Addendum: Performance Indicators for Compliance with
Maryland Redesign of Teacher Education
Addendum: Performance Indicators for
Compliance with Maryland Redesign of Teacher Education
Component I: Strong Academic Background
- See pages 23 - 36 (Standard
1)
- PRAXIS I & II pass rates for Loyola program completers
exceed 80%. Specific data are contained in the Title II Report
(doc. 1.52).
- Teacher candidates have knowledge and skills that are aligned
with MD student content standards as documented throughout standard 1 response and as
evidenced in portfolio selections.
- Performance Assessments for teacher education candidates
are included in all elementary and secondary initial teacher
preparation programs. Portfolios demonstrate candidate attention
to MD content standards in lesson plans and unit plans that are
based on MD outcomes.
- See documents 1.21, D.26 - D.33.
- The Education Department enrolls few, if any, community college
transfers; therefore, there is limited opportunity for interaction
with community college faculty or students.
- Loyola students develop a strong academic background in Math
and Science.
- Loyola requires significant coursework in Math and Science
through core and major requirements. The Education Department
requires additional Math and Science work for Elementary Education
majors. ACEI (document G.104),
NCTM (document G.88),
and NSTA (G.39) all comment
on strong preparation in these areas. Significant and long-term
collaboration exists between Education faculty and faculty in
Physics, Chemistry, Biology, and Mathematical Sciences. The elementary
education Mathematics and Science sequences have been collaboratively
planned and taught as have the graduate cohorts in math and science.
- Secondary education teacher candidates major in their certificate
area (sub-area for Social Studies) at the undergraduate level.
Post-baccalaureate secondary education students either have completed
a major in their certificate area or, via transcript analysis,
complete a list of requirements in the area based on MSDE credit
count certification guidelines. Documentation can be found in
the advising sheets included in document G.101.
Component II: Extensive Internship
- See pages 47 - 74 (Standard
3)
- Teacher education candidates have extensive field-based preparation.
All undergraduate and post-baccalaureate elementary and secondary
candidates who do not hold provisional certificates complete
an internship in a PDS. All PDS internships will include 100
days beginning in the 2003-2004 school year (interns for 2002-2003
had already begun their first placements when this extended plan
was developed). Elementary candidates currently meet this requirement.
Secondary candidates currently complete approximately 85 days
with a clear plan in place to extend that requirement to 100
days (see Page 60). Post-baccalaureate
candidates who hold a provisional certificate are supervised
by college personnel through enrollment in a Professional Growth
Experience course. Extended field work prior to internship is
also required. Loyola's Professional Development School network
has been collaboratively planned over the past seven years and
has been expanded and improved on a regular basis using feedback
and evaluations from all concerned. Special Education candidates
(Graduate level) who are not certified in elementary or secondary
education or provisionally certified and currently working in
a school (8 of 92 students) complete a carefully planned series
of field experiences described on pages 52
- 55.
- See pages 52 - 55, 78 - 81
- See tables 3.1, 3.4,
3.5, 3.6
- See documents G.111, 3.1
- 3.10, 4.8, G.54
- G.56, 1.3, 1.17, 3.11, 3.12, 3.17, 3.18,
3.21, 3.22, 3.25, 3.26, 3.29, 5.16, D.26 - D.33
Component III: Performance Assessment
- Pages 37 - 46 (Standard
2)
- EDOT principles are used for the Elementary Program; INTASC
standards are used for the Secondary Programs. Portfolios are
required of all candidates as they complete their Phase II internship.
Portfolios are evaluated by teams of internal and external reviewers.
All candidates to date have been successful in these assessments.
- See pages 25, 30,
31, 34,
35, 69
- 70, 78
- See documents G.72, G.73, G.79- G.82, 1.3 - 1.6, 1.23, 1.35,
1.38, 1.47, 1.48, 1.53, 2.1, 2.6, 3.17, 3.21, 3.23, 3.25, 3.26,
3.32, D.26 - D.33
- Sophomore Review (see
page 24), ongoing advising and close work with college supervisors
and mentors are the primary, ongoing methods of providing feedback
to candidates.
- See documents 1.3, 1.17, 1.23, 3.17, D.26, D.29, D.30, D.31,
D.33
- Regular networking and PDS Steering Committee meetings provide
continuous feedback and lead to systematic improvement.
Component IV: Linkage with K-12 Priorities
- Candidates are prepared for Maryland's assessment and accountability
systems. Issues related to MSPAP are discussed in ED
100, in specific methods courses, and in the seminar that
is part of the internship for elementary candidates and in ED 301, general methods,
and seminar for secondary candidates. MD content standards are
covered in methods courses and during the internship experience
and are addressed in candidate portfolios.
- See documents 1.16,
1.17, D.4, D.6
- Candidates are prepared to teach diverse students.
- Candidates are prepared to use technology.
- See pages 29 - 31, 58,
62, 72
- See documents 1.18, 1.22, 3.15, 3.16, 3.17, D.26 - D.33
- All Loyola programs include Maryland approved reading courses
at all levels of initial certification.
- See documents G.101, 1.56
Program Approval Status
- The chart on pages 13
- 14 lists all programs and their approval status.
- Program documents for Art, Business, Music, French, German,
and Spanish will be submitted to MSDE and will be available in
the evidence room during the visit.
- Of the initial certification programs, the secondary Social
Studies, English, and Sciences have not yet been found in full
compliance. The reasons for non-compliance and our plans to remedy
this situation follow:
- Social Studies (NCSS): The reviewers of our Social Studies
program found that we met all ten content standards, but that
we had not provided sufficient testing and performance evidence
that our candidates are meeting those standards (see document
G.90). They have suggested
that we request PRAXIS subscores from ETS and provide content
course grades, which we will do. We will also include more specific
assessment related to NCSS standards in the portfolio assessments
for social studies candidates. We are confident that we can accomplish
these assessment goals within a year of the visit and thus achieve
full compliance with NCSS standards. We are pleased that our
content offerings cover all ten of the NCSS themes.
- English (NCTE): All competencies were met with the exception
of those dealing with language development and English grammar
(see document G.87). Since
we have begun to offer our own section of Secondary English Methods,
we have added specific attention to grammar within that course.
We will explore with the English Department the possibility of
a course being developed that would focus on grammar. If there
is not sufficient interest, we will require candidates in English
to take a course in grammar at a neighboring institution, as
we have done to meet the Geometry requirement for the NCTM standards
in Mathematics.
- Biology, Chemistry, Physics (NSTA): Of the ten program standards
from NSTA, our secondary science areas passed only the first,
which deals with science content. The remaining standards deal
with performance evidence in pedagogy and pedagogical content
knowledge (see document G.39).
At the time of submission of the original program review document
(September 15, 2000), we did not have a portfolio requirement
in secondary education - this process was piloted in January,
2001 and is a requirement of all candidates at this time. We
believe that we now have in place assessments that will allow
us to document that we meet the remaining standards; however,
since our enrollments in these programs are extremely low, we
do not believe that we can submit a reasonable rejoinder until
we have a significant number of graduates so that we can provide
meaningful data. At present we have no students in Physics, 2
in Chemistry (1 UG and 1 Grad), and 10 in Biology (5 UG and 5
Grad). We would anticipate resubmitting a program review document
in 2 - 3 years, after we've graduated 15 - 20 candidates. In
the meantime, we believe that the strength in content preparation
and PDS placements (Component II) coupled with the strong portfolio
review (Component III) and overall assessment system ensures
that we will produce teachers of the highest quality in these
high need areas.
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