrollment)
Student Teaching in Social Science (7-12)
12
PROGRAM TOTAL: 123
D. Description of Field Experiences, Student Teaching and Internships
Undergraduate Field Experience Descriptions
Field experiences at Kennesaw State University are developmental and correlate with our
Conceptual Framework: The Collaborative Development of Expertise in Teaching and Learning.
As candidates move through their teacher education programs, the field experiences are arranged
to offer sequenced experiences with gradual involvement with P-12 students as well as increased
teaching responsibilities. The three levels of field experience are as follows:
Level 1 - Preservice teachers primarily observe both teachers and students in the classroom,
assist the teacher, and are often involved in the instruction of individual students or small groups
of students. Structured and unstructured observations may be utilized. (For example: EDUC
2201, EXC 3304)
Level 2 - Preservice teachers are responsible for the total class instruction for one or more
classes during the experience. The assigned instructional responsibilities are for less than an
entire school day but may extend over several weeks of the semester. [Teaching of Specific
Subjects (TOSS) and Practicum]
Level 3 - Preservice teachers have major planning and instructional responsibilities for all or
most of the school day that extend over an entire semester. (Student Teaching)
……………………………………..
23
Field experiences for KSU Teacher Education programs are carefully structured
and sequenced in an effort to provide candidates with opportunities to observe and
participate in the teaching-learning process and to develop those instructional
skills that enhance their effectiveness as professional facilitators of learning.
These field experiences are organized in stages which are developmentally
sequenced and integrated with specific courses.
Candidates at the initial level are introduced to the world of teaching in EDUC
2201, Teaching and Schools in a Changing Society. This course is an
introductory study of current issues and problems in American education from
historical, political, economic, social, philosophical, multicultural and global
perspectives. It includes “30 hours of observations and participation in a
classroom setting appropriate to the candidates’ professional interest in
elementary/early childhood, middle grades, secondary, or P-12 education” (KSU
Catalog, 2003-04, p.285).
The second course is EDUC 2204, Human Growth, Development, and Learning,
where candidates “observe children in naturalistic settings, such as schools and
day care centers” (KSU 2002 Catalog, p274). In Fall Semester of 2003, EDUC
2202 replaced EDUC 2204 for secondary candidates. The new course provides
additional emphasis on the human growth, development, and learning of
adolescents. The initial level concludes with EXC 3304, Education of
Exceptional Students. “This course requires an observational experience in an
assigned school placement” (KSU Catalog, 2003-04, p.293). This observation is
usually one-half to one day in an appropriate school setting.
The second stage is specific to the program area. During SSED 4413, Teaching
of Social Science 7-12 (TOSS), candidates plan and implement a series of lessons
or an instructional unit, assess student learning, and manage materials, time, and
students for three to four hours each day during their five-or-six week placement
in a public school. This course provides “an examination and application of
curricular issues, learning theories, teaching strategies, instructional materials, and
assessment procedures for teaching secondary school social studies” (KSU
Catalog). At this level, the candidate may take the lead in the instructional
decision-making process. The collaborating teacher works with the college
supervisor and the candidate to provide opportunities that put the student in the
role of the professional learning facilitator. In addition to the final evaluations,
the candidate receives daily assessments from the cooperating teacher and three
formal observations from the university supervisor. See NCSS theme-specific
performance results in matrices 1.1-1.10 of the NCSS SPA Report.
In the third stage, SSED 4475 Student Teaching, candidates are expected to
assume full teaching responsibilities for eight to ten weeks and to be present in the
school to which they are assigned for the entire semester. The student teacher is
the one who facilitates the teaching-learning process through his/her selection of
instructional strategies and resources; instructional technologies; and selection of
24
means for assessing student learning and his/her own teaching. Evaluation of
student teachers occurs throughout the student teacher’s experience. Candidates
are frequently observed and provided with written as well as oral feedback
regarding the effectiveness of the instructional decisions they have made. Besides
the mid-term and final evaluations, the student teacher receives five formal
observations from the university supervisor and four formal observations by the
collaborating teacher. See performance data from student teaching in the
Programmatic Standards section of the NCSS SPA Report, Matrix Item
#3.1.3. See also student teaching syllabus in Appendix B.
An internship in social science secondary education is also offered. This student
teaching experience in social studies is for provisionally certified teachers.
Supervision is in collaboration with a mentor-teacher in the local school and a
specialist in social studies education. One semester at the same school of this
internship automatically substitutes for SSED 4475. Proof of professional
liability insurance is required. The student teacher intern is responsible for his/her
own school placement.
E. Explanation of how and why the program may vary from the published Georgia
Standards
The Social Science Education Program at Kennesaw State University meets all
Georgia Standards and all NCSS program standards. This report documents:
3.1
3.2
3.3
3.4
Substantial instruction in academic areas within the social studies field
Course on Teaching Social Studies
Qualified Social Studies faculty
Clinical school experiences in Social Studies settings
and provides evidence of Georgia standards 1-8. There are no deviations from the
NCSS program standards or the PSC Georgia standards.
F. List of Faculty Responsible for the Program
25
Kay Reeve
Ph.D.
AP
TT
Ph.D.
ASP
FACULTY QUALIFICATIONS
Program
Responsibilities
Yrs
Experience
in Higher
Ed
Yrs
Experience
in P-12 Ed
Status**
Fred McCaleb
Rank*
Name
Highest
Degree
FACULTY QUALIFICATIONS
SOCIAL SCIENCE EDUCATION (SSED) PROGRAM
SPRING 2004
T
6
20
26
1+
Nancy Stroud
Ph..D
.
ASP
T
8
17
Mike Timmons
M.A.
I
TT
3
31
*Key 1:
L - Lecturer
I = Instructor
AP = Assistant Professor
**Key 2:
PT = Part-time
FT = Full-time, temp
Areas of
Specialization
Other
Qualifications
SSED 4413 Teaching
of Social Science
Hist 2111/2112
American History
Hist 4490 American
Architectural History
Curriculum &
Instruction-Social
Science
Education and
History
T-7 Georgia
Certification
SSED 4475 Student
TeachingSupervision
Hist 2111 America to
1890
Hist 3315 History of
the American West
Hist 4461 Gilded
Age & Progressive
Era
SSED Advisement
Coordinator
SSED 4413
Supervision
History:
American West
Progressive Era
History Day
Coordinator
SSED Program
Coordinator
Student Teaching
Supervision SSED
4475
Supervisor Student
Teaching & TOSS
H2111/2112
American History
Social Science
Education (7-12)
National Reviewer
of NCSS SPA
Reports
SSED
American History
Master Degree in
the content area of
History
SSED
Advisement
Graduate Program
Representative
Advisement
Coordinator
Curriculum
Development
ASP = Associate Professor
P = Professor
SMT = Supervising Master Teacher
TT = Tenure Track
T = Tenured
National Reviewer
of NCSS SPA
Reports
26
G. Number of Candidates in the Program
Under Graduate Enrollments February 3, 2004
Number of SSED Enrolled and Admitted = 74
Number of Candidates
Admitted to the Social Science Education Program
in Teacher Education
56 SSED Candidates admitted to the Program from January 2003 to
October, 2003.
50 SSED Candidates admitted to the Program from January 2002 to
November 2002.
35 SSED Candidates admitted to the Program from January 2001 to
November 2001.
29 SSED Candidates admitted to the Program from January 2000 to
November 2000.
Secondary Social Science Education Graduates
H.
FY 2001
FY 2002
FY 2003
26
38
39
Post-Baccalaureate Programs
N/A
27
II.
A.
EVIDENCE FOR MEETING THE GEORGIA 2000 STANDARDS
Standard 1 – Candidate Skills, Knowledge, and Dispositions
This subsection contains program-specific responses to each of the elements in Standard 1.
Data are presented that support SSED candidates’ attainment of the appropriate knowledge,
skills, and dispositions for teaching.
Element 1.1 Content Knowledge (Initial)
Praxis I Data: The following Praxis I chart indicates that 95.7% of SSED program
completers passed the Praxis I Test (2002-2003). These data are presented as supplemental
evidence of candidates’ academic skills in comprehension and interpretation in reading and
writing that are so essential to an understanding of the content knowledge in the social science
disciplines.
2002-2003 Program Completers
SSED
Praxis I
Asian
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Black
Hispanic
Indian
Multi
White
Total
Pass Fail Total
0
0
0
0
0
2
0
2
0
2
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
10
0
10
10
1
11
20
1
21
22
Program Completers
39
Number taking Praxis I
Number Exempt
23
13
1
23
% Pass
0.0%
0.0%
0.0%
100.0%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
100.0%
90.9%
95.2%
95.7%
28
SSED
PRAXIS II
Asian
2002-2003 Program Completers
Pass
Fail
Total
0
1
0
0
1
0
0
0
0
0
0
14
16
30
0
2
2
4
0
0
0
1
0
1
0
0
0
0
0
0
0
0
0
16
18
34
Total
31
4
35
Program Completers
Number taking
Praxis II
39
Black
Hispanic
Indian
Multi
White
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
% Pass
0.0%
0.0%
0.0%
100.0%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
87.5%
88.9%
88.2%
88.6%
35
As the above chart shows, 31 of the 35 SSED program completers
taking the Praxis II test in the year 2002-2003 passed (88.6% pass
rate). These data are presented as evidence of candidates’ content
knowledge.
29
SSED PROGRAM COMPLETERS SUMMARY
PRAXIS I & II
Fiscal Year
Program
Completers
# Fully Certified
% Fully Certified
Praxis I
# Exempt
% Exempt
# Taking Praxis I
# Passing Praxis I
% Passing Praxis I
Praxis II
# Needing Praxis II
# Taking Praxis II
# Passing Praxis II
% Passing Praxis II
Praxis II Scores
Test Codes
Georgia Pass (Cut
Score)
KSU Average
Nat’l Average
Range
KSU Median
Nat’l Median
98-99
23
99-00
38
00-01
26
01-02
30
02-03
39
19
82.6%
34
89.5%
24
92.3%
22
73.3%
33
84.6%
5
21.7%
14
10
71.4%
*4 TCT
19
17
17
100.0%
9
23.7%
29
28
96.6%
* 2 TCT
36
35
34
97.1%
8
30.8%
18
17
94.4%
7
23.3%
21
21
100.0%
13
33.3%
23
22
95.7%
26
24
23
95.8%
30
28
26
92.9%
39
35
31
88.6%
* 4 N/A
81
151
83
156
81
151
83
156
81
151
83
162
81
151
83
162
81
151
83
162
169.6
157179
166.5
168
171.8
159174
173
167
172.7
158179
172
168
167.3
161175
168
169
169
157179
168
168
168.7
160175
167
168
168.6
157179
165
168
171.2
160175
172
168
176.6
157179
176
168
171.1
160175
172.5
168
For the years 1998-2003, the KSU average Praxis II score of SSED candidates has consistently
been above the Georgia cut score and has also fallen well within the national average range. (See
SSED Program Completers Summary Chart above.) These data are presented as evidence of
candidates’ content knowledge.
30
The content knowledge of SSED candidates is also supported by performance-based
evidence relating directly to the national content standards.
See National Council for the Social Studies (NCSS) standard-specific performance
results in Matrices 1.1-1.10 of the NCSS SPA Report. See also content-specific
performance data from student teaching in the Programmatic Standards section of
the NCSS SPA Report, Matrix Item #3.1.3.
The SSED Program also submits the following end-of course grades in the content areas
for its candidates as performance evidence of their content knowledge. Below are
candidate’s assessed grades when they began the TOSS SSED 4413 class in the Spring of
2002 (16 candidates), Fall of 2002 (23 candidates) and Spring of 2003 (13 candidates).
At that point with the exception of grades from SSED 4413 and SSED 4475, candidates
must be no more than 12 semester hours away from graduation. (If the total does not
equal 52 for those courses which are required, the candidates transferred into our program
and were permitted to substitute a class or they received credit through an Advance
Placement Program or they had not yet taken the course.)
SSED CANDIDATE COURSE GRADES TABLE
Economics 2100 (Microeconomics)
A's = 09
B's =19
C's= 18
Economics 2200 (Macroeconomics)
A's= 14
B's=19
C's= 15
Geography 1110 (Introduction to Geography)
A's= 20
B's= 26
C's=06
Geography (Any 3000 or 4000 level Geography- Six Hours)
A's= 60
B's= 34
C's= 10
Geography or Anthropology or Psychology or Sociology 2105 (Social Issues)
A's= 18
B's= 17
C's= 11
History 1110 (World Civilization)
A's= 20
B's= 21
C's= 09
31
SSED CANDIDATE COURSE GRADES TABLE
(Con’t)
History 2111 (American History until 1890)
A's= 25
B's= 17
C's= 05
History 2112 (American History Since 1890)
A's= 21
B's= 19
C's= 09
History 2206 (Origins of Great Traditions)
A's= 12
B's= 25
C's= 07
History 2275 (Local History Research)
A's= 22
B's= 17
C's= 06
History 3305 (The World Since 1945)
A's= 16
B's= 28
C's= 06
Political Science 1101 (American Government)
A's= 16
B's= 20
C's= 09
Political Science 3315 or 4415 (American Constitutional Law: Federalism or Civil Liberties)
A's= 07
B's= 20
C's= 05
Political Science 3341 or 3350 or 4435 (Comparative Politics or American Foreign Policy or Comparative Foreign
Policy)
A's= 14
B's= 25
C's= 05
Psychology 2201 (Introduction to Psychology)
A's= 07
B's= 18
C's= 11
Sociology 2201 (Introduction to Sociology)
A's= 14
B's= 11
C's= 07
32
For additional evidence of SSED candidates’ content knowledge, see SSED Course
Descriptions in Appendix A; Course Syllabi in Appendix B; and also SSED
Curriculum Chart in Element 5 of Standard 7 of this report.
Analysis of the performance-assessment sources of data from Fall Semester, 2003 (See
Fall 2003 Performance Assessment Aggregate Data in Appendix A.) indicated that
SSED student teaching candidates were assessed at either L3 (the candidate’s
performance provides evidence that the proficiency has been met) or L4 (consistent and
convincing evidence) by both the university supervisor and collaborating teacher as well
as by the candidate in all proficiencies (1.1, 1.2, 1.3) of the Subject Matter Experts
Outcome. Likewise, SSED candidates’ Impact on Student Learning Analyses received a
performance assessment of either L3 or L4. The SSED Program submits these data as
performance evidence of meeting Standard 1, Element 1.1 Content Knowledge.
Element 1.3 Pedagogical Content Knowledge for Teacher Candidates (Initial)
All data referenced below can be found in Appendix A of this report and also in the program’s
NCSS (SPA) Report. Social Science Education candidates demonstrate their pedagogical
content knowledge during their TOSS and Student Teaching field experiences. Results from
Candidate Performance Instrument (CPI) final evaluations in both TOSS and Student Teaching
indicate that candidates on average receive either a rating of L3 (the candidate’s performance
provides evidence that the proficiency has been met) or L4 (consistent and convincing evidence)
in the following proficiencies that address Element 1.3. (See CPI Assessment Instrument and
Summary Results in Appendix A.)
Proficiency 1.1 Candidate possesses knowledge of discipline, content, methods of inquiry,
connections to other disciplines and applications to common life experiences.
Proficiency 1.2 Candidate knows and represents content accurately in multiple explanations,
technology integration, and application of various instructional strategies.
Proficiency 1.3 Candidate uses content and pedagogical knowledge to assist students in the
mastery of subject matter knowledge.
These ratings are also reflected in the Student Teacher Summary Rating Form (See Appendix
A). (See also SPA NCSS Report, Appendix 6 for content specific performance assessment
results.)
Candidates likewise demonstrate their impact on their students’ learning through their reflection
and analysis of specific assessments they have utilized during TOSS and Student Teaching. (See
Undergraduate Impact on Student Learning Analysis Rubric and summary results in
Appendix A.) Evidence of candidates’ pedagogical content knowledge is also presented in
candidates’ TOSS and Student Teaching Portfolios. (See Undergraduate Portfolio Narrative
33
Rubric and summary results in Appendix A.) Aggregated results from both of these
assessment instruments indicate that candidates on average receive either a L3 or L4 evaluation
during both TOSS and Student Teaching. The program area submits these data as evidence of
candidates’ pedagogical content knowledge.
Further evidence of candidates’ pedagogical content knowledge is provided in the following
Table. These data indicate that 52 of 58 candidates earned a grade of A in the TOSS course
(SSED 4413). See TOSS Syllabus in Appendix B for course requirements that demonstrate
pedagogical content knowledge.
SSED 4413 TEACHING OF SOCIAL SCIENCE (TOSS)
END OF TOSS COURSE GRADES
SEMESTER
A
TOSS END OF COURSE GRADE
B
C
D
F
INC
FA02 (N=23)
23
-
-
-
-
-
SP03 (N=13)
11
1
-
-
-
1
FA03 (N=22)
18
4
-
-
-
-
TOTALS
52
5
1
In the TOSS class the following rubric for grading scales is used.
A = 92% of Total Points (Excellent Performance)
B = 82% of Total Points (Above Average Performance)
C = 72% of Total Points (Average Performance)
D = 63% of Total Points (Below Average Performance)
F = Below 63% of Total Points (Unsatisfactory Performance)
Analysis of the performance-assessment sources of data [Final Candidate Performance
Instrument (CPI) ] from Fall Semester, 2003 (See Fall 2003 Performance Assessment
Aggregate Data in Appendix A.) indicated that SSED student teaching candidates were
assessed at either L3 (the candidate’s performance provides evidence that the proficiency
has been met) or L4 (consistent and convincing evidence) by both the university
supervisor and collaborating teacher as well as by the candidate in all proficiencies (1.1,
1.2, 1.3) of the Subject Matter Experts Outcome and in all proficiencies (2.1-2.5)
Facilitators of Learning Outcome (See following chart). Likewise, SSED candidates’
Impact on Student Learning Analyses received a performance assessment of either L3 or
L4. The SSED Program submits these data as performance evidence of meeting Standard
1, Element 1.3 Pedagogical Content Knowledge.
34
Element 1.4 Professional and Pedagogical Knowledge and Skills for Teacher Candidates
(Initial)
Social Science Education candidates demonstrate their professional and pedagogical knowledge
during their TOSS and Student Teaching field experiences. Results from Candidate Performance
Instrument (CPI) final evaluations in both TOSS and Student Teaching indicate that candidates
on average receive either a rating of L3 (the candidate’s performance provides evidence that the
proficiency has been met) or L4 (consistent and convincing evidence) in the following
proficiencies that address Element 1.4. (See CPI Assessment Instrument and Summary
Results in Appendix A.) These ratings are also reflected in the Student Teacher Summary
Rating Form (See Appendix A).
Proficiency 2.1: Candidate demonstrates knowledge of how
learners develop, learn and think about subject content, as well
as successful strategies to motivate students to learn.
Proficiency 2.2: Candidate uses knowledge of the influences of
society, culture, community, and family on schools and learning
to create and implement instruction that embodies multiple
cultures and a rich, diverse curriculum.
Proficiency 2.3: Candidate creates effective, well-managed and
active learning environments that reflect high expectations for
student achievement.
Proficiency 2.4: Candidate designs and implements instruction
that makes effective use of a variety of methods, materials, and
technologies to positively impact learning of all students.
Proficiency 2.5: Candidate utilizes a variety of assessments to
evaluate student learning and uses the results to improve the
quality of instruction that is differentiated to accommodate
students’ diversities.
See also Board of Regents Principles Documentation Chart in Appendix A for SSED 4475
Student Teaching assessments that address Proficiencies 2.2-2.5.
SSED candidates’ performance in their professional education classes (EDUC 2201, EDUC
2202, EXC 3304 and EDUC 3308) demonstrates their professional and pedagogical knowledge
and skills. (See Appendix B for course requirements and assessments as found in the
professional education course syllabi.) These assessments include the following.
35
EDUC 2201: Development of a philosophy of education, field experience labs, field experience
evaluations, development of a web page portfolio, ethno-cultural heritage paper;
EDUC 2202: Field observations, cultural immersion experience;
EXC 3304: Proficiency test, reflective log, observation activity, examinations, focused research;
EDUC 3308: Web of support assignment, classroom management and parent conferencing
vignettes, classroom procedures, routines and relationships (CPR) display, teaching reflection,
end of course narrative and grid.
Candidates must complete these courses with a grade of C or better to be admitted or to remain
in the SSED Program. The Spring 2003 Toss class (consisting of 13 candidates) end of course
grades in EDUC 2204 (that was replaced by EDUC 2202 in Fall 2003) are offered next as
performance evidence.
Education 2204 (Human Growth and Development)
A= 06 candidates
B= 06
C'= 01
Candidates likewise demonstrate their impact on their students’ learning through their reflection
and analysis of specific assessments they have utilized during TOSS and Student Teaching. (See
Undergraduate Impact on Student Learning Analysis Rubric and summary results for
Spring, 2003 in Appendix A.) Evidence of candidates’ pedagogical content knowledge is also
presented in candidates’ TOSS and Student Teaching Portfolios. (See Undergraduate Portfolio
Narrative Rubric and summary results for Spring, 2003 in Appendix A.) Aggregated
results from both of these assessment instruments during Fall, 2003 indicate that candidates on
average receive either a L3 or L4 evaluation during Student Teaching. (See Fall 2003
Performance Assessment Aggregate Data in Appendix A.) The SSED Program submits these
data as performance evidence of meeting Standard 1, Element 1.4 Professional and Pedagogical
Knowledge and Skills.
Element 1.6 Dispositions for All Candidates
Candidates’ work with students, families, and communities reflects the dispositions expected of
professional educators and is supported by evidence from their final evaluations (candidate
performance instrument) in both TOSS and Student Teaching which focus on the following
proficiencies. (See Fall 2003 Performance Assessment Aggregate Data in Appendix A.)
36
Proficiency 3.1: Candidate reflects upon and improves
professional performance based on professional standards,
feedback, best practices and effective communication.
Proficiency 3.2: Candidate builds collaborative and respectful
relationships with colleagues, supervisors, students, parents and
community members.
Proficiency 3.3: Candidate displays professional and ethical
behavior consistent with recognized educational standards and
codes of ethics.
(See also CPI assessment instrument and results in Appendix A.) Results from Candidate
Performance Instrument (CPI) final Evaluations in both TOSS and Student Teaching indicate
that candidates on average receive either a rating of L3 (the candidate’s performance provides
evidence that the proficiency has been met) or L4 (consistent and convincing evidence) in the
proficiencies (3.1, 3.2, 3.3) that address Element 1.6 Dispositions for all candidates. Likewise
candidates’ Portfolios provide evidence of meeting this element through the documentation of a
variety of requirements (Weekly Conference Reports, Sign In/Out Logs, Daily Journals, and
Description of Professional or Extracurricular Activities) that reflect the dispositions expected.
(See SSED Student Teaching Portfolio Requirements in Appendix A)
Student teacher candidates receive weekly conference reports that document and evaluate such
dispositions as punctuality, attendance, collaboration, initiative, dependability, and interactions
with others. (See Sample Weekly Conference Report in Appendix A.) Results from these
reports provide evidence that candidates most often receive a rating of 8 or 9 on a scale of 1
(low) to 10 (high).
Candidates also submit electronic weekly journals that document their ability to reflect on and
improve their own teaching performance and professional interactions (See Sample Weekly
Schedule & Journal in Appendix A.) The SSED Program submits these data as evidence of
candidates’ dispositions (Element 1.6).
Element 1.7 Student Learning for Teacher Candidates (Initial)
Social Science Education candidates demonstrate a variety of assessment strategies in their
TOSS and student teaching field experiences that are well documented in their portfolios by the
inclusion of daily lesson plans that include evaluation methods for each lesson taught. (See
Sample Lesson Plan in Appendix A)
In addition to this evidence, candidates also demonstrate their impact on their students’ learning
through their reflection and analysis of specific assessments they have utilized during TOSS and
Student Teaching. (See Undergraduate Impact on Student Learning Analysis Rubric and
results for Spring, 2003 in Appendix A.) (See also Undergraduate Portfolio Narrative
37
Rubric and results for Spring, 2003 in Appendix A.) Aggregated results from both of these
assessment instruments indicate that candidates on average receive either a L3 (the candidate’s
performance provides evidence that the proficiency has been met) or L4 (consistent and
convincing evidence) during Student Teaching.
Likewise, candidates reflect on and address the developmental level and prior experience of their
students and document this in their Portfolio under the headings of Diversity Modifications and
Description of Learners. ( See SSED Student Teaching Portfolio Requirements in Appendix
A.) (See Example of Diversity Modifications and Description of Learners in Appendix A.)
(See Examples of SSED Candidates’ Portfolios in Evidence Room and/or the office of the
SSED Program Coordinator)
B. Standard 2 – Program Assessment and Unit Capacity
Element 2.1 Assessment System
The unit assessment plan for undergraduate programs and in particular, for the SSED Program is
described next.
UNIT ASSESSMENT PLAN FOR
UNDERGRADUATE PTEU COURSES
The Teacher Education Program at Kennesaw State University is field-based. Various field
experiences are provided that meet specific developmental needs of the pre-service teacher. The
field experiences are structured to build one upon the other, with knowledge gained from each
level providing a foundation for and being reinforced in the next. Initial field experiences in
EDUC 2201 and EXC 3304 provide a foundation for the TOSS Field experience and Student
Teaching. (See Student Teaching Handbook.) The following outline provides a description of
the assessment procedures implemented during TOSS and Student Teaching.
Required Data:
Forms referenced below are available on the public I-Drive and can be submitted
electronically by candidates, faculty and collaborating teachers.
•
•
Electronic submission for forms can be accessed at www.kennesaw.edu/education
Click on “PTEU Data System.” After logging in, click on “Forms.” Next, enter
candidate’s KSU#.
External school partners (Collaborating Teachers, Supervising Master Teachers, and
external University Supervisors) can obtain a login by accessing the Center for Field
Experience and Partnerships (CFEP) website at
http://www.kennesaw.edu/education/CFEP. Look for “Data Submission” and click
on “Request an Account.”
38
‰ Student Teacher Summary Rating Form: This form is completed only by the University
Supervisor at the end of the STUDENT TEACHING experience. It provides a summary
of CPI strengths and areas for improvement
• It is submitted both electronically and in hard copy to the Center for Field Experience
and Partnerships Office. This form should be attached to the Observation Summary
Forms that are completed by the University Supervisor and Collaborating Teacher.
ƒ
TOSS and Student Teaching Candidate Performance Instrument (CPI) – This
evaluation is completed at mid-term and at the end of the STUDENT TEACHING
experience by the Student Teacher, Collaborating Teacher, and University
Supervisor. It is completed at end of TOSS experience by the Candidate,
Collaborating Teacher, and University Supervisor
‰ Observation Summary Forms:
• Whenever possible, candidates use the Observation Summary Form to evaluate
themselves (via video) and peers, using the one-page “Outcomes and Proficiencies for
Initial Programs.”
STUDENT TEACHING:
o Observation Forms are completed at least twice before the midterm and at least
twice before the final.
o Observation Forms are submitted to the Center for Field Experiences and
Partnerships Office. These should be attached to the “Student Teacher Summary
Rating Form.”
TOSS:
o Observation Forms are completed at least once (three times in the SSED
Program) by the University Supervisor and at least twice by the Collaborating
Teacher during the TOSS experience..
o Hard copies of TOSS observation form stay in program area for review and
application during the subsequent student teaching experience.
‰ Core Components of the Undergraduate Portfolio – Undergraduate candidates’
portfolios contain at least the following materials:
• Portfolio Narrative that ties the evidence in the portfolio to each proficiency (this is
the reflective narrative now required for undergraduate TOSS, student teaching and
all graduate programs)
• Observations by university faculty and school based faculty. This should include the
CPI and samples of the Observation Summary Form.
• Samples of lesson plans that include the use and infusion of information technology
accompanied by written reflection of the lessons (these lesson plans could be part of a
larger unit, part of the Impact on Student Learning Analysis assignment, and/or a
stand alone lesson plans implemented at TOSS or student teaching)
• Impact on Student Learning Analysis assignment that is required for TOSS, student
teaching and all graduate programs)
39
‰ Undergraduate Portfolio Narrative Rubric: This form is completed one time during
the semester by the University Supervisor. It is required in TOSS and STUDENT
TEACHING.
•
Undergraduate Impact on Student Learning Analysis Rubric: This form is
completed one time during the semester by the University Supervisor. It is required
in TOSS and STUDENT TEACHING.
‰ Information collected Regarding Diversity
• The Diversity Survey is filled out by students at three times during their program:
1. Within the first 2 weeks of taking EDUC 2201
2. At the very beginning of TOSS - before actually entering the field
3. At the very end of student teaching (end of the program)
• The web site to access the survey is: http://bcoe.kennesaw.edu/diversity
• Candidates assess the level of diversity (as specified in the diversity definition in
the syllabus) in each of the field experience placements in which they participate by
accessing widenet.us/ksu. These forms should be included in candidates’ portfolios
to show the range of placements they have experienced.
Other Evidence:
‰ Participation in School-based Activities – Candidates’ participation in a variety of
school-based activities directed at the improvement of teaching and learning should be
documented. Candidates are asked to include this evidence in their portfolios.
Activities may include, but are not limited to, tutoring students, assisting teachers or
other school personnel, attending school board meetings, and participating in
education-related community events.
‰ Professionalism/Dispositions
• Program area specific requirements in disposition documentation include a variety
of assessment instruments found in Appendix A. These include, Weekly Journals,
Weekly Conference Reports and Evaluation, Candidate Performance Instrument
(CPI) and Observation Summary Forms.
The following Required Data Chart provides an overview and summary of the performance
assessments that are implemented during TOSS (SSED 4413) and Student Teaching (SSED
4475).
40
REQUIRED DATA for Student Teaching and TOSS – Fall 2003
What is It?
Where Do I
Find Printable
Copies?
Who
Completes It?
Submitted
Online?
Submitted in
Hard Copy?
Where does It
Go?
When is It Completed?
When is It
Due?
Student
Teaching
Student Teacher
Summary
Rating Form
I-Drive and
CFEP’s
website
University
Supervisor
Yes
Yes
End of ST
Last Day of
Finals
(12-11-03)
Student
Teaching &
TOSS
CPI Exit (ST);
CPI TOSS
I-Drive and
CFEP’s
website
Yes
No
For ST: Midterm and Final
For TOSS: Final
Last Day of
Finals
(12-11-03)
Student
Teaching &
TOSS
Observation
Summary
Forms
I-Drive;
CFEP’s
website;
NCR copies
available in
CFEP’s office
only for Univ.
Supervisors.
I-Drive and
CFEP’s
website
University
Supervisor;
Collaborating
Teacher; and
Candidate
University
Supervisor;
Collaborating
Teacher
Hard Copies go
to CFEP; also
submit
electronically*
Electronic
submission*
No
Yes
For ST:
Hard Copies go
to CFEP
For ST:
Twice before the Midterm;
Twice before Final
For TOSS:
Once by Univ. Sup; Twice
by Collab. Teacher before
Final
Last Day of
Finals
(12-11-03)
In What
Course?
Student
Teaching &
TOSS
Student
Teaching &
TOSS
Student
Teaching &
TOSS
o
o
Undergraduate
Impact on
Student
Learning
Analysis Rubric
Undergraduate
Portfolio
Narrative
Rubric
Diversity
Survey
I-Drive and
CFEP’s
website
For TOSS:
Hard Copies stay
in Program Area
University
Supervisor
completes Rubric
Yes
No
Electronic
submission*
By end of Semester
Last Day of
Finals
(12-11-03)
University
Supervisor
completes Rubric
Yes
No
Electronic
Submission*
By end of Semester
Last Day of
Finals
(12-11-03)
For ST: End of Program
Online (see
Candidate
Yes
No
Electronic
For TOSS: Before the
below for
submission*
Field Component
address)
*Electronic submission for forms can be accessed at www.kennesaw.edu/education Click on “PTEU Data System.” Then, after logging in, click
“Forms.” Next, enter Candidate’s SSN#. Printable copies of all forms referenced above are available on the I-Drive and on CFEP’s website
(http://www.kennesaw.edu/education/CFEP) On the I-Drive, access the “TED Teacher Education” folder; then access either of the following
folders:“Undergrad Student Teaching Reporting Forms and Rubrics” folder OR “Undergrad TOSS Reporting Forms and Rubrics” Folder
The Diversity Survey is available at http://bcoe.kennesaw.edu/diversity
41
See also Admission to Teacher Education criteria described in Standard 7, Element 1 of
this report. The following data are offered as performance evidence of SSED candidates’
ability to meet teacher education admission criteria and also program requirements.
Number of Candidates
Admitted to the Social Science Education Program
in Teacher Education
56 Candidates admitted to the Program January 2003 to October, 2003.
50 Candidates admitted to the Program January 2002 to November 2002.
35 Candidates admitted to the Program January 2001 to November 2001.
29 Candidates admitted to the Program January 2000 to November 2000.
___
170 Total Number admitted 2000-2003
Secondary Social Science Education GRADUATES
FY 2001
FY 2002
FY 2003
26
38
39
An analysis of the two previous tables indicates that the SSED Program has experienced a steady
increase for the years shown in the number of candidates admitted to the program (29, 35, 50, &
56) and in the number of graduates (26, 38, & 39).
42
Element 2.2 Data Collection, Analysis, and Evaluation
See previous Unit Assessment plan for undergraduate programs Data Collection.
See also Abridged Undergraduate Evidence for all Standards on the KSU I-Drive
(I:\TED Teacher Education\_PSC Reports\Abridged Undergraduate Assessment Plan 6-26-03.doc)
Analysis and Evaluation of these data are described in Standard I of this report (See
Elements 1.1, 1.3, 1.4, 1.5, 1.6, and 1.7) and Element 2.3 below. See also Analysis and
Evaluation of Data in NCSS (SPA) Report.
In the charts below, a variety of data sources are interpreted through an analysis of strengths and
areas that need improvement. Projected changes and modification as a result of this analysis of
the collected assessment data are indicated. (See Appendix A for the Data Sources shown.)
Assessment Analysis
BAGWELL COLLEGE OF EDUCATION
SOCIAL SCIENCE EDUCATION (SSED) PROGRAM
Results
Interpreted
by (person)
FA
03
CPI Exit
Dr. Stroud
Candidates on average
ranked at L3 or L4
Classroom Mangement skills
frequently cited.
A series of three on-campus
classroom management seminars
provided for SSED candidates.
Increase supervisory feedback
FA
03
Portfolio
Narr.
Dr. Stroud
Candidates on average
ranked at L3 or L4
Candidates generally needed
more evidence of meeting the
needs of their individual and
diverse students.
Diversity Modifications and
Description of Learners sections
added to the Portfolio
FA03
Impact St
Learning
Dr. Stroud
Candidates on average
ranked at L3 or L4
More evidence needed of
how assessment results are
used to modify their
instruction.
More discussion of this during
conferences. Candidates become
more active in providing tutoring
sessions for their students.
Candidates reflect more on the
connections between assessment
and instructional decision making.
More documentation of national
standards
TERM
Results
Projected Changes
/modification as a Result of
Collected Data and
implementation date (next
semester).
Data
Source
(Office,
Prog.,
Dept)
Strengths
Needs improvement
43
TERM
SP
2003
Data
Source
(Office,
Prog.,
Dept)
Student
Teacher
Program
Eval.
SP
2003
Collabora
ting
TeacherMaster
Teacher
Survey
SP
2003
SSED CPI
Final
Crosstab
SP
2003
UG ISL
Impact
on
Student
Learning
SP
2003
UG
Portfolio
Narrative
Rubic
Interpreted
by
Dr.
Kay
Reeve
Dr.
Nancy
Stroud
Dr.
Kay
Reeve
Dr.
Nancy
Stroud
Dr.
Kay
Reeve
Dr.
Nancy
Stroud
Dr.
Kay
Reeve
Dr.
Nancy
Stroud
Reeve
Stroud
SSED PROGRAM ASSESSMENT ANALYSIS SPRING 2003
Results
Strengths
Needs
improvement
Planning &
Implementing
Instruction;
Reflecting on Impact
of Teaching;
Professionalism;
Using Assessments;
Content
Preparation; Field
Experiences
structure provides
solid preparation for
real world teaching
Planning &
Implementing
Instruction;
Reflecting on Impact
of Teaching;
Professionalism;
Assessing Learning;
Content
Preparation; Field
Experiences
structure provides
solid preparation for
real world teaching
On all proficiencies
except 2.1 and 2.3,
all candidates were
evaluated by all
collaborating
teachers and
supervisors as either
L3 or L4 with the
majority being L4.
Using
Technology;
Managing the
classroom;
Meeting the
needs of
diverse
learners
The vast majority of
candidates were
evaluated at L3 or
L4
24% (4 of 17
students)
received an L2
in Proficiency
2.2 (multiple
cultures)
The program
had one
student who
was weak in
punctuality.
All candidates were
assessed at L3 or L4
in all three domains,
with a 3-to-1 ratio
in favor of L4.
Using
Technology;
Managing the
classroom;
Meeting the
needs of
diverse
learners
The program
had only one
weak student
who received a
L2 in
Knowledge of
students and
classroom
management.
Projected Changes/Modification as a
Result of Collected Data
and implementation date (the next semester).
Integration of the study and implementation of
diversity issues
into the content and field experiences of the
methods class to
provide more direct application of theory;
Toss to be taught in a state-of-the art technology
laboratory
upon completion of the new social science building;
More focused classroom management seminars using
practicing
professionals as resources have been planned
Integration of the study and implementation of
diversity issues
into the content and field experiences of the
methods class to
provide more direct application of theory;
Toss to be taught in a state-of-the art technology
laboratory
upon completion of the new social science building;
More focused classroom management seminars using
practicing
professionals as resources have been planned
This will be addressed by the above modifications.
Area of concern remains with preparation of
candidates in
diversity issues. We have infused a more direct focus
on
diversity directly into the content and field
experiences.
The use of sign-in/sign-out logs provide data for oneon-one
conferences to address individual problems.
44
SSED PROGRAM ASSESSMENT ANALYSIS FALL 2001 & SPRING 2002
Semester
Year
Fall
2001
Data
Source
(Office,
Prog.,
Dept)
Results
Interpreted
by (person)
CFEP
VMcLain
Note:
These data
sent on to
program
areas
Results
Strengths
implementation date (the next
semester)
•
N Stroud
•
•
CFEP
Spring
2002
Needs improvement
Projected Changes
/Modification as a Result of
Collected Data and
VMcLain
Note:
These data
sent on to
program
areas
•
•
N Stroud
•
All areas of
competence
evaluated as well
prepared or very
well prepared
(See needs
improvement for
additional
breakdown)
Student Teacher
Impact on
student,
classroom, and
school rated as
well prepared or
very well
prepared
Comments were
positive (See
needs
improvement for
additional
breakdown)
All areas of
competence
evaluated as well
prepared to very
well prepared
with most falling
above the 4.0
range (mean)
Comments were
very positive for
impact on
student learning
with specific
examples given
by the
collaborating/ma
ster teachers.
Other comments
were positive
also. See needs
improvement
•
•
•
•
•
Classroom
management
(adequately
prepared received
the same rating as
well prepared
indicating a need for
additional
instruction)
One comment cited
a need by our
college of education
to be pro-active and
remove a weak
student prior to
student teaching
One comment
indicated a student
did not know math
concepts
•
TOSS class to implement
an increased focus on
classroom management
issues.
•
More Identification of
candidates needing
improvement and use of
Intervention strategies to
be implemented during
TOSS
Managing the
classroom, using
technology in the
classroom, and
providing for the
needs of diverse
learners were the
three questions with
3.7 to 3.9 means.
There were only
three negative
comments and they
did not indicate a
pattern for concern.
They seemed to be
isolated situations.
•
Proposal for integrating
diversity emphasis
directly into the TOSS
course rather than
candidates taking a
separate and often
unrelated course in this.
•
Practicing professionals
invited to share their
expertise in classroom
management strategies
during TOSS and Student
Teaching.
•
Candidates to demonstrate
a variety of technology
skills during TOSS and
student teaching.
45
Element 2.3 Use of Data for Program Improvement
The Social Science Education Program (SSED) regularly collects and evaluates data from a
variety of sources. (See previous charts on pages 42-44.) This analysis has led to
improvements and changes in the program. The SSED Advisory Board also provides data that
are used for program improvement. (See the SSED Advisory Board Data in Appendix A.)
As a result of the analysis of this data, ways to increase the number of SSED supervisors
through collaborative arrangements with local school districts have been explored. A number of
collaborative arrangements have been forged since the 2001-2002. One unique arrangement has
been in using the Chair of the History Department at one local high school as the University
supervisor for a student teacher. In addition, two new master teachers have been added to the
SSED Program. Another improvement in supervision has been the increased use of more than
one collaborating teacher for a given student teacher. This actively involves more collaborating
teachers who might otherwise not be able to participate in a full-time supervisory placement. In
the past year, we have used this approach more than ever before and have found that it has a very
positive impact on the quality of the program’s supervision and on the feedback provided to our
candidates.
Candidate assessment has also been improved in the area of the documentation of performancebased assessments that are specific to the national standards. Great strides have been made in
this area with the development of a variety of new performance-based assessments (See SPA
Report). Several instruments have been developed and field tested that make observations,
portfolio assessments, and the Candidate Performance Instrument required by the College of
Education more specific to the National Council for the Social Studies (NCSS) standards. (See
SPA NCSS Report Appendix 6 Content Specific Performance Assessment Results.) These
instruments include the NCSS-specific Final Evaluation Analysis, the NCSS-specific Portfolio
Evaluation and the NCSS-specific Lesson Plan Evaluation.
As a result of data received from surveys of collaborating teachers, administrators, SSED
candidates and graduates; SSED program meetings, and advisory board meetings (See Appendix
A) other targeted improvements include the following:
•
Collaboration with colleagues in the disciplines and in the schools was enhanced
this past year with a very successful all day social studies workshop (held on the
KSU campus) that brought together social studies teachers from eleven school
districts as well as faculty from across the university. This highly successful
event now has a waiting list of over 40 teachers who plan to attend the 2003-2004
workshop.
•
Social Science Education supervisors continue to document the effectiveness of
the participating collaborating teachers (SSED program meetings). This
information is used to make future placements of student teachers with specific
46
needs. The SSED Program area meets regularly to discuss the placements of its
candidates.
•
Results from surveys of graduating SSED students in Fall 2001, Spring 2002, Fall
2002 have been used to assess the strengths and needs of the SSED program. (See
Appendix A.) These surveys have targeted specific needs of the program such as
the need for more focus on the adolescent age group and the need for a more
integrated approach to multicultural issues. Both of these needs have been
addressed with significant changes in the SSED curriculum. As of Fall 2003,
candidates will take an age-specific human development course that focuses on
the adolescent and young adult (EDUC 2202 replaces EDUC 2204). Likewise,
EDUC 3310 Multicultural Perspectives is no longer required as a separate course
but has been integrated and made content specific in the new 9-hour TOSS (SSED
4413). See new SSED Program Advisement Checklist with these two new
courses in Section IC of this report.
•
A January 2003 survey of SSED alumni and also surveys of administrators and
collaborating teachers in the public schools have been conducted (See Appendix
A) and are being used to maintain and enhance the quality and productivity of the
SSED Program. For example, the survey of collaborating teachers has resulted in
an increased focus on classroom management in the SSED program. Seminars
addressing this have been added.
•
The pursuit of field placements that are closely coordinated with SSED
partnership schools has become a collaborative effort with the Center of Field
Experience and Partnerships in the College of Education. Placements at
partnership schools are given a priority and new partnership schools continue to
be developed. (See List of Partnership Schools and Partnership Agreement in
Appendix A.)
•
Improvements in Resources include the following:
Purchased and installed up-to-date U.S. and World maps for classrooms
Purchased two laptop computers and portable data projectors for
classroom use
One fully equipped classroom technology package has been installed in SS
122.
SS 200 is scheduled to have the same technology package installed during
Summer 2003
Another classroom with internet access and ceiling mounted data projector
is now scheduled through the department, WH 224.
47
Funding was redirected internally to support faculty professional travel.
All faculty have up-to-date computers for their offices, and a new
computer with CD burner and scanner was acquired for the History Center
suite.
•
Grant writing has been accomplished by Dr. Kay Reeve in collaboration with
KSU geography faculty and with a practicing professional in the public schools.
Evidence of Improvements Achieved to Date for Quality Enhancement of the Program include
the following.
•
Development of performance-based assessments that are specific to national
standards: Observation Instruments, Portfolio assessments, Candidate
Performance Instrument (or Final Evaluation), Impact on Student Learning Data;
•
New SSED Program Advisement Checklist with two new courses;
•
Surveys of graduating student teachers, collaborating teachers and administrators,
alumni.
Action Plans and Priorities Adopted for Improving the Program's Productivity
The overall strength of the SSED Program’s productivity was evaluated as “very strong”
by the University Program Review Council (UPRC).
In their review of the 2001-2002 SSED Program, the University Program Review
Council found that the SSED Program generated 879 credit hours by EFT faculty
compared to 819 for the College of HSS and 812 for the University average. Likewise
cost-effectiveness was rated as strong with the SSED Program having a $70.00 per credit
hour as compared to the College of HSS average of $78.00 and the University average of
$89.00. It was also noted that the SSED Program at KSU graduated 27% of all SSED
graduates in Georgia and was second only to the University of Georgia in FY 2000.
Recommendations for maintaining or improving the program’s productivity have focused
on a sharing of supervisory efforts. The Master Teacher program has continued to add
new Master Teachers, who as adjunct faculty provide a team approach to supervision.
Lastly, the SSED Program has used from time to time master degree colleagues to help
with supervision. Their expertise and many years of experience in teaching the content at
the secondary level add much to the program’s productivity.
Program requirements have been clarified and revised in the new SSED Program
Advisement Checklist. (See Section IC of this report.) This clarification of the
requirements should have a positive impact on the program’s productivity.
48
One major improvement that addresses the enrollment pattern of our students and the
SSED time to graduation is a revision of the requirement that transfer students must
complete 9 semester hours at KSU prior to enrolling in the professional education classes.
This has presented real problems for candidates in the past, and this requirement has been
eliminated for Fall 2003. Another improvement in this area has been the Area F
collaborations and agreements to honor Area F hours among the units in the University
System of Georgia. These actions and improvements should have a positive impact on
the timely graduation of our candidates.
Another improvement has been the addition of a new one-semester internship (SSED
4498) for those candidates who hold full-time teaching positions. This internship will
substitute for the semester of student teaching (SSED 4475). The internship makes
graduation possible for those candidates who could not otherwise afford to quit a
teaching position in order to student teach full-time.
In summary, the previous description of targeted improvements and action plans have
resulted directly from the data received from surveys (both formal and informal) of
collaborating teachers, administrators, SSED candidates and graduates; SSED program
meetings, and advisory board meetings. (See Appendix A for examples of these data.)
C. Standard 3 – Field Experiences and Clinical Practice
Element 3.1 Collaboration between Unit and School Partners
The Social Science Education (SSED) Program follows the three-tiered plan developed
by the Center for Field Experiences and Partnerships. This plan is described below.
Three-Tiered Developmental Partnership Plan
Professional Teacher Education Unit
Kennesaw State University
The Professional Teacher Education Unit (PTEU) at Kennesaw State University (KSU)
recognizes the importance of working with school systems and schools to develop collaborative
partnerships that focus on the teaching and learning of P-12 students. These relationships help to
guarantee quality field experience placements for candidates in the teacher education programs.
As a unit, we are committed to working collaboratively with school systems, schools, and the
university to:
1. Support the field placement sites and provide field placements for teacher candidates
to demonstrate outcomes of the Board of Regents’ guarantee.
49
2. Facilitate and support optimum learning and development of all P-12 students and
KSU candidates.
3. Provide structures and resources necessary to fulfill identified roles and
responsibilities.
4. Implement identified best practices in a coherent, skillful manner.
5. Prepare pre-service and in-service teachers for the challenges of P-12 teaching.
6. Promote the development and synthesis of the knowledge, skills, and dispositions that
characterize professional educators.
7. Provide a supportive context that encourages school-based research and reflection.
8. Provide mentoring to ensure that beginning teachers demonstrate the knowledge,
skills, dispositions, and ethics reflected in appropriate professional, state, and
institutional standards of practice.
9. Ensure qualifications of professional development partnership faculty
10. Use processes, resources, and time to systematize the continuous improvement of
teaching, learning, and service learning.
While the ultimate goal is to have partner schools and professional development schools, the
PTEU realizes that this is a developmental process that takes time and resources. As a result, we
have identified three developmental levels for working with systems and schools to facilitate the
effective implementation of signed agreements. The three developmental levels are field
experience placement schools, collaborative partnerships, and professional development
partnerships. These levels are in addition to the standard school system agreement (STUDENT
PLACEMENT AGREEMENT) attained by the Center for Field Experiences and Partnerships
(CFEP) every three years to ensure the partnership arrangements for all field experiences.
All levels of the Social Science Education Program’s unique partnerships are in middle or high
schools that are identified collaboratively between program areas and school partners. Most
partnerships are identified as diverse based on the PTEU Diversity Statement (see Diversity
Statement for Field Placements on the KSU I-Drive). The others are identified for specific
qualities such as demonstrating “best practices” or superior mentoring by collaborating teachers.
For example, the Secondary and Middle Grades Department and the P-12 program areas have
identified specific schools within school systems.
The first tier of the partnership triad is titled the “field experiences agreement” level. This
category entails an agreement signed by both the school and the KSU entity that includes CFEP,
the SSED Program area, or an individual faculty member. The agreement ensures that the school
will provide a quality field placement for a specific course and may include input from faculty or
the placement coordinator at Kennesaw State University.
The second tier is titled “collaborative partnerships” and is characterized by joint work between
and among school and university faculty with an emphasis on building learning communities.
As collaborating partners, the school system and/or school and university:
1. Share responsibility for preparation of new teachers.
2. Share resources, knowledge, experiences, ideas, and training.
50
3. Share decision making in some areas which directly/indirectly affect the mission of
the teacher education preparation program and the collaborative partnership schools.
4. Provide opportunities for candidates to develop knowledge, skills, and dispositions
related to working with diverse students with a focus on increasing P-12 student
learning and achievement.
The third tier builds upon the second tier by including the same four characteristics listed above
as well as numerous additional criteria. These “professional development partnerships” represent
an educational climate that facilitates the learning and achievement of all: P-12 students, preservice and in-service teachers, university and school system faculty, administrators, and staff.
Collaboration and commitment are the core elements that shape the operating principles of
professional development sites. As professional development partnerships, the school system and
university:
1. Share responsibility for preparation of new teachers.
2. Share resources, knowledge, experiences, ideas, and training.
3. Share decision-making in some areas that directly/indirectly affect the mission of the
teacher education preparation program and the collaborative partnership schools.
4. Provide opportunities for candidates to develop knowledge, skills, and dispositions
related to working with diverse students with a focus on increasing P-12 student
learning and achievement.
5. Share expertise in the theory and practice of teaching and learning.
6. Engage in joint efforts to improve/inform practice.
7. Integrate pre-service and in-service teachers learning into school programs and
teaching practice.
8. Conduct and promote both action research and formal research producing changes
that foster student learning, enhance teaching, and that improve the organizational
environment.
The administration, faculty, and staff of the professional development partnership school system
and the university make a tangible commitment to partnership support, to collaboration, to the
development of organization, roles, and structures that support the site(s), and to accountability
and quality assurance.
While these operating principles guide the Professional Teacher Education Unit as they develop
field experience agreements and collaborative partnerships with school systems and schools, the
Social Science Education program has moved through a developmental process into the
beginning phases of professional development partnerships. This has involved a continuum of
development that begins with the basic field experience placement school to collaborative
partnerships to the more complex and sustainable professional development partnerships.
Specific Social Science Education (SSED) placements are made in both middle schools
and high schools (See list of Partnership Schools in Appendix A.) Due to the large
number of SSED placements needed each semester, candidates are also placed in those
school systems that have an agreement with the University. (See Appendix A for Social
Science Education Field Placements History.) Placements are made regularly in the
51
following school systems: Bartow, Cherokee, Cobb, Fulton, and Paulding Counties and
also in the Marietta School System. The schools most frequently used for SSED
placements are: Kennesaw Mountain H.S., Daniell M.S., Hiram H.S., Booth M.S.,
Teasley M.S., Riverwood H.S., Sprayberry H.S., North Cobb H.S., Marietta H.S.,
Osborne H.S., Sequoyah H.S., Cherokee H.S., Woodland H.S., East Paulding H.S.,
Woodstock H.S., Cass M.S. and H.S., East Cobb M.S., Harrison H.S. and McEachern
H.S.
Three-Tiered Developmental Partnership Plan
The following is an illustration of the end-points on the Kennesaw State University Bagwell College of
Education's Continuum of Collaborative Partnerships.
Field Experience
Agreement
Collaborative
Partnerships
Professional
Development
Partnerships
Responsibility is shared
for developing and
implementing teacher
education programs to
prepare candidates for
the diversity and
challenges found in
today's classrooms.
Collaboration
Input into the
development and
implementation of the
field experience is
encouraged. KSU faculty
select the schools.
Input into the
development and
implementation of teacher
education program is
encouraged. KSU Faculty
and School Faculty jointly
develop the collaborative
partnership.
Classroom
Environment
A positive classroom
environment with an
effective supervisor is
provided.
A positive classroom
environment with an
effective supervisor is
provided.
Responsibility is shared
for the preparation of
future teachers by
providing a classroom
environment that builds
professional skills,
encourages personal and
professional growth and
develops confidence.
Modeling
Teachers model best
practices for mentoring
preservice students.
Teachers model and
prepare candidates by
mentoring.
Teachers are
collaboratively selected
to mentor candidates, to
co-teach courses, and to
participate as faculty in
developing and
implementing teacher
preparation programs.
Qualified SchoolBased Faculty
Candidates are placed
with identified
teachers/mentors who
model best practice.
Candidates are placed
with identified
teachers/mentors who
model best practice and
can mentor and prepare
candidates effectively.
Candidates are matched
with master teachers
who model best practice
and will most effectively
enhance their teaching
and learning and help
candidates reflect.
52
Field Experience
Agreement
Collaborative
Partnerships
Professional
Development
Partnerships
KSU faculty are actively
engaged in the programs
and life of the school.
KSU Faculty
Involvement
KSU faculty are
occasionally in the school
for orientations and
supervision.
KSU faculty are
frequently in the school
working with students and
teachers.
Research
Opportunities
Ideas for action research
may be generated.
Work on selected action
research projects is
planned collaboratively.
Joint research (both
action and formal
research) projects to
inform and strengthen
practice are conducted.
Resources
Resources and expertise
are shared and modeled in
order to enhance teaching
and learning.
Resources and expertise
are shared in order to
enhance teaching and
learning.
Resources and expertise
are shared in order to
foster high levels of
student achievement.
Best Practices
Best educational practices
are identified.
Best educational practices
are identified and
modeled in specific
classrooms.
Best educational
practices are modeled
and sustained
throughout the school.
In the SSED program, decisions about the nature and assignment of field experiences and
clinical practice are made in conjunction with the public school faculty and administrations.
School partners participate in the design, delivery, and/or evaluation of field experiences.
Decisions about the specific placement of candidates in field experiences and clinical practices
are made collaboratively by the university and its school partners. (See Advisory Board Data
in Appendix A.)
Element 3.2 Design, Implementation, and Evaluation of Field Experiences and
Clinical Practice
Field experiences for KSU Teacher Education programs are carefully structured and sequenced
in an effort to provide candidates with opportunities to observe and participate in the teachinglearning process and to develop those instructional skills that enhance their effectiveness as
professional facilitators of learning. These field experiences are organized in stages which are
developmentally sequenced and integrated with specific courses.
Candidates at the initial level are introduced to the world of teaching in EDUC 2201, Teaching
and Schools in a Changing Society. This course is an introductory study of current issues and
problems in American education from historical, political, economic, social, philosophical,
multicultural and global perspectives. It includes “30 hours of observations and participation in
a classroom setting appropriate to the candidates’ professional interest in elementary/early
childhood, middle grades, secondary, or P-12 education” (KSU Catalog, 2003-04, p.285). A
modified Candidate Performance Instrument (CPI) is used to evaluate candidates’ performance
53
during the 30-hour field experience both at midterm and as a final field experience evaluation.
Candidates must earn satisfactory evaluations on the applicable proficiencies.
The second course is EDUC 2202, Life Span Development: Adolescent and Young Adulthood
Emphasis, where candidates observe children in naturalistic settings. Field observations and a
cultural immersion experience are primary sources of assessment during EDUC 2202. The
initial level concludes with EXC 3304, Education of Exceptional Students. This course requires
an observational experience in an assigned school placement. This observation is usually onehalf to one day in an appropriate school setting. Candidate assessments in EXC 3304 include: a
proficiency test, reflective log, observation activity, examinations, and focused research.
Candidates must complete these courses at the initial level of clinical practice with a grade of C
or better to be admitted or to remain in the SSED Program.
The second stage of field experiences is specific to the program area. During SSED 4413,
Teaching of Social Science 7-12 (TOSS), candidates plan and implement a series of lessons or an
instructional unit, assess student learning, and manage materials, time, and students for three to
four hours each day during their five-or-six week placement in a public school. This course
provides “an examination and application of curricular issues, learning theories, teaching
strategies, instructional materials, and assessment procedures for teaching secondary school
social science…” (KSU Catalog, 2003-04, p.351). At this level, the candidate may take the lead
in the instructional decision-making process. The collaborating teacher works with the college
supervisor and the candidate to provide opportunities that put the student in the role of the
professional learning facilitator. In addition to the final evaluations, the candidate receives daily
assessments from the cooperating teacher and three formal observations from the university
supervisor. (See TOSS Syllabus in Appendix B for Portfolio requirements.) (See NCSS
theme-specific performance results in matrices 1.1-1.10 of the SPA report.)
In the third stage, SSED 4475 Student Teaching, candidates are expected to assume full teaching
responsibilities for eight to ten weeks and to be present in the school to which they are assigned
for the entire semester. The student teacher is the one who facilitates the teaching-learning
process through his/her selection of instructional strategies and resources; instructional
technologies; and selection of means for assessing student learning and his/her own teaching.
Evaluation of student teachers occurs throughout the student teacher’s experience. Candidates
are frequently observed and provided with written as well as oral feedback regarding the
effectiveness of the instructional decisions they have made. Besides the mid-term and final
evaluations, the student teacher receives five formal observations from the university supervisor
and four formal observations by the collaborating teacher. (See performance data from student
teaching in the Programmatic Standards section of the SPA report, Matrix Item #3.1.3.
See also student teaching syllabus in Appendix B.)
An internship (SSED 4498) in social science secondary education is also offered. This student
teaching experience in social studies is for provisionally certified teachers. Supervision is in
collaboration with a mentor-teacher in the local school and a specialist in social studies
education. One semester at the same school of this internship automatically substitutes for SSED
4475. Proof of professional liability insurance is required. The student teacher intern is
responsible for his/her own school placement. Candidate Performance Instrument (CPI) midterm
54
and final evaluations as well as all other student teaching assessments are applicable to the SSED
Internship. The SSED internship is evaluated in the same manner as student teaching.
Collaborating teachers for field experiences are selected in a process that involves the university,
school system administrators, building principals, and classroom teachers. In order to be invited
to be a collaborating teacher, the classroom teacher must:
1. hold an in-field teaching certificate;
2. have a minimum of three years of successful teaching in the field that the supervision is
to occur;
3. have been recommended to the system coordinator by the building principal;
4. have an interest and desire to work with a student teacher;
5. supervise student teachers no more than one of the two semesters of the academic year
(preferable); and
6. have a well-rounded instructional load which reflects the certificate field of the student
teacher.
Preference is given to classroom teachers who have completed the Teacher Support Specialist
endorsement.
Element 3.3 Candidates’ Development and Demonstration of KSDs To Help All Students Learn
Entry and exit criteria exist for SSED candidates in clinical practice. Requirements for
admission to Teacher Education and Student Teaching are described in detail in the KSU
Catalog. (See 2003-2004 Catalog, pages 98-101.)
Admission to TOSS criteria are specified on the following TOSS application . Final Evaluations
(Candidate Performance Instrument) are administered in TOSS and Student Teaching, and these
assessments together with the Portfolio requirements serve as the exit criteria.
(See Appendix A)
55
Secondary Social Science Education Program
Kennesaw State University
SSED 4413, TOSS APPLICATION: FALL 2003
Name: ______________________________________ SS#:__________________
Address: Street, City, Zip__________________________________________________
e-mail address: (required)___________________________________________
Phone (H):_____________________Phone (W):_________________________
Praxis I: Yes/No
Praxis II: Yes/No
Overall GPA:_______(2.75 minimum)
Admitted to Teacher Education: ________
EDUC 3308 _________(MUST be taken before TOSS)
Other Guidelines for being ready to Toss (in addition to the above criteria):
_______Have a minimum of one upper level course in EACH teaching field area
(Including U.S. and European/Area Studies
_______No more than four teaching field courses remain
Planned Program: (This must be filled in)
Circle when you plan to Student Teach
Spring 03
Summer 03
Fall 03
Spring 04
Summer 04
It is possible to have the option and flexibility of adding a license to teach in Middle Grades. To
accommodate this possibility you must circle your choices below.
SSED 4413 (TOSS)
Middle grades (7th or 8th) OR High school classroom
SSED 4475 (Student Teaching) Middle grades (7th or 8th) OR High school classroom
Have you made application to student teach? When do you plan to do this?
_________________________________________(See Catalog for Deadline)
Note: SSED 4475, Student Teaching: Social Science (7-12), is a full-time commitment. The Center
for Field Experiences & Partnerships recommends that students do not work during that time.
See the KSU Undergraduate Catalog for specific requirements and deadlines for Admission to
Student Teaching. DO NOT take any courses with Student Teaching.
Sign this application in the space provided below. Meet with your advisor so that s/he may sign off on your program of study, which
shows that Fall 03 is the last possible opportunity you will have to take SSED 4413 before being ready for Student Teaching. Make
a copy for your records and TURN THIS FORM IN TO THE DEPT. OF HISTORY & PHILOSOPHY NO LATER THAN APRIL 15
2003. (Pilcher Bldg)
_
Student
Date
Advisor
Date
56
As candidates progress through and complete the SSED program, multiple assessment strategies
are used to evaluate candidates’ performance and effect on student learning. These include the
TOSS and Student Teaching Candidate Performance Instruments (CPI), the Impact on Student
Learning Rubric, the Portfolio Narrative Rubric, and the Observation Summary Forms. (See
Appendix A)
Assessments used in clinical practice are linked to candidate competencies delineated in
professional, state, and institutional standards as Table 1: Outcomes and Proficiencies
for Initial Social Science Education Program in Section I of this report’s Overview of
the Program shows. (See pages 14-15.)
Candidates, school faculty, and college or university faculty jointly conduct assessments of
candidate performance throughout clinical practice. All three parties complete the Candidate
Performance Instrument independently and conduct formal observations.
Both field experiences and clinical practice allow time for reflection and include feedback from
peers and clinical faculty. Candidates keep a daily reflective journal and participate in daily
and/or weekly conferences that provide specific feedback.
Field experiences and clinical practice provide opportunities for candidates to develop and
demonstrate knowledge, skills, and dispositions for helping all students learn. All candidates
participate in field experiences or clinical practice that include students with exceptionalities and
students from diverse ethnic, racial, gender, and socioeconomic groups. Candidates complete an
online Diversity Survey (See Appendix A) in which they evaluate their preparation for working
with a diverse student population. Likewise, SSED candidates include in their professional
portfolios a detailed description of their learners as well as an analysis and discussion of
diversity modifications that they have implemented. (See Example of the Diversity
Modifications and Description of Learners in Appendix A)
Standard 7 – Georgia-Specific Requirements for Units and Programs
Element 1 Meets Minimum Admission Requirements
Admission to Teacher Education
Kennesaw State University is committed through its admission and monitoring processes to
recruit and prepare diverse, highly qualified and capable prospective teachers. Before a candidate
may enroll in professional level education courses at the upper division level (the required 3000- and
4000-level professional education courses), he or she must be formally admitted to teacher education at
Kennesaw State University.
57
Admission to teacher education is separate from admission to Kennesaw State University.
Candidates typically apply for admission to teacher education as sophomores after having
completed most of their general education requirements. Applications for admission to teacher
education are available in the William D. Impey Teacher Education Advisement Center.
A criminal history background check is performed prior to admission to teacher education and
may preclude admission to teacher preparation programs. In order to meet the minimum
requirements for admission to teacher education programs, candidates must also have:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Completed at least 45 semester hours of accredited college coursework.
Achieved a cumulative GPA of 2.75 for all attempted hours in the system core
curriculum and lower division courses as required for teacher preparation
programs.
Achieved an adjusted or cumulative GPA of 2.75 for all completed coursework at
Kennesaw State University.
Completed English 1101 and English 1102 with grades of C or higher.
Passed the Regents’ Examination.
Passed or exempted the Praxis I Examination.
Completed EDUC 2201* and EDUC 2202 or EDUC 2204 with grades of C or
higher. In addition to the preceding, the Department of Elementary and Early
Childhood Education requires that all additional coursework completed in Lower
Division Major and Teaching Field at the time of application for admission must
earned a grade of C or higher.
Received two positive faculty recommendations, one of which must be from their
instructor for either EDUC 2201 or EDUC 2202 or EDUC 2204.
Received positive evaluations in field experiences.
Exhibited responsible, professional behavior in all classes, field experiences, and
interactions with peers and faculty.
Exhibited potential for success in the program.
Been approved for admission by the Admission and Academic Standing
Committee of the applicant’s proposed degree program.
Note: Some degree programs in teacher education have additional
admissions requirements. Consult those departments and program coordinators.
* or approved Teacher Cadet or Teacher Apprenticeship Program
Candidates will be informed of their admission status by letter. Candidates who have been
denied admission must remove deficiencies within three semesters of the initial application for
admission in order to be eligible for reconsideration for entry into a teacher education program.
Retention in Teacher Education
Once admitted to teacher education, a candidate will not be eligible to continue in teacher
education if:
58
1.
2.
3.
4.
5.
6.
Responsible, professional behavior is not exhibited in all classes, field experiences
and interactions with peers and faculty, as judged by the program faculty and/or
collaborating teachers and school personnel.
The candidate is found guilty of a major violation of the student code of conduct
or civil law.
Two or more D or F grades are earned in required lower and upper division
courses in the candidate’s teacher education program. A review may be triggered
if the candidate’s adjusted or cumulative GPA falls below 2.75 at KSU.
The individual fails to observe or meet the required course and program
prerequisites, especially for field-based teaching methods courses and student
teaching.
Teaching skills and effectiveness are judged by two or more faculty instructors
and/or collaborating teachers to be unsatisfactory.
Student teaching is not completed satisfactorily.
One or more of these deficiencies will trigger a review by the admissions and academic standing
committee of the appropriate program area, which will determine whether the candidate will be
permitted to continue in the teacher education program. Decisions to remove a candidate from
the teacher education program will be recommended by that committee and approved by the
program coordinator, department chair, assistant dean of the Bagwell College of Education and
the director of the Center for Field Experiences and Partnerships.
A student teacher may be removed from a field experience when any of the following occurs:
1.
The appropriate school authority states that the teacher preparation candidate’s presence
in the classroom is not in the best interest of the public school’s students and/or requests
that the teacher preparation candidate be removed;
2.
The joint decision of the appropriate teacher education program coordinator and
department chair in consultation with the director of the Center for Field Experiences and
Partnerships, student teacher coordinator, supervising master teacher, and/or university
supervisor states that the circumstances are such as to prevent either the development
and/or maintenance of a satisfactory learning environment;
3.
Unprofessional/unethical behavior has been exhibited by the teacher preparation
candidate;
4.
A decision has been reached that the teacher preparation candidate cannot receive a
satisfactory grade.
Major Field Experiences
The purpose of educational field experiences is to provide each teacher education candidate with
multiple opportunities to engage in the practical aspects of teaching in real classroom settings.
The teacher education faculty, the director of the Center for Field Experiences and Partnerships
and appropriate school personnel collaborate to plan and implement the selection of school sites,
classrooms and teaching/learning environments appropriate to the needs of the candidates and
the goals of the Professional Teacher Education Program. Emphasis shall be given to balancing
each candidate’s experiences between urban, suburban and rural as well as among the multicultural
and diverse populations of learners served within the Kennesaw State University service area. Each
59
candidate is expected to be engaged in the full range of the respective program’s teacher certification
requirements as prescribed by the Georgia Professional Standards Commission.
The introductory course to the major includes a field component as do several other courses in the
professional education sequence. Two major field experiences form the capstone of all
undergraduate teacher education programs: 1) the Teaching of Specific Subject experience; and 2)
the Student Teaching experience.
Teaching Specific Subjects
While candidate progress will be monitored throughout the program, a formal progress check
will occur when candidates submit the Application to TOSS form (See a copy of this form in
Element 3.3 of this report) to the SSED program area. This form must be signed by the
student’s advisor and submitted to the program’s coordinator.
Minimum requirements for continuation in the program are:
1.
Completion of teaching field and professional sequence coursework with a 2.75
minimum adjusted or cumulative GPA
2.
Grades of C or better in all required courses in the candidate’s teacher education
program.
3.
Positive evaluations in field experiences.
4.
Responsible behavior in all classes, field experiences, and interactions with peers and
faculty.
5.
Approval by the Admissions and Academic Standing Committee of the appropriate
program area.
Individual programs/departments may have additional criteria for continuation in the program.
The form must be submitted to the appropriate program coordinator on or before the following
specified deadline dates :
Admission to
TOSS For:
Fall Semester
Spring Semester
Middle Grades Education
Application
Deadline
April 15th
September 15th
March - TBA
Student Teaching
Student teaching normally is the last requirement completed in teacher education programs.
Student teaching requires a full-time academic and professional commitment; therefore, no other
courses should be taken during the semester of student teaching. Since student teaching is based
in the field, the typical school-day hours for teachers at the placement site will be observed by
the candidate teacher. The candidate teacher is expected to follow the direction of the collaborating
teacher, the school principal, the KSU university supervisor, and the KSU director of the Center for
Field Experiences and Partnerships.
60
Formal applications to student teach must be completed and submitted to the Center for Field
Experiences and Partnerships. Candidates become eligible to student teach by meeting the
following requirements:
1.
Grades of C or higher in all Lower Division Major Requirements (Area F) teaching field and
professional education coursework.
2.
A 2.75 adjusted or cumulative G.P.A. in all coursework at Kennesaw State University.
3.
Positive evaluations in field experiences.
4.
Responsible professional behavior in all classes, field experiences, and interactions with
peers and faculty.
5.
Positive recommendation from the instructor(s) of the Teaching of Specific Subject
(TOSS) course(s).
6.
Approval by the Center for Field Experiences and Partnerships and the admissions and
academic standing committee of the appropriate program area.
Individual programs/ departments may have additional criteria for admission to student teaching.
Applications for student teaching must be submitted to the Center for Field Experiences and
Partnerships on or before the deadline dates specified below:
Admission to
Student Teaching for:
Application
Deadline:
Fall Semester
Spring Semester
January 30 (previous Spring)
August 30 (previous Fall)
Applications are due a semester in advance. For example, candidates wishing to student teach in
Spring, 2006 must submit completed applications by August 30, 2005. Candidates wishing to student
teach in Fall, 2006 must submit completed applications by January 30, 2006. Applications will not
be accepted after the deadline.
Element 3 Knowledge of the Identification and Education of Children with Special Needs
Social Science Education candidates are required to successfully complete EXC 3304 Education
of Exceptional Students (three semester hours). The identification and education of children who
have special educational needs is the primary emphasis of this course.
EXC 3304 Education of Exceptional Students (3 semester hours) prepares students to work
collaboratively with families and school personnel to have a positive impact on the educational,
social and behavioral development of all students, including those with a full range of
disabilities, in a diverse society. The course focuses on knowledge of legislative mandates for
serving exceptional students, best practice in facilitating teaching and learning, and
accountability through assessment of outcomes. This course requires an observational
experience in an assigned school placement. Verification of professional liability insurance is
61
required prior to placement in the field experience. Completion of EXC 3304 fulfills the Georgia
HB 671 requirement. Below is a list of the outcomes of EXC 3304.
Education of Exceptional Students Course Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
11.
12.
13.
14.
15.
16.
17.
Describe the legal and ethical requirements of the teacher’s role in the education of
students with disabilities and the ways those continue to evolve out of legislative,
litigative, and sociological changes.
Describe the issues in definition and identification procedures for individuals with
exceptional learning needs including individuals from culturally and/or linguistically
diverse backgrounds.
Demonstrate an understanding of due process and the teacher’s role in its implementation
for parents and students.
Demonstrate an understanding of the teacher’s role in engaging and supporting the
participation of parents of students with disabilities in the education of their children.
Demonstrate an understanding of disabilities as lifelong circumstances requiring different
strategies and accommodations in various settings and stages.
Demonstrate an understanding of the role of cultural bias in instructional and assessment
activities of exceptional students.
Identify and apply principles of student assessment procedures in the context of the
instructional environment and academic materials.
Discuss differential characteristics of individuals with exceptionalities, including levels
of severity and multiple exceptionalities.
Identify principles of classroom, program and behavior management, including program
extension skills and consultation, in the context of the instructional environment and
academic materials
Identify intervention strategies appropriate for use in the teaching of exceptional children.
Discuss instructional and remedial methods, techniques, curriculum materials, and
curricula for the development of functional skills for individuals with exceptional
learning needs.
Discuss the characteristics and effects of the cultural and environmental milieu of the
child and the family including cultural and linguistic diversity, socioeconomic level,
abuse/neglect, and substance abuse.
Understand how to collect and share observational data, which will be useful to members
of interdisciplinary teams for decision-making.
Demonstrate the ability to identify community and professional resources and collect
information about their access.
Identify principles related to the development and implementation of the individualized
education program in the context of the instructional environment.
Discuss the development of individual student programs working in collaboration with
team members and the roles of individuals with exceptionalities, parents, teachers, and
other school and community personnel in planning an individualized program.
Describe the collaboration required with other professionals to facilitate pre-referral,
screening and assessment, placement, transitions, and instructional design.
62
18.
Demonstrate an understanding of the role technology can play in instructional
accommodation for students with cognitive, sensory, or physical limitation or disabilities.
Element 4 Proficiency in the Use, Application, and Integration of Instructional Technology
TECHNOLOGY in SECONDARY SOCIAL SCIENCE EDUCATION
Technology is a vital part in teacher preparation and as such Secondary Social Science Education
students are given abundant opportunities to incorporate technology into the social studies
content area.
The following are examples of how technology has contributed to the goals and objectives of the
secondary social science education program.
1. Candidates use the Internet to locate, review, and evaluate social studies sites. They have
incorporated some of these sites into meaningful lessons that they have presented and taught as a
part of their TOSS and Student Teaching experiences. Performance evaluations are implemented
during formal observations and are reflected in the Candidate Performance Instrument. (See
aggregated results in the Integration of Technology Performance Evaluations on page 68.)
2. Candidates have experienced the possibilities for a one computer classroom as well as using
the computer for instruction in a lab setting while participating in their TOSS and Student
Teaching experiences. (See Candidate Portfolios in Evidence Room or Office of Program
Coordinator.)
3. Candidates have reviewed, evaluated and implemented social studies software in a classroom
setting. Again, many different possibilities for its use within the secondary classroom have been
explored while candidates are in the public schools during TOSS & Student Teaching.
Performance evaluations are implemented during formal observations. (See aggregated results
in the Integration of Technology Performance Evaluations on page 68.)
4. Most importantly, students have acquired a comfortable attitude toward technology in their
classrooms. Many students who were very hesitant about trying to implement technology in
their lessons have become big supporters of its use. Equally important, they have learned how to
handle those days when the technology just doesn't work (i.e. the importance of having a Plan
B). Evidence of this is found in candidates’ journals and formal observations. (See Candidate
Portfolios in Evidence Room or Office of Program Coordinator.)
5. Candidates have videotaped their lessons and then used a dubbing station to make copies that
they can use to analyze specific components of the instructional process (ex. non-verbal analysis
and questioning techniques analysis). This has been a very meaningful activity during both
TOSS and Student Teaching. (See Candidate Portfolios in Evidence Room or Office of
Program Coordinator.)
63
6. Candidates have used email to collaborate with one another on team projects and to submit
weekly reports from the field during TOSS and Student Teaching. All candidates are required to
have an email account and may use the one provided by the University. (See Candidate
Portfolios in Evidence Room or Office of Program Coordinator)
7. Communication with students while they are in the field at individual schools during TOSS
and student teaching is GREATLY enhanced by the use of e-mail. The scheduling of
supervisory visits, and lesson plans can be communicated very effectively. It is especially
important that students can share their experiences with their peers and/or their instructor in a
reflective manner. (See Candidate Portfolios in Evidence Room or Office of Program
Coordinator)
Social Science Education (7-12)
Technology Standards
The International Society for Technology in Education (ISTE) Accreditation and Professional
Standards Committees have developed general standards that provide a foundation in technology
for all teachers. The International Society for Technology in Education states, “All candidates
seeking initial certification or endorsements in teacher preparation programs should have
opportunities to meet the educational technology foundations standards.” (www.iste.org) The
web site reports that, “These guidelines have been adopted by the National Council for
Accreditation (NCATE)…” and that the ISTE NETS were adopted as Georgia Technology
Standards.
The ISTE Technology Standards address three areas (Basic Operations and Concepts, Personal
and Professional Use of Technology, and Application of Technology in Instruction) and are
divided into six categories listed in the following Table 1.
Table 1: ISTE NETS Technology Standards
I.
TECHNOLOGY OPERATIONS AND CONCEPTS – Teachers demonstrate a sound understanding
of technology operations and concepts. Teachers:
A. Demonstrate introductory knowledge, skills, and understanding of concepts related to technology.
B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and
emerging technologies.
II.
PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES – Teachers
plan and design effective learning environments and experiences supported by technology. Teachers:
A. Design developmentally appropriate learning opportunities that apply technology-enhanced
instructional strategies to support the diverse needs of learners.
B. Apply current research on teaching and learning with technology when planning learning environments
and experiences.
C. Identify and locate technology resources and evaluate them for accuracy and suitability.
D. Plan for the management of technology resources within the context of learning activities.
E. Plan strategies to manage student learning in a technology-enhanced environment.
64
III.
IV.
V.
TEACHING, LEARNING, AND THE CURRICULUM – Teachers implement curriculum plans that
include methods and strategies for applying technology to maximize student learning. Teachers:
A. Facilitate technology-enhanced experiences that address content standards and student technology
standards.
B. Use technology to support learner-centered strategies that address the diverse needs of students.
C. Apply technology to develop students’ higher order skills and creativity.
D. Manage student learning activities in a technology-enhanced environment.
ASSESSMENT AND EVALUATION – Teachers apply technology to facilitate a variety of effective
assessment and evaluation strategies. Teachers:
A. Apply technology in assessing student learning of subject matter using a variety of assessment
techniques.
B. Use technology resources to collect and analyze data, interpret results, and communicate findings to
improve instructional practice and maximize student learning.
C. Apply multiple methods of evaluation to determine students’ appropriate use of technology resources
for learning, communication, and productivity.
PRODUCTIVITY AND PROFESSIONAL PRACTICE – Teachers use technology to enhance their
productivity and professional practice. Teachers:
A. Use technology resources to engage in ongoing professional development and lifelong learning.
B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use
of technology in support of student learning.
C. Apply technology to increase productivity.
D. Use technology to communicate and collaborate with peers, parents, and the larger community in order
to nurture student learning.
VI.
SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES – Teachers understand the social, ethical,
legal, and human issues surrounding the use of technology in PK-12 schools and apply that
understanding in practice. Teachers:
A. Model and teach legal and ethical practice related to technology use.
B. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics,
and abilities.
C. Identify and use technology resources that affirm diversity.
D. Promote safe and healthy use of technology resources.
E. Facilitate equitable access to technology resources for all students.
The technology-related skills required for completion of assignments in the professional
education and content courses taken by Social Science Education majors correspond to the
performance objectives identified in the ISTE NETS. A correlation between the skills addressed
in the Social Science Education program and these objectives is represented in Table 2.
It should be noted that the standards in Table 1 are referenced in the following Table 2 by Roman
Numeral(s) after the stated performance objective.
65
Table 2: Correlation of Social Science Education Technology Skills and
ISTE NETS/NCATE/Georgia Technology Standards
Performance
(Standard)
Objective
Course and
assignment
1. Demonstrate a sound
understanding of the
nature and operation of
technology systems. (I)
ENGL 1101 (word
processing and
PowerPoint),
EDUC 2201 (word
processing, PowerPoint,
email, Internet
assignments),
Content area courses
2. Demonstrate proficiency in
the use of common input
and output devices; solve
routine hardware and
software problems; and
make informed choices
about technology systems,
resources, and services. (I)
ENGL 1101 (word
processing and
PowerPoint), EDUC 2201
(word processing,
PowerPoint, email, Internet
assignments),
Content area courses
3. Use technology tools and
information resources
increase productivity,
promote creativity, and
facilitate academic
learning. (I, III, IV, V)
ENGL 1101 (word
processing and
PowerPoint), EDUC 2201
(word processing,
PowerPoint, email, Internet
assignments),
Content area courses
4. Use content-specific tools
(e.g. software, simulation,
environmental probes,
graphing calculators,
exploratory environments,
Web tools) to support
learning and research. (I,
III, V)
SSED 4413, SSED 4475
Social Studies software,
PowerPoint, word
processing, email, internet
research
Content area courses
Evidence of
Candidate
Achievement
Demonstrated in
written lesson
plans and
implemented in
delivery of
lessons
observed during
TOSS &Student
Teaching; CPI
Proficiency 2.4
Demonstrated in
written lesson
plans and
implemented in
delivery of
lessons
observed during
TOSS &
Student
Teaching; CPI
Proficiency 2.4
Demonstrated in
written lesson
plans and
implemented in
delivery of
lessons
observed during
TOSS &
Student
Teaching; CPI
Proficiency 2.4
Demonstrated in
written lesson
plans and
implemented in
delivery of
lessons
observed during
TOSS &
Student
Teaching; CPI
Proficiency 2.4
66
PROFESSIONAL
PREPARATION
Performance
Objective
Standard
6. Collaborate in constructing
technology-enhanced
models, preparing
publications, and
producing other creative
works using productivity
tools. (I, V)
1. Identify the benefits of
technology to maximize
student learning and
facilitate higher order
thinking skills. (I, II)
Course
Assignment
Evidence of
Candidate
Achievement
EDUC 2201 (Internet
assignments, group work)
EDUC 3308 (class
discussion of learning
theory), SSED 4413TOSS (content software
evaluation)
2. Differentiate between
appropriate and
inappropriate uses of
technology for teaching
and learning while using
electronic resources to
design and implement
learning activities. (II, III,
V, VI)
3. Identify technology
resources available in
schools and analyze how
accessibility to those
resources affects planning
for instruction. (I, II)
EDUC 3308 (class
discussion of learning
theory), SSED 4413 TOSS (technology lesson
plan)
4. Identify, select, and use
hardware and software
technology resources
specially designed for use
by PK-12 students to meet
specific teaching and
learning objectives. (I, II)
SSED 4413 - TOSS
(technology lesson plan,
technology field
assignment)
5. Plan for the management
of electronic instructional
resources within a lesson
design by identifying
potential problems and
planning for solutions. (II)
SSED 4413 - TOSS
(technology lesson plan,
technology field
assignment)
EDUC 2201 (field
experience worksheet),
SSED 4413 - TOSS
(technology field
assignment)
Demonstrated in
written lesson
plans and
implemented in
delivery of
lessons
observed during
TOSS; CPI
Proficiency 2.4
Demonstrated in
written lesson
plans and
implemented in
delivery of
lessons
observed during
TOSS; CPI
Proficiency 2.4
Demonstrated in
written lesson
plans and
implemented in
delivery of
lessons
observed during
TOSS; CPI
Proficiency 2.4
Class
discussion,
student
assignments,
quiz/test grades
on objectives
addressed by
technology
Demonstrated in
written lesson
plans and
implemented in
delivery of
lessons
observed during
TOSS; CPI
Proficiency 2.4
67
Performance
Objective
Standard
Course
Assignment
Evidence of
Candidate
Achievement
Demonstrated in
written lesson
plans and
implemented in
delivery of
lessons
observed during
TOSS; CPI
Proficiency 2.4
Peer
evaluations,
class discussion,
student
assignments,
quiz/test grades
on objectives
addressed by
technology
6. Identify specific technology
applications and
resources that maximize
student learning, address
learner needs, and affirm
diversity. (III, VI)
EDUC 3308 (class
discussions on learning
theory), SSED 4413 TOSS (content area
software evaluation),
EXC 3304 (assistive and
adaptive technology unit)
7. Design and teach
technology –enriched
learning activities that
connect content standards
with student technology
standards and meet the
diverse needs of students.
(II, III, IV, VI)
SSED 4413 - TOSS
(technology lesson plan,
technology field
assignment)
SSED 4413 (peer teaching
with technology)
8. Design and peer teach a
lesson that meets content
area standards and
reflects the current best
practices in teaching and
learning with technology.
(II, III)
SSED 4413 - TOSS
(technology lesson plan,
technology field
assignment)
SSED 4413 (peer teaching
with technology)
Peer evaluations,
class discussion,
student
assignments,
quiz/test grades
on objectives
addressed by
technology
1. Apply troubleshooting
strategies for solving
routine hardware and
software problems that
occur in the classroom. (I)
Technology lesson plans
and reflection
Class discussion,
student
assignments,
quiz/test grades
on objectives
addressed by
technology
STUDENT
TEACHING
68
INTEGRATION OF TECHNOLOGY
SUMMARY OF AGGREGATED RESULTS for CPI
Proficiency 2.4
SOCIAL SCIENCE EDUCATION (SSED 4474) SPRING 2003 N=17
(Effective use of technology)
STUDENT
KSU SUPERVISOR
COLLABORATING TEACHER
TEACHER
CS
L4
L4
EB
L4
L4
AY
L4
L4
HL
L4
L4
JL
L4
L3
AC
L4
L4
KK
L4
L4
JK
L4
L4
ChS
L4
L3
BD
L4
L4
MY
L3
L3
AC
L4
L4
MD
L4
L3
VC
L4
L3
TL
L3
L3
DW
L3
L3
LA
L3
L3
SSED student teachers are evaluated on their integration of technology skills through the use of
formal observations, candidates’ reflections, lesson plans, and weekly conference reports. The
aggregated results for Spring 2003 from these sources are documented in the previous chart.
These data suggest that there is consistent and convincing evidence that the candidates’
technology skills are exceptional for 13 of the 17 student teachers as evaluated by their
university supervisor. The other four student teachers’ integration of technology was evaluated
by the university supervisor as L3 or evidential, complete, and consistent. It was noted however
that these four student teachers did not have access to computers in their classrooms.
69
SSED Student Teachers completed the following analysis after attending an all-day Technology
Fair held on the KSU Campus during Fall Semester, 2003. Overall results were very positive as
to the knowledge gained and the possible classroom applications of this experience.
Reflection
Kennesaw State University Technology Fair
November 13, 2003
Description:
Vendors I Visited
Tools I observed
Analysis:
What did I think about the technological tools I viewed?
What questions were raised in my mind?
Reflection:
How will I use the technological knowledge I gained today to enhance my teaching practice?
How might these tools impact student performance?
70
Element 5 Knowledge of the Relevant Sections of the Georgia Quality Core Curriculum
Candidates are prepared to implement the appropriate sections of the Georgia mandated
curriculum in each relevant content area as shown in the following SSED Curriculum Charts.
(See also SSED Course Descriptions in Appendix A.)
U.S. History: 1-3, 15,18, 23,
24, 30, 33, 35-37, 46
World Geography:
4, 22, 27-34
World History: 4-10, 16
Ethnic Studies: 1-28
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
SSED 4413
X
Political Science 3334 or 3350
Upper Level Geography
X
Political Science 3315 or 4415
Upper Level Geography
X
Economics 2200
History 3305
X
Economics 2100
Upper level Area Studies
X
Upper level European HIST
X
Upper level American HIST
X
History 2275
Political Science 1101
X
Upper level American HIST
Social
Interactions
Minority issues
Cultural: Social
org. & issues
Native
Americans, U.S.
culture, race
relations, social
change
Cultural
Geography
Cultural
development
Cultural
diversity
X
History 2206
Melting pot
Current issue: 1, 13, 14,
15, 18, 21
Economics: 3, 26
Sociology: 3-12, 15-19, 23
X
History 2111
Civics/Citizenship: 19
X
Soc/Psych/2201 or Anth 3301
PRAXIS II
TEST
CATEGORY
Geography 1101
Theme 1: Culture
and Culture
Diversity
QCC Subject/#s:
History 2112
TOPICS
History 1110
CONCEPTS/
NCSS THEME AND
CORRESPONDING QCC
NUMBERS
Anth/Soc/Psych/Geog 2105
SSED CURRICULUM CHART
X
X
X
X
X
X
X
Change
X
X
X
SSED 4413
X
Political Science 3334 or 3350
History 3305
X
Political Science 3315 or 4415
Upper level Area Studies
X
Economics 2200
Upper level European HIST
X
Economics 2100
Upper level American HIST
X
Upper Level Geography
Upper level American HIST
X
Upper Level Geography
History 2275
X
History 2206
X
Soc/Psych/2201 or Anth 3301
X
Geography 1101
X
History 2111
PRAXIS II
TEST
CATEGORY
Political Science 1101
TOPICS
History 2112
Theme 2: Time,
Continuity and
CONCEPTS/
History 1110
NCSS THEME AND
CORRESPONDING QCC
NUMBERS
Anth/Soc/Psych/Geog 2105
71
X
QCC Subject/#s:
Sociology: 2
U.S. History: 1-46
World Geography: 27-35, 48
World History: 1-28, 35-36,
38, 40, 44-45
American Govt: 9, 10, 14,
33-36
Ethnic studies: 1-28
All concepts/
Topics in U.S.
History
Cultural
Geography
All concepts/
Topics in World
Hist. Geog.
Skills
Historical
Development of
Parties/sights
All topics in
Ethnic studies
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
QCC Subject/#s:
Current Issues: 8-10, 14,
20
Economics: 15
Economics: 3, 26
Sociology: 9, 16-17
U.S. History: 2, 40-42
World Geography: 1-15
World History: 1, 6-9, 11,
18, 20
Immigration and
Environmental
Issues
External Econ.
Factors
Minority issues
Cultural:
demography
Geography and
History
All concepts/
Topics in World
Geography
Human/
Environment
Interaction
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
SSED 4413
X
X
Political Science 3334 or 3350
X
Political Science 3315 or 4415
X
Economics 2200
Upper Level Geography
X
Economics 2100
Upper Level Geography
History 3305
Upper level Area Studies
Upper level European HIST
Upper level American HIST
Upper level American HIST
X
History 2275
X
History 2206
X
History 2111
X
Soc/Psych/2201 or Anth 3301
X
Geography 1101
PRAXIS II
TEST
CATEGORY
Political Science 1101
TOPICS
History 2112
Theme 3: People,
Places,
Environment
CONCEPTS/
History 1110
NCSS THEME AND
CORRESPONDING QCC
NUMBERS
Anth/Soc/Psych/Geog 2105
72
NCSS THEME AND
CORRESPONDING QCC
NUMBERS
Theme 4:
Individual
Development and
Identity
QCC Subject/#s:
Current Issues: 11
Economics: 19, 21, 26
Psychology: 1-5, 7-19
Sociology: 21, 25
U.S. History: 36
CONCEPTS/
TOPICS
PRAXIS II
TEST
CATEGORY
Social
interactions
Careers,
Consumer
Issues, minority
issue
All concepts in
Psychology
Social
Problems,
Family &
society
Social protest
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
SSED 4413
Political Science 3334 or 3350
Political Science 3315 or 4415
Economics 2200
Economics 2100
Upper Level Geography
Upper Level Geography
History 3305
Upper level Area Studies
Upper level European HIST
Upper level American HIST
Upper level American HIST
History 2275
History 2206
History 2111
Soc/Psych/2201 or Anth 3301
Geography 1101
Political Science 1101
History 2112
History 1110
Anth/Soc/Psych/Geog 2105
73
X
X
X
X
X
X
X
X
X
SSED 4413
Political Science 3334 or 3350
Political Science 3315 or 4415
Economics 2200
Economics 2100
Upper Level Geography
Upper Level Geography
History 3305
X
Upper level Area Studies
X
Upper level European HIST
X
Upper level American HIST
X
Upper level American HIST
X
History 2275
X
History 2206
X
History 2111
X
Soc/Psych/2201 or Anth 3301
X
Geography 1101
PRAXIS II
TEST
CATEGORY
TOPICS
Political Science 1101
Theme 5:
Individual, Group
And Institutions
History 2112
CONCEPTS/
History 1110
NCSS THEME AND
CORRESPONDING QCC
NUMBERS
Anth/Soc/Psych/Geog 2105
74
X
X
X
X
QCC Subject/#s:
Civics/Citizenship: 1-5, 7,
15
Current issues: 3, 12-14
Economics: 4-5, 13-19, 26
28, 29
Psychology: 1-2
Sociology: 1-28
U.S. History: 16, 24, 30-33,
36-37
World History: 2, 4-8,
10-11, 23
American Govt: 1-5
Ethnic Studies: 1-28
Structure of the
U.S. Govt.,
Role of citizen
Social
Interactions
External
Economic
Factors,
Specialization,
Labor/market/
Careers,
Minority issues
Foundations
All concepts in
Sociology
Social
movements
Religion, social
institutions
Foundations of
Government,
Comparative
Govt.
All
Topics/concepts
In Ethnic
Studies
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Civics/Citizenship: 1-19
Current Issues:
1819, 21
14-16,
Economics: 4, 9, 13, 22,
23, 28, 29
Psychology: 4, 11, 12, 15,
23
Sociology: 3, 4, 11, 12,
15, 25
U.S. History: 1-35
World History: 13, 20, 21,
25
American Government:
1-41
Economics 2100
Economics 2200
Political Science 3315 or 4415
Political Science 3334 or 3350
SSED 4413
Upper Level Geography
Upper Level Geography
History 3305
Upper level Area Studies
Upper level European HIST
Upper level American HIST
Upper level American HIST
X
History 2275
X
History 2206
History 2111
X
Soc/Psych/2201 or Anth 3301
X
Geography 1101
Political Science 1101
TOPICS
History 2112
Theme 6:
Power,
Authority and
Governance
QCC Subject/#s:
CONCEPTS/
History 1110
NCSS THEME AND
CORRESPONDING QCC
NUMBERS
Anth/Soc/Psych/Geog 2105
75
X
X
X
X
X
PRAXIS II
TEST
CATEGORY
X
Structure of
U.S.
Govt., role of
the
citizen
Social
Interactions,
world
conflicts
Govt &
economic
factors,
comparative
econ. systems
Social
institutions/
problems
Social
Institutions/
problems
Foundation of
U.S. Govt., role
of the court in
national,
territorial and
industrial
expansion and
reform, U.S.
foreign policy
Democratic
ideals,
comparative
governments,
international
affairs
All themes and
concepts in
American Govt.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
American Hist: 5, 18,
21, 22, 25, 26, 31-33, 42
World Geography: 22-24,
36, 37, 49
World History: 6-8, 11-12,
16, 20, 21
American Government: 7
X
X
X
X
X
SSED 4413
X
Political Science 3334 or 3350
X
Political Science 3315 or 4415
Upper Level Geography
Upper Level Geography
History 3305
Upper level Area Studies
Upper level European HIST
Upper level American HIST
Upper level American HIST
History 2275
History 2206
History 2111
Soc/Psych/2201 or Anth 3301
X
Geography 1101
X
Economics 2200
Environment,
Economic issues
All topics and
concepts
Economic
development of
the U.S., Great
Depression,
Modern
American
(econ dev)
Economic
geographic
cultural
characteristics
Economic
development in
Middle Ages,
Age of
Exploration,
economic
systems
Taxation
X
Political Science 1101
PRAXIS II
TEST
CATEGORY
Economics 2100
Current Issues: 9, 20,
22-24
Economic: 1-31
TOPICS
History 2112
Theme 7:
Production,
Distribution
And
Consumption
QCC Subject/#s:
CONCEPTS/
History 1110
NCSS THEME AND
CORRESPONDING QCC
NUMBERS
Anth/Soc/Psych/Geog 2105
76
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Current Issue:
12,
23
5-8, 10,
Economics: 12
U.S. History: 17, 22, 23, 26,
33-34, 39
World Geography: 16,
37-39
World History: 8, 15, 19,
25-27
PRAXIS II
TEST
CATEGORY
Technology &
Science,
Environment &
Energy,
Economic
Issues,
Economic
Exchange
Economic
Exchange
Industrial
Revolution/
Progress
Expansion:
Imperialism
Modern
America:
Technological
Advancement
Environment
Interaction
movement
Scientific and
industrial
revolutions,
Conflict &
Technology,
change (through
technology)
X
X
X
X
X
X
X
X
SSED 4413
Political Science 3334 or 3350
Political Science 3315 or 4415
Economics 2200
Economics 2100
Upper Level Geography
X
X
X
Upper Level Geography
History 3305
Upper level Area Studies
Upper level European HIST
Upper level American HIST
Upper level American HIST
History 2275
History 2206
History 2111
X
Soc/Psych/2201 or Anth 3301
X
Geography 1101
X
Political Science 1101
TOPICS
History 2112
Theme 8:
Science,
Technology and
Society
QCC Subject/#s:
CONCEPTS/
History 1110
NCSS THEME AND
CORRESPONDING QCC
NUMBERS
Anth/Soc/Psych/Geog 2105
77
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
SSED 4413
Political Science 3334 or 3350
Political Science 3315 or 4415
Economics 2200
Economics 2100
Upper Level Geography
Upper Level Geography
History 3305
Upper level Area Studies
Upper level European HIST
Upper level American HIST
Upper level American HIST
History 2275
History 2206
X
History 2111
X
Soc/Psych/2201 or Anth 3301
X
Geography 1101
PRAXIS II
TEST
CATEGORY
Political Science 1101
Theme 9:
Global
Connection
TOPICS
History 2112
CONCEPTS/
History 1110
NCSS THEME AND
CORRESPONDING QCC
NUMBERS
Anth/Soc/Psych/Geog 2105
78
X
QCC Subject/#s:
Civics/Citizenship: 19
Melting pot
Current issues: 8-10,
15-19, 24
Environment &
Energy world
Conflict:
economic issues
International
economics
U.S. as world
power
U.S. foreign
relations
Interdependence
The modern
world
Economics: 30, 31
U.S. History: 26, 28-29,
33-35, 39
World History: 25-28
X
X
X
X
X
X
X
X
X
X
X
X
Economics 2200
Political Science 3315 or 4415
Political Science 3334 or 3350
SSED 4413
Economics 2100
Upper Level Geography
Upper Level Geography
History 3305
Upper level Area Studies
Upper level European HIST
Upper level American HIST
Upper level American HIST
X
History 2275
X
History 2206
Geography 1101
Political Science 1101
History 2112
History 2111
Ideals & Practices
Soc/Psych/2201 or Anth 3301
Theme10: Civic
CONCEPTS/
TOPICS
History 1110
NCSS THEME AND
CORRESPONDING
QCC NUMBERS
Anth/Soc/Psych/Geog 2105
79
X
X
X
X
X
X
X
X
PRAXIS II
TEST
CATEGORY
X
X
QCC.
Subject/#s:
Civics/Citizenship: 119
All topics and
concepts
Current
11, 13
Social interactions
Issues:
Economics: 8-9, 29
U.S. History: 6, 10-12,
14, 24-25, 30
American
Government: 1-41
X
X
Comparative
economic systems
Declaration of
Independence/
Constitution/
political parties/
political reform/
social change
All topics/
concepts
X
X
X
QCC Specific
Skills
Correlations:
QCC Skill: Map
and
Globe Skills
I.
X
X
X
X
X
X
X
X
X
X
X
Subject/#
World Geography: 6-12,
40-51
World History: 33-37
X
X
X
U.S. History: 40-42
X
QCC Skill:
Research and
Reporting
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Subject/
#
U.S. History: 43-45
World History: 29-32
X
QCC Skill: Time
and Chronology
X
X
X
X
X
X
X
X
X
X
X
Subject/#
World History: 38-45
X
X
U.S. History: 47-52
X
X
X
X
X
X
80
Element 6 Knowledge Professional Ethical Standards and Requirements for Certification
and Employment
Prior to admission to teacher education, all students enrolled in EDUC 2201 Teaching and
Schools in a Changing Society or those who apply for teacher education having already
completed EDUC 2201 at another institution must successfully pass a criminal history
background check. A second criminal history background check is run prior to TOSS (Teaching
of Specific Subjects) or Practicum. All partnership school systems run a third criminal history
background check on candidates prior to student teaching.
Candidates are provided with a copy of the Professional Standards Commission’s Code
of Ethics in EDUC 2201 Teaching and Schools in a Changing Society where they view a video
published by the Professional Standards Commission on the topic “Ethics and Law.” Instructors
in EDUC 2201 discuss the video and Code of Ethics as part of their course instruction.
Professionalism is an important requirement in all classes. Statements in syllabi (EDUC 2201,
SSED 4413, and SSED 4475) stress the importance of professional ethical behavior, and it is
evaluated on the field experience evaluations. Candidates are provided with a second copy of the
Professional Standards Commission’s Code of Ethics prior to student teaching.
During the beginning student teaching seminar, which is mandatory for all candidates, an outside
“expert” speaker is hired to address the topic “Ethic and Law” with all student teachers at the
beginning student teaching seminar. At this seminar, the certification officer presents
information about the process that Kennesaw State University candidates follow to receive their
teaching certificate. At this time candidates are required to complete their section of the Georgia
Professional Standards Commission Application for Certification. Candidates are given written
instructions for all items the certification officer requires before their certification application
will be completed and forwarded to the Professional Standards Commission. Those items
include proof of passing Praxis I or exemption, proof of passing Praxis II and a copy of the
student’s score report showing the score breakdown, an official Kennesaw State University
transcript showing appropriate grade point average, completion of EXC 3304 Education of
Exceptional Students, successful completion of student teaching, and showing the degree posted
on the transcript.
Candidates are told that when all items are received by the certification officer their paperwork
will be sent directly to the Georgia Professional Standards Commission (PSC) for consideration
for certification and that it should be posted in the PSC system within 2-3 days after receipt,
barring Education Ethics Section investigation.
As candidates begin the process of seeking employment, the Career Services Center at Kennesaw
State University provides support. The Center assists candidates with resume writing and
interviewing skills. Every candidate is welcomed to schedule an appointment to have his or her
skills reviewed before graduation. During spring semester, a Teacher Career Fair is held for all
candidates to meet employers from school districts throughout the state of Georgia.
81
Element 7 Field Experiences Appropriate to the Grade Level and Field of Certification
Sought
Candidates for certification in secondary fields complete field experiences in their fields of
certification in grades 7-8 and 9-12. (See Social Science Education Field Placements in
Appendix A for evidence of this.) The SSED Program leads to certification in the field of
Social Science 7-12.
Standard 8 Content Requirements for Educator Preparation Programs
Content requirements for the Social Science Education program are in full compliance with
national standards. (See Fall 2003 SPA Report submitted to the National Council for the
Social Studies.) See the National Council for the Social Studies Program Review Decision
which follows next. Also see SSED Content Matrices for correlation with Praxis II, State and
National Standards in Standard 7, Element 5 of this report for additional evidence of meeting
Standard 8.
National Council for the Social Studies
REPORT ON PROGRAM REVIEW DECISION
Initial Review
Institution: Kennesaw State University, GA
Date of Review: Fall 2003
Program(s) Covered by
this Review
Program Type
Award or Degree
Level(s)
Broad Field Social Studies,
grades 7-12
Initial teacher license
Baccalaureate
SECTION I.
SPA Decision on Program(s):
Nationally recognized
82
Standards Met: 1.1 - 1.10; 3.1 - 3.4
Standards Not Met: None
Program meets or exceeds 80% pass rate on state licensure exams: yes
Summary of Strengths:
Kennesaw State University provided complete and comprehensive review with attention to
all aspects of the required information.
Kennesaw State is to be complimented on excellent documentation of performance
evidence. Drs. Nancy Stroud, Fred McCaleb, and Kay Reeve are to be congratulated on a job
well done.
Summary of Areas for Improvement: Assuming the criteria stay the same for Kennesaw State
University’s next review: The reviewers suggest that a description be included of how mentor
teachers are selected and qualified. The University could provide a rubric for grading scales, for
example: A=x%=excellent performance.
_______________________________________________________________________
Dates and terms of recognition: The program is recognized through the semester and year of
the institution’s next NCATE review in 5-7 years. To retain recognition, another program report
must be submitted at least two semesters before that review. The program will be listed as
nationally recognized through the semester of the next NCATE review on the websites and/or
other publications of the SPA and NCATE. The institution may designate its program as
nationally recognized by the National Council for Social Studies, through the semester of the
next NCATE review, in its published materials.
SECTION II
REPORT OF FINDINGS FOR EACH STANDARD
Comments are provided for unmet standards only.
1. Interdisciplinary Thematic Standards
1.1 Culture and Cultural Diversity
Met
Comment:
1.2 Time, Continuity, and Change
Comment:
Met
83
1.3 People, Places, and Environment
Met
Comment:
1.4 Individual Development and Identity
Met
Comment:
1.5 Individuals, Groups, and Institutions
Met
Comment:
1.6 Power, Authority, and Governance
Met
Comment:
1.7 Production, Distribution, and Consumption
Comment:
Met
1.8 Science, Technology, and Society
Met
Comment:
1.9 Global Connections
Met
Comment:
1.10 Civic Ideals and Practices
Comment:
2. Disciplinary Standards
Met
84
(Standards to be addressed only if the program is preparing candidates for licensure to teach in
one of more of the disciplines listed below.)
2.1 History
Not applicable
Comment:
2.2 Geography
Not applicable
Comment:
2.3 Civics and Government
Not applicable
Comment:
2.4 Economics
Not applicable
Comment:
2.5 Psychology
Not applicable
Comment:
3. Programmatic Standards
3.1 Substantial instruction in Academic Areas within the
Social Studies Field
Comment:
Met
3.2 Course or Courses on Teaching Social Studies
Met
Comment:
3.3 Qualified Social Studies Faculty
Comment:
Met
3.4 Clinical School Experiences in Social Studies Settings
Comment:
Met
85
(See the Description of Mentor Teacher Selection in Element 3.2 of this PSC Report.)
(See TOSS Rubric for Grading Scales in Element 1.3 of this PSC Report.)