Use of Data for Program Improvement

The unit has fully developed evaluations and continuously searches for stronger relationships in the evaluation systems and analytic techniques as necessary.

The unit’s evaluations are reviewed regularly to determine their relationships to the unit’s goals and objectives and consistency with the constructivist reflective conceptual framework. Most recently, the field-based evaluation criteria and comprehensive examination criteria were reviewed to determine which criteria were consistent with the Framework.

The evaluation of dispositions instrument currently used is under revision to better reflect current professional standards for teacher education as well as the unit’s own goals and objectives. The unit not only makes changes based on assessment results, but also systematically studies the effects of any changes to assure that the intended program strengthening occurs and that there are no adverse consequences. The unit collects data on initial admissions of candidates, candidates’ admission to the Professional Teacher Education Program, admission to Student Teaching Internship, Application for Graduation, Curriculum Balance Sheet data, EPE scores, and other data. The majority of data collected in the unit is done on a semester basis.

The unit analyzes program evaluation and performance assessment data to initiate changes where indicated. For example, in 2002 recent graduates indicated that they felt relatively unprepared as teachers in the area of technology. As a result, the Division of Education, using new technology standards from the Alabama State Department of Education, developed a new technology plan for the Division of Education and a new course in educational technology which will be required of all candidates beginning fall 2004.

Data from faculty and cooperating teachers’ assessment of candidates’ performance on Examinations Parts I and II indicated a need to provide consistency in the rubrics of the two examinations. Additionally, the need to improve the rubrics of the examinations and to include the technology standards was revealed as a result of a State Department of Education Study.

Candidates and faculty review data on their performance regularly and develop plans for improvement.

Data on candidates’ performance on the Comprehensive Examination Parts I and II are collected each semester by the Field-Based Experiences Coordinator. This data is organized and available for review or use by various committees.

At each of the four checkpoints in their progress through their programs, candidates receive feedback through correspondences from the dean’s office, from department heads, or from advisors.

Department heads and the dean review faculty members’ annual reports which are designed to encourage reflection of the year’s accomplishments and to aid faculty in planning for the next year.