Continuing Approval Report



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Georgia Professional Standards Commission
Initial Educator Preparation Program

Continuing Approval Report
Spring, 2005
Professional Education Unit Name:                               
Preparation Program Area: Chemistry Education (6-12)
Program Options (check all that apply):
“Traditional” baccalaureate degree program
Post-baccalaureate, non-degree program
Initial preparation at the Master’s level (MAT or M.Ed.)
Other (specify):      
Program Report Preparer Information:
Name:                                         
Telephone:                                         
E-mail:                                         
Indicate which method you will use for sending your attachments to the Professional Standards Commission:
FTP:

Contact Commaleta.Singleton@gapsc.com for instructions.


Disk:

Save all of your files/attachments to disk or CD as .txt (rich text) format and mail your disk or CD to:

Julie Weisberg

Georgia Professional Standards Commission

Two Peachtree Street, Suite 6000

Atlanta, GA 30303Section 1 – Context

1. Briefly describe the relationship of the preparation program to the Professional Education Unit’s conceptual framework. (response limited to one page)
     
2. Attach a program of study or advisement sheet that outlines the courses and experiences required for candidates to complete the preparation program. (If the preparation program includes different options (e.g. post-baccalaureate non-degree, master’s) attach a program of study or advisement sheet for each option.)
     

3. List the transition points in the preparation program, and identify the criteria used to determine progression through the preparation program. (If the preparation program includes different options, list transition points and criteria used for each option.) (response limited to one-half page)


     
4. Complete the table below describing the field and clinical experiences required for the preparation program. (If the preparation program includes different options, complete a separate table for each option.)


Course Number

Course Title

Hours of Early Field Experience

Hours of Student Teaching / Internship

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

5. List the assessments used in this program. Indicate which are unique to the preparation program and which are common to all preparation programs in the unit. (response limited to one-half page)


     
6. Complete the table below showing the number of candidates and completers of the program for the last three years. (If the program includes different options, complete a separate table for each option.)


Year

# Candidates

# Completers

     

     

     

     

     

     

     

     

     

7. Complete the table below showing the faculty responsible for professional coursework, clinical supervision, or administration in this program.




Name

Department

Rank

Status*

Teaching or other P-12 Experience in Schools

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

*Use the following designations: FF Full-time in the Institution; full-time in the Professional Education Unit

FP Full-time in the Institution; part-time in the Professional Education Unit

PP Part-time in the Institution, part-time in the Professional Education Unit




Section 2 – Assessments and Related Data

In this section, list the 6-8 assessments that are being submitted as evidence for meeting the relevant program content standards. All preparation programs must provide a minimum of six assessments. For each assessment, indicate the type or form of the assessment and the transition point at which it is administered in the program. For each assessment listed, attach the following:


1. The assessment, including the instructions to candidates about the assigned task;

2. Scoring guides or criteria used to score candidate responses on the assessment; and

3. A table (or tables) with the aggregated results of the assessment providing, where possible, data for each of the most recent three years. Data should be organized according to the categories used in the scoring guide/criteria. Provide the percentage of candidates achieving at each category.


Name of Assessment

Type or Form of Assessment

Transition Point When Assessment is Administered

Attachments

(insert hyperlinks or give page numbers)



Assessment

Scoring Guides/Criteria

Data Table

1a

Praxis II #245

State Content Knowledge Assessment

     

N/A

N/A

     

1b

Praxis II #242

State Content Knowledge Assessment

     

N/A

N/A

     

2

Content Knowledge:     

     

     

     

     

     

3

Planning:     

     

     

     

     

     

4

Providing Instruction:     

     

     

     

     

     

5

Effect on Student Learning:     

     

     

     

     

     

6

Dispositions for Teaching:     

     

     

     

     

     

7

Other:     

     

     

     

     

     

8

Other:     

     

     

     

     

     


SECTION 3 – STANDARDS ASSESSMENT CHART


Georgia PSC Standards

(adapted for Georgia from NSTA Standards)



Chemistry Education

Content Knowledge

Pedagogical/Professional Knowledge, Skills and Dispositions

Effect on Student Learning

Applicable Assessments

(list by name and assessment number from Section II)

1. Content.

X




X

     

2. Nature of Science.

X




X

     

3. Inquiry.

X




X

     

4. Issues.

X




X

     

5. General Skills of Teaching.




X




     

6. Curriculum.




X




     

7. Science in the Community.

X

X




     

8. Assessment.




X




     

9. Safety and Welfare




X




     

10. Professional Growth.




X




     



SECTION 4 – Evidence for Meeting Standards
Provide the analyses requested below for each of the assessments listed in Section 2.
Assessment #1 (Required) – Content Knowledge: Data from Praxis II Tests (response limited to two pages)
A. List the standards addressed by this assessment.
B. Aggregate pass rates for each test each year over the past three years, including most recent academic year. Data must be presented on all completers, even if there were fewer than 10 test-takers during a single year. Eighty percent of completers who have taken the content tests must pass.
C. The mean and range of sub-scores for the most recent academic year.
D. Interpret the Praxis II data in terms of the standards addressed.
     
Assessment #2 (Required) – Content Knowledge:      (response limited to two pages)
A. List the standards addressed by this assessment.
B. Summarize the data presented in the table(s) related to the assessment submitted in Section 2.
C. Interpret the data in terms of the standards addressed. Explain how the assessment data show that candidates meet these standards.
     

Assessment #3 (Required) – Planning:       (response limited to two pages)
A. List the standards addressed by this assessment.
B. Summarize the data presented in the table(s) related to the assessment submitted in Section 2.
C. Interpret the data in terms of the standards addressed. Explain how the assessment data show that candidates meet these standards.
     

Assessment #4 (Required) – Providing Instruction:       (response limited to two pages)
A. List the standards addressed by this assessment.
B. Summarize the data presented in the table(s) related to the assessment submitted in Section 2.
C. Interpret the data in terms of the standards addressed. Explain how the assessment data show that candidates meet these standards.
     

Assessment #5 (Required) – Effect on Student Learning:      (response limited to two pages)
A. List the standards addressed by this assessment.
B. Summarize the data presented in the table(s) related to the assessment submitted in Section 2.
C. Interpret the data in terms of the standards addressed. Explain how the assessment data show that candidates meet these standards.
     

Assessment #6 (Required) – Dispositions for Teaching:       (response limited to two pages)


A. List the standards addressed by this assessment.
B. Summarize the data presented in the table(s) related to the assessment submitted in Section 2.
C. Interpret the data in terms of the standards addressed. Explain how the assessment data show that candidates meet these standards.
     

Assessment #7 (Optional) – Other Assessment:      (response limited to two pages)
A. List the standards addressed by this assessment.
B. Summarize the data presented in the table(s) related to the assessment submitted in Section 2.
C. Interpret the data in terms of the standards addressed. Explain how the assessment data show that candidates meet these standards.
     

Assessment #8 (Optional) – Other Assessment:       (response limited to two pages)
A. List the standards addressed by this assessment.
B. Summarize the data presented in the table(s) related to the assessment submitted in Section 2.
C. Interpret the data in terms of the standards addressed. Explain how the assessment data show that candidates meet these standards.
     

SECTION 5 – Use of Assessment Results to Improve Candidate and Program Performance (response limited to two pages)
In this section, discuss evidence that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the preparation program. The description should not list improvements to individual assessments but, rather, it should summarize the principal findings from the evidence, the faculty’s interpretation of those findings, and changes made in (or planned for) the preparation program as a result. Describe the steps the preparation program faculty has taken to use information from assessments for improvement of both candidate performance and the preparation program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skills and dispositions, and (3) effects on student learning and on creating environments that support learning.
     
SECTION 6 – Georgia Standards



Standard 7: Meets Requirements and Standards Specified in Georgia PSC Rule 505-3-.01




1. Minimum Admissions Requirements





  • Admissions data on candidates




Program

# candidates admitted

GPA at Admission

(mean and range)

% of admitted candidates with GPA of 2.5 or better

% of admitted candidates passing or exempting Praxis I

Current year

     

     

     

     

Current year -1

     

     

     

     

Current year -2

     

     

     

     



2. OMIT

3. Identification and Education of Children with Special Needs


  • Describe how candidates in this program acquire and demonstrate the knowledge, skills and dispositions for meeting the educational needs of children and youth with special needs. (response limited to one-half page)


     
4. Proficiency in the Use, Application, and Integration of Instructional Technology


  • In the table below, indicate how the program aligns with the Georgia Technology Standards.



Standards

Adapted for Georgia from ISTE NETS Standards

Courses or Experiences in which these competencies are addressed.

Applicable Assessments (list name and assessment number from Section 2)

1. Technology Operations and Concepts







1.1 Demonstrate introductory knowledge, skills and understanding of concepts related to technology.

     

     

1.2 Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

     

     

2. Planning and Designing Learning Environments and Experiences







2.1 Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

     

     

2.2 Apply current research on teaching and learning with technology when planning learning environments and experiences.

     

     

2.3 Identify and locate technology resources and evaluate them for accuracy and suitability.

     

     

2.4 Plan for the management of technology resources within the context of learning activities.

     

     

2.5 Plan strategies to manage student learning in a technology-enhanced environment.

     

     

3. Teaching, Learning, and the Curriculum







3.1 Facilitate technology-enhanced experiences that address content standards and student technology standards.

     

     

3.2 Use technology to support learner-centered strategies that address the diverse needs of students.

     

     

3.3 Apply technology to develop students’ higher order skills and creativity.

     

     

3.4 Manage student learning activities in a technology-enhanced environment.

     

     

4. Assessment and Evaluation







4.1 Apply technology in assessing student learning of subject matter using a variety of assessment techniques.

     

     

4.2 Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

     

     

4.3 Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication and productivity

     

     

5. Productivity and Professional Practice







5.1 Use technology resources to engage in ongoing professional development and lifelong learning.

     

     

5.2 Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

     

     

5.3 Apply technology to increase productivity.

     

     

5.4 Use technology to communicate and collaborate with peers, parents, and the larger community in order t nurture student learning.

     

     

6. Social, Ethical, Legal and Human Issues







6.1 Model and teach legal and ethical practice related to technology use.

     

     

6.2 Apply technology resources to enable and empower learners with diverse backgrounds, characteristics and abilities.

     

     

6.3 Identify and use technology resources that affirm diversity.

     

     

6.4 Promote safe and healthy use of technology resources.

     

     

6.5 Facilitate equitable access to technology resources for all students.

     

     



5. Knowledge of Relevant Sections of the Georgia QCC or Performance Standards


  • In the table below, indicate how the program content aligns with the appropriate state curriculum standards.




Georgia QCC Content Topics

Chemistry (6-12)

Courses or Experiences in which these competencies are addressed.

Applicable Assessments (list name and assessment number from Section 2)

Inquiry, process and problem solving

     

     

Atomic structure and patterns of reactivity

     

     

Electron configuration

     

     

Nuclear chemistry

     

     

Bonding and formation of chemical compounds

     

     

Chemical equations

     

     

Equilibrium

     

     

Acids, bases and salts

     

     

Kinetics and thermodynamics

     

     

Oxidation and reduction

     

     

Phase changes

     

     

Solids, liquids and gases

     

     

Solutions

     

     

Organic chemistry

     

     



6. Knowledge of Professional Ethical Standards and Requirements for Certification and Employment


  • Describe how candidates are provided with information about professional ethical standards, criminal background check, and clearance for certification and employment. (response limited to one-half page)


     
7. Field Experiences Appropriate to the Grade Level and field of Certification Sought


  • Describe how the preparation program ensures that candidates complete field experiences in grades 6-8 and 9-12. (response limited to one-half page)


     
Standard 8: Addresses appropriate program content standards and Praxis II content.


  • In the table below, indicate how the preparation program content aligns with the required Praxis II tests. Indicate the course numbers and titles that address the required Praxis II content.




245

Chemistry: Content Knowledge


Courses and Experiences/Assignments that Address this Content

Matter and Energy; Heat, Thermodynamics and Thermochemistry

     

Atomic and Nuclear Structure

     

Nomenclature; the Mole; Chemical Bonding and Geometry

     

Periodicity and Reactivity; Chemical Reactions; Biochemistry and Organic Chemistry

     

Solutions and Solubility; Acid/base Chemistry

     

Scientific Method and Philosophy; Science, Technology, and Society

     

Measurement and Data Manipulation; Laboratory Procedures and Safety

     





242

Chemistry: Content Essays


Courses and Experiences/Assignments that Address this Content

Structure/Property Correlations

     

Chemical Reactions

     

The Impact of Chemistry on Technology and Society

     




DRAFT 1/20/05

To be used only for program reports submitted Spring, 2005



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