College of Education

Program accreditation

Accreditation Report

Section III: Evidence of Meeting Each Standard

Standard 1: Candidate Knowledge, Skills and Dispositions

Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.

Content Knowledge for Teacher Candidates

Introduction

Under the current partnership agreement between NCATE and the State of Washington, institutions of higher education in the state submit program approval materials to the State Board of Education (SBE) rather than to national professional organizations. Since the last NCATE continuing accreditation review of WSU programs (1996), SBE has revised the teaching endorsement system in terms of endorsement standards, the number of endorsements, endorsement names, credit hour requirements, grade level designations, and classification as primary or supporting endorsements. SBE also added the following requirements for elementary education majors: (a) content preparation in the areas of civics, U.S. history, geography, and economics; and (b) preparation to teach drama and creative movement/dance, in addition to music and visual arts.

All WSU teacher preparation programs were accredited under the new 2000 standards in March 2000. Table 1: Degree and Certification Programs to Prepare Teachers and Other Professional School Personnel shows the current teaching endorsements available at WSU, including the campuses where they are offered and their designation as primary or supporting endorsements. In preparation for the March 2000 accreditation review by the state, the faculties of the Colleges of Liberal Arts, Sciences, Agriculture and Home Economics, and Education aligned their courses with the standards for the teaching certificate and the new endorsement standards.

Included in the program review materials were matrices showing how candidates are assessed relative to each standard (selected response tests, essays, performance assessments, observations/communications). Creation of the matrices was in response to the state's shift to a performance-based accreditation model. The state accreditation report that contains the matrices is located in the Exhibit Room.

Table 3: Courses that Address Content, Pedagogical, and Professional and Pedagogical Knowledge and Skills in Teacher Education shows the courses in each program that address content knowledge, pedagogical content knowledge, and professional and pedagogical knowledge and skills. Because many courses address more than one type of knowledge, categorization represents the primary focus of each course. Course syllabi are available for all courses in the table, and program checklists are available that show the courses for each certification and endorsement program. Performance-based assessment evidence for each program is available in the Exhibit Room.

Description of Content Knowledge for Teacher Candidates

Candidates (a) have in-depth subject matter knowledge as described in professional, state, and institutional standards; and (b) demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject.

  1. Program requirements

    Table 3 shows the content knowledge courses required of candidates. Since the 1996 NCATE continuing accreditation review, WSU's GER requirements were revised as follows: (a) the Area of Coherence system, whereby candidates focused their GER course work in a particular area (e.g., Structure of Society), was eliminated; however, the Tier III (capstone course) that was part of that system remains a requirement; and (b) candidates now must take an American diversity course.

    Early childhood, elementary, special education, ESL/bilingual, and reading endorsement candidates at the undergraduate level obtain in-depth subject matter knowledge through the GER requirements. Undergraduate secondary education majors obtain subject matter knowledge through courses in their content area. Health and fitness endorsement candidates acquire content knowledge through a combination of GER and other course work. All undergraduate candidates must complete the WSU writing portfolio requirement. At the graduate level, MIT and EdM with Certification candidates acquire in-depth subject matter knowledge through their undergraduate major and minor fields of study. (A recently-completed five-year review of the WSU Writing Portfolio Program is available for review in the Exhibit Room.)

    During the past two years, with support from the CO-TEACH project, content area faculties in the Colleges of Liberal Arts and Sciences and the General Education Program have been revising courses with high enrollments of education candidates. Revisions include alignment with national and state standards, incorporation of content about the state Essential Academic Learning Requirements (EALRs) and the Washington Assessment of Student Learning (WASL), increased use of technology, use of inquiry-based methods and performance-based assessment approaches, and developing reading and writing skills in science courses. Also, science faculty are redesigning science labs to be inquiry and constructivist oriented, and faculty members from the Departments of Mathematics and Education collaborated to articulate course work in Math 251, Math 252, and T&L 352 (math methods). In the General Education program, 50% of the World Civilizations courses (GenEd 110, 111) were revised to incorporate technology, critical thinking rubrics, and diversity content.

    With CO-TEACH project support, faculty members in the Colleges of Liberal Arts and Sciences and the General Education Program have worked the past two years with the faculties at the Northwest Indian College and the community colleges where WSU-P has 2+2 programs (i.e., Centralia College, Clark College, Lower Columbia College, and Grays Harbor College). Collaboration focused on the revisions made in the WSU-P lower division courses, as well as better articulation between lower division courses at the community colleges and upper division content courses at WSU. A full accounting of CO-TEACH activities and accomplishments is found in the CO-TEACH Year Three Plan of Work document

  2. Assessment of content knowledge, and inquiry, critical analysis, and synthesis of the subject.

    Content knowledge proficiency is assessed in four ways: (a) admission requirements for all programs, (b) minimum GPA criteria for granting of the teaching certificate, (c) demonstration of content knowledge in courses and field experiences throughout the program, and (d) program evaluation at the end of student teaching and at the end of graduates' first year of teaching.

    1. Admission requirements

      Undergraduate program admission is contingent upon a candidate's obtaining a grade of C or better in all required GER content courses (e.g., Engl 201, Math 251 & 252, science GERs, ComSt 102), having a minimum GPA of 2.5, and successfully completing an interview. Beginning in fall of 2002, all applicants must also pass a statewide basic skills test of reading, mathematics, and writing. Please refer to the admission requirements section of the WSU General Catalog for a list of courses and other criteria.

      At the graduate level, admission requirements include a 3.0 GPA based on the last 60 hours of undergraduate work or 12 credits of graduate work, a writing sample, three letters of recommendation, and successful completion of an interview. WSU-TC also requires the GRE. In addition, MIT admission is contingent upon documented proficiency in the areas of communication, writing, mathematics, science, US history, Civics/American government, economics, and geography. Proficiency can be demonstrated through previous course work, examination (e.g., Praxis, GRE), or experience. Additional criteria for admission to the EdM with Certification program include successful completion of the required content area endorsement courses.

    2. Minimum grade requirements following admission to teacher education

      In order to student teach and obtain a teaching certificate, all undergraduate candidates must obtain at least a grade of C in all required GER courses and all certification and endorsement courses. In addition, they must have a cumulative GPA of at least 2.5, and a 2.5 or higher GPA in education and endorsement courses. Candidates in graduate-level certification programs must maintain a 3.0 GPA and obtain a grade of C or better in all certification and endorsement courses.

    3. Demonstration of content knowledge

      The program utilizes multiple assessments of content knowledge and of inquiry, critical analysis, and synthesis. This occurs in courses, field experiences (practicum and pre-internships), and student teaching/internships (e.g., T&L 303, 317, 352, 371, 401, 409, 445, 564, 595, 702). As shown in the course alignment matrices in the state accreditation document (found in the Exhibit Room), proficiency is assessed at different levels and in different ways. Some courses require successful completion of content-related test items in selected response format. Essays or papers, an expectation in many courses, require demonstration of personal questioning, critical analysis, and synthesis of the subject. Observation is used in some courses and field experiences. For example, candidate presentations and class activities require inquiry, analysis, and synthesis of subject matter. Field-based assignments, where candidates are observed and assessed in placement classrooms, require inquiry, analysis, and synthesis through implementation and reflection with supervisors and mentor teachers. In terms of performance assessment, candidates are required to design, conduct, and analyze an inquiry into the effectiveness of their educational practices in the MIT and EdM with Certification programs.

      In addition, candidates in the WSU-V programs construct portfolios in which they demonstrate content knowledge, inquiry, critical analysis, and synthesis. New performance-based requirements, effective fall 2002, will require all candidates to construct such portfolios (see the Teacher Education Assessment Plan for more details).

    4. End of program and one-year follow-up assessment

      The End-of-Program Survey is used to assess content knowledge at the end of student teaching/internship. The survey is based on the state requirements listed in WAC 180-78A-270. The candidate, cooperating teacher, and university supervisor complete the survey. On the most recent assessment for which data are available (fall 2000), student teacher/intern survey results show that only 1 of 169 respondents to Question #2 (Knowledge and instruction in the subject matter content) rated preparation as undeveloped or emerging.

      A second survey, the Educational Benchmark Inc. (EBI) survey (available in the Exhibit Room), is completed by each candidate. This survey, consisting of 72 items comprising seven factors, assesses candidates' perceptions of their program. The results, which are compiled by EBI, Inc., compares WSU candidate performance across years and to the performance of three other groups-- a set of six university programs selected by WSU, university programs with the same Carnegie classification as WSU, and all universities that use the EBI, Inc., survey.

      The One-Year-Follow-Up Survey (available in the Exhibit Room) is used to assess graduates and their immediate supervisors' (e.g., principal's) perception of the adequacy of their preparation for teaching. On Question #1 (Knowledge of subject area), 11% (19 of 165) of the respondents rated their preparation as inadequate or less than adequate. Since that survey, both the elementary and secondary programs have been significantly revised. In addition, through the CO-TEACH grant, many of the content and pedagogy courses have been revised.

      Only the candidate/first year teacher results are reported above. Generally, ratings by mentor teachers and university and school district supervisors are more positive than the self ratings.

Content Knowledge for Other Professional School Personnel

School Administrator Candidates

Academic content for school principal programs includes the following: (a) theories of instructional leadership, (b) financial management principles, (c) law and education, (b) theory and application of educational assessment, (e) principles of communication, (f) sociological concepts related to community interaction and public relations. Candidates for the superintendent's certificate are required to take additional courses in the areas of (a) curriculum and instruction, (b) school organization and administration, (c) policy formation, and (d) human resources management. Persons preparing to work as program administrators study (a) school organization, (b) human resources management, and (c) financial management in education. (See Administrator Certification Program--Principal, Superintendent, and Program Administrator for a list of the specific courses of study required for each professional certificate.)

Candidates completing certification and/or degree programs in educational leadership at Washington State University become well prepared to assume the administrative role for which they are preparing. By the time program requirements have been completed, candidates have successfully mastered the content of a rigorous curriculum that provides them with an appropriate mix of scholarship, theoretical issues, and professional practice. The curriculum includes a one-year internship (minimum of 720 hours which is always exceeded) that gives candidates an intensive "hands on" experience with opportunities to further develop leadership skills and to apply and acquire information about how schools operate.

It is important to underscore that the educational leadership programs in the College of Education at Washington State University are developed around the work of the Interstate School Leaders Licensure Consortium (ISLLC). These standards closely align with the NCATE standards for educational preparation programs. In addition, the National Policy Board is proposing the draft standards for "Advanced Programs in Educational Leadership" for principals, superintendents, curriculum directors, and supervisors (see copy in Exhibit Room).

In Washington State, there is a clear vision for schools--improving candidate learning. Since 1994 when the state legislature passed HB 1209 establishing state goals for education and creating a framework for school improvement, the work of school leaders has become very intentional. School leaders are expected to be able to work effectively with staff and community (parents, non-parents, businesses, and similar collectivities) to improve candidate learning as measured by agreed upon assessments of essential learning outcomes. Much attention has been paid to the educational workforce, teachers, and administrators, to ensure they are properly trained, possess the needed knowledge, skills, and values, and are committed to continuous learning. Much has been accomplished, much remains to be accomplished, and school leaders play a critical role in this effort. A study recently released by the organization, Washington State Partnership for Learning, entitled Making Standards Work (copy available in Exhibit Room) `reminded state leaders, again, how important strong leadership is to high performing schools--strong leadership that sets a clear vision, has the necessary knowledge, constructs a plan of action, motivates staff, and maintains momentum and directs resources for change.

Washington State University is committed to developing the type of school leader required to assist schools and school districts meet the clearly established goal of improving learning for each student. In terms of scholarship and professional practice, the leadership capabilities of candidates for administrator certification, or advanced degrees linked with administrator certification, are assessed and evaluated at specific times during their programs. The applications for all candidates for administrator certification programs and degree programs are assessed and evaluated by members of the faculty and members of the Administrator Professional Advisor Board in terms of grade point average (as indicated on transcripts with a 3.00 as the minimum), professional experience (as indicated on the application form), and leadership potential (as indicated on letters of recommendation for practicing senior school administrators).

During the course of the program, candidates in school administrator programs are assessed and evaluated in terms of scholarship through their performance in required and elective courses. In courses that have a professional emphasis, both leadership qualities and professional knowledge are assessed and evaluated. During the internship experience, candidates are continually evaluated in terms of leadership and knowledge of professional practices. At the conclusion of a candidates' certification programs, members of the Administrator Professional Advisor Board assess and evaluate the performance of each candidate in terms of leadership abilities with particular attention to scholarship and professional practice, particularly that which is oriented to student learning.

Candidates who link administrator certification with a master's degree, are required to take and pass a comprehensive examination which assess both scholarship and professional practice.

School Counselor Candidates

Consistent with state standards and in order to support student learning, candidates for school counseling roles acquire and apply knowledge about: human growth and development (HD 511); social and cultural foundations (CoPsy 525); helping relationships (CoPsy 511, 512); group work (CoPsy 518); career and lifestyle development (CoPsy 513); appraisal (CoPsy 527); research methods (EdPsy 505) and program evaluation (EdPsy 570). Candidates also complete a two-semester sequence (CoPsy 531, 532) focused on professional orientation; foundations of school counseling; studies that provide an understanding of counseling program components as they relate to the total school community; and theory, knowledge and skills for the practice of school counseling. Finally, candidates complete two semesters of internship experience (CoPsy 535) in a school setting.

Candidate performance is systematically evaluated relative to the state standards. As noted in the conceptual framework section of this Institutional Report, Table 2: Performance Based Preparation Program in School Counseling shows the knowledge and skill requirements embodied in the WACs, the course that covers the specific knowledge and skill requirement, goals for the course, and the ways in which student performance is assessed.

School Psychologist Candidates

The joint Washington State University/Eastern Washington University Post Masters Degree School Psychology Certification Program represents a sequence of courses and professional experiences designed to prepare graduates to serve students who may require instructional, behavioral, mental health and/or technical support for educational success. Students receive training in two broad skill domains: (a) technical and (b) clinical.

Technical training emphasizes acquisition of knowledge and skill sets needed to carry out the legally mandated role of the school psychologist: (a) laws and procedures governing school psychology practice, (b) general principles of measurement and precise administration of specific measurement instruments, and (c) an understanding of educational systems and the role of the school psychologist within these systems.

The emphasis on clinical training derives from the conceptualization of the school psychologist as both problem-solver and scientist-practitioner (see section on Professional Knowledge and Skill for Other School Personnel, below).

As a practitioner, the primary role of the school psychologist is that of assessment leader. In anticipation of the expectation that the school psychologist will be able to demonstrate a variety of assessment tools and techniques, classes in this program assess the acquired knowledge of the candidate utilizing a variety of techniques. Candidates are expected to compose position papers on a number of topics (EdPsy 521-Professional Practice); analyze case studies (CoPsy523-Developmental Psychopathology; EdPsy 600-Educational Issues/ Consultation & Intervention); self-analyze assessment technique using video (Psych 555-Cognitive Assessment); and role-play counseling technique (Psy 596-Emotional/ Behavioral Literacy). Several courses assess student knowledge via the simulated report that is typically generated by the candidate during internship and future employment (Psy 544- Personality & Behavioral Assessment; EdPsy 600- Practicum).

Pedagogical Content Knowledge for Teacher Candidates

Candidates (a) reflect a thorough understanding of pedagogical content knowledge delineated in professional, state, and institutional standards; (b) have in-depth understanding of the subject matter, allowing them to provide multiple explanations and instructional strategies so all students learn; and (c) present content to students in challenging, clear, compelling ways, and integrate technology.

  1. Program requirements

    Table 3 shows the courses that have a primary focus on pedagogical content knowledge in the WSU teacher education programs. At the undergraduate level, early childhood and elementary education candidates take content methods courses in the Department of Teaching and Learning (e.g., T&L 371, 352). Secondary and health and fitness education candidates acquire pedagogical content knowledge through course work in their major (e.g., science majors take BioS/PhS 430). Candidates acquiring an endorsement in special education, ESL/bilingual, or reading must also complete another primary endorsement (e.g., elementary education) where they acquire pedagogical content knowledge.

    At the graduate level, MIT students complete all their pedagogy course work in the Department of Teaching and Learning (e.g., T&L 540). EdM with Certification candidates must complete the pedagogy course in their content area, usually at the undergraduate level (e.g., Math 330). Candidates acquiring a special education, ESL/bilingual, or reading endorsement at the graduate level must already possess a teaching certificate and endorsement in early childhood, elementary, or secondary education.

  2. Assessment of pedagogical content knowledge

    Pedagogical content knowledge is assessed in three ways--minimum GPA requirements for student teaching and the teaching certificate, demonstration of pedagogical content knowledge in courses and field experiences throughout the program, and program evaluation at the end of student teaching and one year follow up.

    1. Minimum grade point average

      In order to student teach and obtain a teaching certificate, all undergraduate candidates must obtain at least a grade of C in all certification and endorsement courses, which includes content pedagogy courses. In addition, they must have a cumulative GPA of at least 2.5, and a 2.5 or higher GPA for the education and endorsement courses. Students in graduate-level certification programs must maintain a 3.0 GPA and obtain a grade of C or better in all certification and endorsement courses.

    2. Demonstration of pedagogical content knowledge

      Course syllabi identify the pedagogical content knowledge standards delineated in WAC 180-78A-270 (outcomes a, b, l, m, o, p, q, s, t, w, x, y). Proficiency is assessed in multiple courses and in different ways (see Assessment Matrices contained in the state accreditation document in the Exhibit Room). Assessment occurs throughout the program, beginning with lesson and unit plan development in the first semester of the program (e.g., T&L 303, 306, 402, 552); assessment of candidates' development and implementation of lesson plans during mid-program courses and field experiences (e.g., T&L 385, 401/501, 405, 593; SpEd 470); and reflection on teaching outcomes and modification of lessons during student teaching/internships (e.g., T&L 415, 595).

      In terms of providing multiple explanations and instructional strategies so all students can learn, lesson plans require that candidates attend to issues for students with disabilities and students with different ethnic, cultural, and linguistic backgrounds; create learning communities respectful of individual differences; and utilize teaching and assessment methods that are responsive to different ways of learning and of demonstrating that learning (e.g., T&L 303, 305). Expectations of candidates relative to multiple explanations and strategies increases as they progress through the program, from their introduction to developing lesson and unit plans to assessing the impact of teaching on a wide range of students and making teaching adjustments so all students can learn. Beginning in fall 2002, new performance-based assessments (see Assessment Plan), that include the state requirements for pedagogy assessment and lesson plan development, will require candidates to explain their instructional strategies relative to the diversity of the classroom, evaluate the impact of their teaching on all students, justify modifications to their teaching, and demonstrate learning by all students.

      In addition to lesson plans that assure that all students learn, diversity issues are included in multiple ways in other courses. The WSU-V MIT and EdM with Certification program matrices in the state accreditation report in the Exhibit Room illustrate how diversity is infused in those programs.

      In addition to the GER requirements that call for each standard to complete a course in American Diversity and Intercultural course, some professional education programs require specific course work to provide deeper understanding of ways to enhance the learning of all students. The early childhood program requires a special education course (SpEd 409). Elementary education candidates must complete courses in ESL (T&L 413), multicultural education (T&L 330), and special education (SpEd 420). The WSU-P undergraduate secondary program addresses diversity issues in a course on family, school, and community collaboration (T&L 478). The WSU-P MIT and EdM with Certification programs require ESL/bilingual (T&L 522/502, 514) and special education (SpEd 520) courses, while the WSU-V EdM with Certification program requires a multicultural course (T&L 580). The MIT at WSU-TC has a specific focus on literacy from a multicultural perspective.

      The assessment of candidates' ability to present content in challenging, clear, and compelling ways, and to appropriately integrate technology occurs through lesson plan development, implementation, reflection, and modification.

      In addition to assessing the use of technology in lesson plans, all programs require a course in technology in teaching and learning (i.e., T&L 445, 517). Throughout the programs, the faculty models the use of technology in their own teaching (e.g., introduction of software, utilizing web-based resources for teaching content). A PT3 (Preparing Tomorrow's Teachers to Use Technology) grant to the Department of Teaching and Learning helps support the faculty's use of technology. In addition, the grant provides financial support to schools where WSU-P places students for practica and student teaching to help them increase the use of technology.

    3. End of program and one-year follow-up assessment

      Pedagogical content knowledge, including effective teaching of all students and the use of technology in teaching and learning, is assessed at the end of student teaching/internship using two surveys--the End-of-Program survey described in the previous section, as well as a survey from Educational Benchmarks, Inc. (EBI) that each candidate completes.

      Survey results from fall 2000 student teachers/interns on Questions 12-16 and Questions 18a-18c) of the End-of-Program Survey indicate that 4% (52 of 1312 responses) of candidates consider their preparation in these areas as undeveloped or emerging. These questions address the intellectual, social, and personal development of students (#12); teaching students from diverse cultural and linguistic backgrounds (#13); teaching exceptional learners (#14); effectiveness with all learners (#15); teaching math, writing, critical thinking, and problem solving (#16); and teaching reading (#18).

      On the 2001 EBI survey, available in the Exhibit Room, Factor 5 addresses preparation relative to classroom equity and teaching students of diverse academic and ethnic backgrounds. Candidates' rating of their preparation was 4.9 on a seven-point scale. This is comparable to the mean rating of 5.0 on this factor by all other universities using the EBI.

      The One-Year-Follow-Up survey also assesses pedagogical content knowledge. Items 4, 5, 7, and 10, address the following: Working with diverse learners, meeting special student needs, using technology, and making a positive impact on student learning. Overall, 33% of graduates (19% elementary, 65% secondary) rated their preparation in one or more of these areas as inadequate or less than adequate. By contrast, only 8% of their supervisors rated their preparation as inadequate or less than adequate. Based on input from students, however, the faculty of the Department of Teaching and Learning has made substantial changes since fall of 2000, designed to address these issues in both the elementary and secondary programs.

Professional and Pedagogical Knowledge and Skills for Teacher Candidates

Candidates (a) use the professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to develop learning experiences to facilitate learning for all students; (b) consider school, family, community contexts in connecting concepts to students' prior experiences and applying ideas to real world problems; (c) reflect on their practice and make necessary adjustments to enhance student learning; and (d) know how students learn and make ideas accessible to them.

  1. Program requirements

    Table 3 lists the courses and field experiences during which candidates demonstrate professional and pedagogical knowledge and skills. In addition, candidates gain professional and pedagogical knowledge and skills through participation in professional activities such as state and national conferences, workshops and seminars; the Student Washington Education Association; service learning; and participation in local parent and professional organizations.

    In terms of professional and pedagogical skills delineated in professional, state, and institutional standards, syllabi note the professional and pedagogical standards addressed in each course. Also, all programs address human development and learning theory (e.g., HD 101, Psych 105, T&L 301, EdPsy 503, SpEd 409/509). Social context courses (T&L 335, 403, 404, 583, EdAd 506) provide a historical and philosophical perspective and a framework for understanding local, state, and national trends and practices. Professional ethics and the roles and responsibilities of educators are examined in introductory courses (T&L 300; SpEd 404/504) and in seminars that accompany field experiences (T&L 401/501, 415, 593, 595; SpEd 490). Courses in special education (SpEd 420, 520), multicultural education (T&L 580), and ESL/bilingual education (T&L 413, 514, 522/502), as well as courses in classroom management (T&L 310, 328, 525; SpEd 401/501) and assessment (EdPsy 401, 402, 510; SpEd 402/502) provide pedagogical skills to facilitate the learning of all students.

    The role of school, family, and community in teaching and learning is addressed in several ways. The early childhood program requires course work in family systems (HD 204), parent-child relationships (HD 302), and public policy issues that impact families (HD 410). In the undergraduate elementary education program, candidates take courses in human development and learning (Psych 105, HD 101, T&L 301) and foundations of education (T&L 403, 404) where they explore the role of the family and community in education. MIT candidates take a social contexts course (T&L 506, 507). The undergraduate secondary and EdM with Certification programs at WSU-P require a course in school, family, and community (T&L 478). ESL/bilingual education and special education endorsement programs also address families and communities in courses and field experiences (T&L 549; SpEd 404/504, 440/540)

  2. Assessment of candidate

    Professional and pedagogical knowledge and skills are assessed in three ways-minimum GPA requirements for the teaching certificate, demonstration of knowledge and skills in courses and field experiences throughout the program, and program evaluation at the end of student teaching and one year follow up.

    1. Minimum grade point average

      The minimum standards described above in the discussion of pedagogical content knowledge for teacher candidates also apply here.

    2. Demonstration of professional and pedagogical knowledge and skills

      Course syllabi identify the professional and pedagogical knowledge and skills delineated in WAC 180-78A-270 (outcomes a, c, d-o, r-y). Proficiency is assessed in multiple courses and in different ways (see assessment matrices in the state accreditation document located in the Exhibit Room). Application of knowledge and skills to facilitate student learning is assessed throughout the program, beginning with lesson and unit plan development early in the programs (e.g., T&L 303, 401/501, 305, 306, 402, 552); assessment of candidates' development and implementation of lesson plans during mid-program courses and field experiences (e.g., T&L 371, 385, 400, 405, 583, 593); and reflection on teaching outcomes and modification of lessons during student teaching/internships (e.g., T&L 415, 595).

      Assessment of candidates' understanding of the link between school, family, and community includes reflective and analytic papers regarding field experiences and field-based course assignments, especially regarding the context and authenticity of learning. Also, candidates discuss observations in field settings and reflect on contextual issues in their own teaching (e.g., T&L 400, 402, 405, 415, 490, 593, 595). Candidates discuss observations by supervisors and mentor teachers and document it in inquiry-reflective portfolios (T&L 593, 595). This assessment evidence also demonstrates that candidates reflect on their practice and make necessary adjustments to enhance student learning during practicums, pre-internships, and student teaching/internships.

      Assessment of candidates' knowledge of how students learn and how to make ideas accessible to them occurs throughout the program as candidates develop and teach lessons, reflect on outcomes, and modify their teaching.

    3. End of program and one-year follow-up assessment

      Professional and pedagogical knowledge and skills are assessed at the end of student teaching/internship using the End-of-Program and EBI surveys. Nine End-of-Program survey items assess the following areas: Application of EALRs (#1); application of human development and learning theory (#5); use and teaching of inquiry and reflection (#6); classroom management strategies (#19); promotion of collaboration (#20); using formal and informal assessment (#22); collaborating with parents, colleagues, and agencies (#23); planning curriculum based on content area, community, and curriculum goals (#21); and interacting with parents (#24). Only .7% of candidates (11 of 1,494 respondents) rated their preparation in these areas as undeveloped or emerging.

      Five EBI factors related to professional and pedagogical knowledge: Learning theories/teaching pedagogy/teaching technology (#2), research methods/professional development/societal implications (#3), student development (#4), management of education constituents (#6), and assessment of student learning (#7). Ratings of the WSU program for 2001 in these categories were as follows (mean for all universities is in parentheses): 4.84 (5.07), 4.3 (4.53), 4.99 (5.09), 4.03 (4.19), 4.91 (5.32), respectively. None of the means from WSU is significantly different from the mean for all universities combined.

      Four items of the One-Year-Follow-Up survey assess classroom management (#2), student assessment and program evaluation (#3), parent conferencing (#6), and implementing state learning goals (#9). Overall, 30% of graduates (22% elementary, 47% secondary) rated their preparation in these areas as inadequate or less than adequate. The greatest area of need was in the parent conferencing category. Only 8% of their supervisors rated their preparation as inadequate or less than adequate. Since fall of 2000, both the elementary and secondary programs have been significantly revised to address the issues reflected in these results.

Professional Knowledge and Skills for Other School Personnel

School Administrator Candidates

Washington State University's administrator certification programs are designed to prepare educational leaders who are capable of leading a performance based learning organization that has a clear vision and plan of action for improving student learning while possessing a strong foundation in the knowledge, skills, and values needed to successfully manage a school or school district.

The administrator certification programs at Washington State University are performance-based. Course assignments and activities are designed to provide an interface between the classroom and the "real work" of administrators in schools and school districts. Such areas of interface include, but are not limited to, understanding, establishing, and sustaining organizational culture, leading and developing strategic school improvement efforts that are data driven and focus on improving learning for all students, understanding and aligning assessment, curriculum, and instruction for all programs and all students, designing staff development opportunities that result in continuous professional growth and improved student learning, building capacity through parent and community involvement, including partnerships that provide additional resources, effectively manage human and fiscal resources, and ensure a safe learning environment for students and staff.

The state of Washington is in transition with its certification requirements for administrators, especially principals. A state "work group" is finalizing recommendations regarding changes in principal certification that will go to the State Board of Education in May/June, 2002. One recommendation will be that the current requirements for principal certification be replaced by the Standards for School Leaders developed by the Interstate School Leaders Licensure Consortium (ISLLC) (copy available in the Exhibit Room). The ISLLC standards are closely aligned with the NCATE standards for school administrator preparation. This change has been anticipated for the past several years, so many administrator preparation institutions, including that at Washington State University, have transitioned to the ISLLC standards in anticipation of the change.

Consistent with the NCATE and ISLLC guidelines, we have developed our administration programs to reflect the following principles.

We believe our standards and the work of our students should…

  • Reflect the centrality of student learning.
  • Acknowledge the changing role of the school leader.
  • Recognize the collaborative nature of school leadership.
  • Upgrade the quality of the profession.
  • Inform performance-based systems of assessment and evaluation for school leaders.
  • Be integrated and coherent.

The following statement summarizes the six standards upon which our programs are based:

A school administrator is an educational leader who promotes the success of all students by…

  • Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
  • Advocating, nurturing, and sustaining a school culture and instructional program conductive to student learning and staff professional growth.
  • Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
  • Collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
  • Acting with integrity, fairness, and in an ethical manner.
  • Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Handbooks and descriptive information for the administrator preparation programs are available for review in the Exhibit Room.

School Counselor Candidates

Consistent with state standards, candidates understand professional orientation; foundations of school counseling; studies that provide an understanding of counseling program components as they relate to the total school community; and theory, knowledge and skills for the practice of school counseling. They have the ability to reflect on their practice, to critically evaluate the literature and apply it to their counseling, and to use educational technology consistent with the role of the school counselor.

These expectations are assessed through individual courses (see Table 2) as well as through student portfolios. In addition, candidate knowledge and skills in these areas are applied through internships, depending on the site and type of work possibilities. Internship instructors provide evaluative feedback to candidates on an as needed basis.

School Psychologist Candidates

Within the problem-solving model, school psychologists gather information for the purpose of making decisions that will best serve the needs of candidates. Activities within this model include problem identification, determination of problem-severity, implementation of empirically supported interventions to promote positive change, on-going evaluation of intervention outcomes, and demonstration of problem resolution. Problem-solving school psychologists understand that current student needs are multidimensional and represent an interaction between the student and their current environment. As such, problem solving may require modification of those environments that establish and maintain student problems.

Given the multi-dimensional needs of students and educators and the call for school psychologists to develop an expanded role to meet these needs-it seems essential to equip school psychologists with the skills to assess student/educator support needs and to develop interventions informed by these assessments. Candidates within this program receive training in assessment and intervention strategies across three broad clinical domains: (a) instructional, (b) mental health and (c) behavioral. This training is guided by the scientist-practitioner orientation in that candidates master and employ empirically validated methods of assessment and intervention within these domains. Specifically, candidates are required to complete the following:

  • A set of required courses either in residence or through documented graduate coursework (see WSU/EWU Post Master's School Psychology Certification Program Handbook for details).
  • Three semester hours of School Psychology Practicum designed to introduce the candidate to the clinical aspects of School Psychology.
  • A minimum of 1200 internship clock hours, at least 600 of which must be in a school setting.
  • Successful completion of either the National Association of School Psychologists Certification exam or of a departmental comprehensive examination, which is currently required of all candidates for the Master's degree in School Psychology at Eastern Washington University.

A copy of the WSU/EWU Post Master's Degree School Psychology Certification Handbook is on file in the Exhibit Room.

Dispositions for All Candidates

Candidates' work with students, families, and communities reflects the dispositions expected of professional educators as delineated in professional, state, and institutional standards; and candidates recognize when their own dispositions need to be adjusted and are able to develop plans to do so.

The following commitments are reflected in the conceptual framework. Assessment of these commitments is implicit in the performance assessment activities that occur throughout the program.

  1. That all students can learn and meet high and challenging standards of learning, including higher order thinking. This is most evident in the attention given to the EALRs and WASL in several courses. Teacher education candidates are assessed on their ability to design lessons, teach, monitor student learning, and adjust their teaching. Administration, counseling and school psychology candidates are assessed on their ability to facilitate student growth and adjustment related to the EALRs in their respective professional roles.
  2. To the potency of diversity and inclusiveness, and the value of creating safe and caring environments that respect individuality. Candidates are assessed on how well they plan for and teach a wide range of students during field experiences. In addition, candidates are required to take courses that deepen their understanding of diversity. A focus of the classroom management course and the assessment of teacher candidates' teaching is their ability to create safe, caring, and supportive classrooms for all students. Likewise, candidates in other certification programs are required to complete course work and practicum experiences related to diversity and inclusiveness.
  3. To social justice and the democratic process. Candidates' reflections on classroom observations and practices are assessed relative to contextual issues.
  4. To a constructivist, student-centered approach to teaching and learning that builds on student strengths and interests. As a major underpinning of the program, the teacher education faculty models this and teacher candidates are assessed relative to their ability to implement this approach.
  5. To collaboration with families, colleagues, and the community in order to enhance student learning. For teacher candidates, this was addressed above under the heading, "Professional and Pedagogical Knowledge and Skills." Preparation to facilitate family, collegial and community collaboration is also a focus of the administrative, counseling and school psychology preparation programs. Within the school counseling and school psychologist preparation programs, candidates are especially encouraged to consider the interaction of individual, environmental and sociocultural factors in remedial, preventive, and educative efforts in promoting educational development, personal/social development and career exploration.
  6. To define success by what students learn, not by what teachers and other educational professionals do. For example, in the teacher preparation program all lesson plans emphasize student assessment. Candidates for all certifications must demonstrate positive impact on student learning during field experiences.
  7. To continually inquire about knowledge and practice and to promote this commitment with P-12 students. The teacher preparation program is based on an inquiry model and the other preparation programs are based on a scholar-practitioner model. Both models focus on the use of inquiry and problem solving as major components of professional practice. As discussed earlier, courses and field experiences require reflection and justification of practices.
  8. To a life of continued learning and professional development. The inquiry models promote this commitment because candidates continually think about their practice and the impact on learning. The MIT and EdM with Certification programs require action research projects. Presently, some programs (e.g., EdM with Certification at WSU-V) require candidates to complete a professional growth plan that is based on state standards for the Professional Certificate. Beginning in fall of 2002, all candidates for professional certification will develop such a plan.

Assessment of the degree to which candidates recognize their dispositions and reflect on the need to periodically adjust those dispositions occurs through such methods as reflective and analytic papers, discussions, and inquiry portfolios about field experience assignments. In addition, MIT and EdM with Certification candidates engage in self study through action research projects.

In addition to the dispositions listed above, teacher preparation programs utilize the Extra Academic Competency Evaluation form (EACE) in all courses. Using the form, instructors bring to candidates' attention concerns about absences, peer relationships, engagement, etc., that arise during the course of the semester. If behavior does not improve by the end of the semester, then the candidate receives an unfavorable rating on the form. If more than one instructor provides an unfavorable rating in any category, the candidate is referred to the College of Education Student Affairs Committee. The committee, comprised of faculty members from the teacher education program, helps the candidate develop a plan for improving her/his professional behavior. Continued poor performance can result in removal of the candidate from the program.

Student Learning for Teacher Candidates

Candidates accurately assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive impact on learning for all students.

Candidates learn the importance of student assessment in all courses that involve lesson plan development. Also, all candidates complete an assessment course where the emphasis is on student-centered and authentic assessment (T&L 401, 402, 510). Elementary education candidates also complete a course (T&L 305) based on Understanding by Design principles (Wiggins & McTighe).

Determination of candidates' ability to assess student learning, analyze the outcomes, and to positively impact the learning of all students occurs during field experiences in the early stages of the programs (T&L 400, 401/501, 402, 405, 593; SpEd 490/590). During culminating field experiences, candidates have opportunities to make adjustments to instruction, monitor student learning, and demonstrate a positive impact on all students' learning (T&L 490, 415, 595; SpEd 490/590).

Presently, the undergraduate programs do not utilize a consistent approach at all student teaching sites to assess candidates' performance relative to the assessment of student learning. However, all candidates are encouraged to reflect on their successful instructional practices and how they can build on this success (see the Supervision, Observation, and Reflection model in the Student Teaching Handbook, available in the Exhibit Room).

In the MIT and EdM with Certification programs, candidates are evaluated on their assessment practices through their self-study action research projects and, at WSU-V, through their inquiry-reflective portfolios (handbooks for the MIT and EdM Secondary Certification programs may be viewed in the Exhibit Room)

Beginning in fall of 2002, new performance-based assessments will be used in the student teaching/internship phase of all programs. The assessments will take the pedagogy and lesson plan assessments required by the state and embed them in a more extensive set of assessment procedures that require candidates to assess student learning, reflect on the outcomes, modify instruction, and demonstrate a positive impact on all students. Details can be found in the Teacher Education Assessment Plan.

Reference

Student Learning for Other Professional School Personnel

School Administrator Candidates

Candidates for a principal's certificate are required to demonstrate that they are knowledgeable of the theory and associated professional practices necessary to insure learning for all students. Principal candidates are required to take two courses particularly oriented to improvement of instruction focusing on student learning for all students. These courses are (1) Instructional Leadership (EdAd 516) and (2) Assessment of Learning (EdPsy 510). In the Assessment of Learning course, candidates learn both the theory associated with and the professional practice needed to assess of student learning at school and district levels. In this course different types of student assessment practices are examined, and the data associated with each is examined in terms of interpretation. In the Instructional Leadership course, candidates examine different professional practices that can be employed in working with teachers for the improvement of instruction leading to increased student learning. In addition to the required courses, principal certificate candidates are required, during their year-long internship, to demonstrate that they can work successfully with teachers for the improvement of instruction, understand the state student assessment requirements, are able to analyze student assessment data at the district, school, and classroom levels, and are able to clearly communicate their analyses to teachers, parents, and other interested parties.

School Counselor Candidates

Candidates for school counselor roles support learning for all students through educational development, personal/social development, and career exploration. The school counselor's role is defined broadly and may include individual counseling, group counseling, consulting with parents and teachers, offering prevention programs, coordinating resources and referrals, assessing and using data, assuming leadership roles, and collaborating with other school personnel in order to support student achievement and to create a safe, positive school climate.

School Psychologist Candidates

While School Psychologists play an active role in a district's attempt to improve learning in all students, their primary goal is to improve learning for those students who are seen as "at-risk" for academic failure. To this end, the psychologist is expected to help design programs of support and remediation that will hopefully increase academic achievement in these students. The design of such programs involves the collection and analysis of available data; directing future data collection efforts that are deemed necessary; delineation of specific areas of need and the partaking in the brainstorming efforts to design intervention plans for those areas of need. 

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