PracticumAssessmentReportFinal3-27-18

1 Touro College Graduate School of Education Summary of the Practicum Report Between September 1, 2016 and August 31, 2017, clinical faculty from the Touro Graduate School of Education

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Touro College Graduate School of Education Summary of the Practicum Report

Between September 1, 2016 and August 31, 2017, clinical faculty from the Touro Graduate School of Education (GSE), assessed the classroom performance of 1366 teacher candidates The assessment instrument comprised of a five point performance rating scale, Not Observed(1) Observed Ineffective(2) Observed Developing(3) Observed Effective(4) Observed Highly

Effective(5) which was used to examine the following areas: instruction, planning/preparation, classroom environment, professional responsibility and assessment practices The data collected informed decisions to improve Childhood, Childhood Education/Special Education, and Teaching Students with Disabilities 7-12 Generalist

The following GSE MS degree programs and one Undergraduate program were assessed:

1 Biology Education

2 Childhood Education and Special Education, Birth Grade1-6

3 Early Childhood Education and Special Education, Birth-Grade 2

4 Mathematics Education

5 Teaching Students with Disabilities, 7-12 Generalist Program

6 Undergraduate Education

The assessment items were aligned with Touro College’s conceptual framework, Charlotte

Danielson’s Framework, Marzano’s Framework, TEAC Principles, CAEP Standards, and the following six New York State Teaching Standards which complement Danielson’s framework in 5 domains:

Standard I: Knowledge of Students and Student Learning

Teachers acquire knowledge of each student, and demonstrate knowledge of student

development and learning to promote achievement for all students

Standard II: Knowledge of Content and Instructional Planning

Teachers know the content they are responsible for teaching, and plan instruction that ensures growth and achievement for all students

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Standard III: Instructional Practice

Teachers implement instruction that engages and challenges all students to meet or exceed the learning standards

Standard IV: Learning Environment

Teachers work with all students to create a dynamic learning environment that supports

achievement and growth

Standard V: Assessment for Student Learning

Teachers use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction

Standard VI: Professional Responsibilities and Collaboration

Teachers demonstrate professional responsibility and engage relevant stakeholders to maximize student growth development, and learning

The tables on the following pages summarize the clinical instructors’ assessment of the teacher candidate performance from September 1, 2016-August 31st, 2017

Notes:

1 Table 1 reflects the total number of candidates assessed (n=1351)

2 Table 2 reflects the course title and course number (n=1347)

3 Table 3 reflects the current academic year and semester of the total number of candidates (n=1366)

4 Table 4, 5, 6, 7 and 8 (Domain 1-5) reflect the results of the Assessment as it relates

to Standards

5 Table 9 reflects the number of practicum observations Whereas the Education and Special Education programs have two observations, the Mathematics program has three observations

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Graduate School of Education Practicum Report

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Course Title and Number

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Academic Year

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DOMAIN 1 - PLANNING AND PREPARATION

Question Not Observed(1) Observed Ineffective(2) Observed Developing(3) Observed Effective(4) Observed Highly

1 a -Demonstrates

1 b - Demonstrates

1 c - Plans With

Knowledge Of Students

1 d - Selects Appropriate

1 e - Demonstrates

Knowledge Of Resources

1 f - Designs Coherent

Instruction with

1 g - Assesses Student

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1 e - Demonstrates Knowledge Of Resources Including

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DOMAIN 2 - CLASSROOM ENVIRONMENT

Question Not Observed(1) Observed Ineffective(2) Observed Developing(3) Observed Effective(4) Observed Highly Effective(5) Total

2 a - Creates an

Atmosphere of Respect

and Rapport

2 b - Establishes High

2 c - Manages

2 d - Manages Student

2 e - Uses Physical

Environment to Support

Learning

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DOMAIN 3 - INSTRUCTION

Question Not Observed(1) Observed Ineffective(2) Observed Developing(3) Observed Effective(4)

Observed Highly Effective(5)

Total

3 a - Communicates

3 b - Uses High Level,

3 c - Actively Engages

3 d - Paces Instruction

3 e - Provides

Appropriate Feedback to

Students

3 f - Demonstrates

Flexibility and

Responsiveness

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DOMAIN 4 - PROFESSIONAL RESPONSIBILITY

Question Not Observed(1) Observed Ineffective(2) Observed Developing(3) Observed Effective(4) Observed Highly

4 a - Reflects on

4 b - Reflects on Student

4 c - Provide Evidence of

4 d - Accepts

4 e - Exhibits

4 f - Exhibits

Professional

4 g - Works

Cooperatively with

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DOMAIN 5 - ASSESSMENT

Observed(1)

Observed Ineffective(2)

Observed Developing(3)

Observed Effective(4)

Observed Highly Effective(5)

Total

5 a - Uses a Variety of

5 b - Models and Guides

5 c - Provides

Opportunities for

Peer-assessment

5 d - Using Information to

Improve Student

Academic Success

5 e - Uses Assessment to

Apply Evidence-based

Practices

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5 d - Using Information to Improve Student Academic

5 e - Uses Assessment to Apply Evidence-based

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Observation Number