Element 1C: Professional and Pedagogical Knowledge and Skills for Teacher Candidates

Initial Programs: N/A for Focus Visit

Advanced Programs:

Candidates in advanced teacher preparation programs learn about and have opportunities to practice professional and pedagogical knowledge and skills through activities, assignments, and assessments in program courses. The table titled Relationship Between Student Learning Outcomes, Signature Assignments, and Professional & Pedagogical Knowledge by Program (PDF) displays the signature assignments for each program learning outcome mapped to professional and pedagogical knowledge and skills for advanced teacher preparation programs.

The table titled Program-level Summary Table by NCATE Standard 1 Elements (AY 08-09): Advanced Teacher Preparation Programs (PDF) shows aggregated candidate performance data aligned with Standard 1 Elements for advanced teacher preparation programs. Each of the advanced programs has one or more Student Learning Outcomes that address "professional and pedagogical knowledge and skills" for advanced teacher candidates. Each SLO is assessed by one or more signature assignments. For the AY 08-09 period, the average score across all programs in the unit was 3.62 on a 4-point scale. None of the advanced programs had a mean score below 3.00, thus the Assessment Committee saw no cause for concern for any program and no action was recommended. Click here (PDF) for tables displaying candidate performance data on "professional and pedagogical knowledge and skills" by program.

N/A for Focus Visit

Throughout coursework in their programs, candidates in advanced teacher preparation programs learn about educational foundations, human development and learning theory, professional laws, ethics and norms, how to be makers and consumers of research, their professional communities, the diversity of the populations they serve, and the family and community contexts of their students. Course syllabi document that professional knowledge and skills are included in these courses and that content is related to the Conceptual Framework. Signature assignments, culminating projects, theses, and examinations are ways by which candidates demonstrate they have acquired the requisite knowledge, skills, and dispositions to complete the program. The table titled Relationship Between Student Learning Outcomes, Signature Assignments, and Professional & Pedagogical Knowledge by Program (PDF) displays the signature assignments for each program learning outcome mapped to professional pedagogical knowledge and skills for advanced teacher preparation programs.

The table titled Program-level Summary Table by NCATE Standard 1 Elements (AY 08-09): Advanced Teacher Preparation Programs (PDF) shows aggregated candidate performance data aligned with Standard 1 Elements for advanced teacher preparation programs. Each of the advanced programs has one or more Student Learning Outcomes that address "professional and pedagogical knowledge and skills" for advanced teacher candidates. Each SLO is assessed by one or more signature assignments. For the AY 08-09 period, the average score across all programs in the unit was 3.62 on a 4-point scale. None of the advanced programs had a mean score below 3.00, thus the Assessment Committee saw no cause for concern for any program and recommended no action. Click here (PDF) for tables displaying candidate performance data on "professional and pedagogical knowledge and skills" by program.

Initial Programs: N/A for Focus Visit

Advanced Programs: See section 1a.4.

N/A

Academics

About

Alumni

Campus Life

Divisions

Resources

Element 1C: Professional and Pedagogical Knowledge and Skills for Teacher Candidates

Element 1C: Professional and Pedagogical Knowledge and Skills for Teacher Candidates

1c.1. What data from key assessments indicate that candidates in initial teacher preparation and advanced teacher preparation programs demonstrate the professional and pedagogical knowledge and skills delineated in professional, state, an

1c.2. What data from key assessments indicate that candidates in initial teacher preparation programs consider the school, family, and community contexts and the prior experiences of students; reflect on their own practice; know major sch

1c.3. What data from key assessments indicate that advanced teacher candidates reflect on their practice; engage in professional activities; have a thorough understanding of the school, family, and community contexts in which they work; c

1c.4. What do follow-up studies of graduates and employers indicate about graduates' preparation related to professional and pedagogical knowledge and skills? If survey data have not already been reported, what was the response rate?

1c.5. Tables, figures, and a list of links to key exhibits related to the professional and pedagogical knowledge and skills of teacher candidates may be attached here.