School of Education and Allied Professions

Unit Assessment System

The unit assessment system in the School of Education and Allied Professions (EAP) at Miami University is a comprehensive and integrated process that involves the collection of performance data on candidates in all licensure programs. This system is designed to collect periodic information on applicant qualifications, candidate professional competency development, unit operations, as well as provide quality control/institutional feedback. The periodic information that is collected is tied to four established benchmarks that every licensure candidate must successfully meet.

Each licensure program within the unit has a multi-criteria application process that allows for the most qualified candidates to be selected. Traditional measures (e.g., GPA, test scores) along with performance-based requirements (e.g., writing samples, interviews, work review, etc.) are utilized in the selection process.

Once admitted into a licensure program, each program documents what their candidates have learned and can demonstrate in the form of professional competencies through multiple performance indicators as outlined in the benchmarks. Information is systematically collected over the course of each semester and feedback is provided to candidates upon completion of each of the four institutional benchmarks. Work samples and artifacts are used to help candidates document their professional progress (i.e., standards met) and address areas of needed continued development. Information on candidates' progress is also reviewed for program evaluation purposes. The four benchmarks provide the framework for this evaluation.

Within these benchmarks, each licensure program has developed up to eight assessments. Five of these key assessments are required and common to all programs; three additional assessments can be required by a Specialized Professional Association (SPA).

All candidates must meet the indicators of the four unit benchmarks. These serve as major instructional "milestones" in the lives of the candidates in the unit. The unit's benchmarks for the undergraduate teacher education candidate are provided as an example:

Benchmark 1 : Candidates must meet specified indicators including GPA of 2.5 or higher, successful completion of certain courses, written essay, etc. before they are admitted into a program cohort. This competitive selection typically takes place at the end of the second semester of the freshman year. Successful candidates are placed in a cohort and move as a group through their program of study. Unsuccessful candidates are asked to review their application and reapply the following year.

Benchmark 2 : Once admitted into a program, candidates must meet the indicators for this benchmark by completing their early field experiences, successfully passing specific content courses, finishing up Miami Plan requirements, maintaining a minimum 2.5 GPA within the licensure area and across all university courses in addition to other specified performance-based indicators. This benchmark usually occurs during the second semester of the sophomore year. If candidates do not successfully meet the indicators for this benchmark, they cannot proceed to the methods block. Intervention procedures such as the retaking of classes, study skills review, etc. would be implemented at this time.

Benchmark 3 : Candidates must meet the indicators for this benchmark by completing clinical courses, successfully passing all content course requirements including methods block, and maintaining the minimum 2.5 GPA in addition to other specified performance-based indicators. This benchmark usually occurs during the second semester of the junior year. Candidates are required to pass the Praxis II Content Test before student teaching. Candidates who do not successfully meet the indicators for this benchmark cannot proceed to student teaching during their senior year. If necessary, intervention procedures could include retaking the Praxis II Content Test for candidates who fail to meet the benchmark criteria.

Benchmark 4 : Candidates must successfully complete their student teaching, maintain a minimum GPA of 2.5, and successfully meet specified performance-based indicators for this benchmark. This benchmark usually occurs during the second semester of the senior year. If successful, candidates receive a "program completer status" with a divisional sign-off by the EAP office. Candidates who do not successfully meet the criteria for this benchmark can technically graduate but would not receive licensure and could not teach. If necessary, intervention procedures could include additional student teaching placements.

From the beginning to the end of every student's program of study, the unit requires all candidates to meet five broad professional unit standards that can be further delineated into thirty exemplary standards of practice.

The Unit Standards

Is Well-Grounded in General Studies and Content Knowledge
Standard 1 - means:
1a. Evidences depth of academic knowledge and skills [Embedded Domain A]
1b. Demonstrates an understanding of the connections between content previously learned, current content, and the disposition to integrate future content [Praxis III-A3]
1c. Makes content knowledge comprehensible to students [Praxis III-C2]
1d. Demonstrates strong written and oral communication skills (e.g. correct grammar, legible writing, clear speech) [Embedded Domain D]

Appreciates and Understands Diverse Learners, Mentors, Peers, and Learning Processes
Standard 2 - means:
2a. Shows a sensitivity to cultural and individual differences [Embedded Domain B]
2b. Demonstrates an appreciation and understanding of exceptionalities [Embedded Domain B]
2c. Utilizes multiple instructional strategies that are appropriate to students' needs [Praxis III-C4]
2d. Demonstrates familiarity with relevant aspects of students' background knowledge and experiences and varies instruction based on students' interests, aspirations, personal and curriculum dispositions, and needs [Praxis III-A1]

Demonstrates Sensitivities to Learning Contexts and Environments
Standard 3 - means:
3a. Creates a climate that promotes fairness [Praxis III-B1]
3b. Establishes and maintains rapport with students [Praxis III-B2]
3c. Communicates challenging learning expectations to each student [Praxis III-B3]
3d. Establishes and maintains consistent standards of classroom behavior [Praxis III-B4]
3e. Makes the physical environment safe and conducive to learning [Praxis III-B5]
3f. Facilitates students' integration of understanding, competence, confidence, and emerging self efficacy [Embedded Domain C]

Demonstrates Planning, Implementation, and Evaluation by Utilizing Varied Instructional Strategies
Standard 4 - means:
Planning
4a. Articulates clear learning goals for the lesson that are appropriate for the students [Praxis III-A2]
4b. Creates or selects teaching methods, learning activities, and instructional materials, and technological resources that are appropriate for the students and are aligned with the goals of the lesson [Praxis III-A4]

Implementation
4c. Clearly communicates challenging learning expectations and procedures to the students [Praxis III-C1]
4d. Encourages students to extend their thinking [Praxis III-C3]
4e. Monitors students' understanding of content through a variety of means, providing feedback to students to assist learning and adjusting activities as the situation merits [Praxis III-C4]
4f. Uses instructional time effectively [Praxis III-C5]

Evaluation
4g. Creates or selects evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson [Praxis III-A5]
4h. Demonstrates a sense of efficacy by modifying instruction in response to student feedback and performance [Praxis III-D2]
4i. Monitors and assesses learning in using a variety of means (e.g. observation, questioning techniques, tests, demonstrations, etc.) [Praxis III-C4]

Demonstrates Professional Commitments and Dispositions
Standard 5 - means:
5a. Participates in professional and school-sponsored activities [Embedded Domain D]
5b. Observes school policies and procedures [Embedded Domain D]
5c. Demonstrates proper conduct as a professional (well groomed, properly dressed, courteous, punctual, etc.) [Embedded Domain D]
5d. Meets all requirements for professional development within the specific licensure program [Embedded Domain D]
5e. Reflects on the extent to which learning goals were met [Praxis III-D1]
5f. Builds professional relationships with colleagues to share learning insights and to coordinate learning activities for students [Praxis III-D3]
5g. Communicates with parents, guardians, and other colleagues about student learning [Praxis III-D4]

These standards of practice reflect several professional sources including Interstate New Teacher Assessment and Support Consortium (INTASC), Pathwise, and numerous Specialized Professional Associations (SPAs) and are found for both the undergraduate and graduate level programs of study. These standards were developed under the National Council for Accreditation of Teacher Education) NCATE guidelines and direction.

The Division has a Candidate Dispositions Process that involves an institutional response if the professional behavior of candidates is found to be unacceptable and does not meet the institution's standards of professional practice. Candidates are held accountable to the 2003 American Association of Educators Code of Ethics. As an indicator for benchmarks 2, 3, and 4, the progress of candidates is reviewed through the Dispositions Process. If candidates are found to be deficient, the program coordinator completes the Dispositions Form B. The process requires that the program coordinator make an offer to meet with candidates and review their performance. A corrective plan designated to remediate any identified problem(s) must be developed and recorded on the Dispositions Action Plan Form. Progress must be monitored. Specific services and remediation support are available through university student services such as the Learning Assistance Center and the Student Counseling Center .

All clinical field experiences associated with the licensure programs are coordinated through the Outreach Office of EAP. Any student who has a formal, field-based learning experience must be formally evaluated based on unit field evaluation forms. Many licensure programs require two or more formal field experiences for their candidates, including early field experiences, student
teaching, or internships. These clinical field experiences represent major evaluation components in the assessment process and serve as critical measures of candidate progress.

As part of the normal teaching evaluation process, course and teacher evaluations from students are collected at the end of each semester. Results are returned to the appropriate instructors and a copy is sent to the department chair. In addition to the university system, the unit has developed a survey that will be administered to all candidates in all licensure programs. It contains questions that measure the unit and the advising process along with additional questions designed to evaluate each specific licensure program. Therefore, each program (and corresponding courses/standards within that program) receives specific feedback from its own candidates. In addition, "focus group" meetings with candidates from various licensure programs are conducted. Both quantitative and qualitative data is collected from the licensure candidates. Regarding external evaluation, the university conducts a periodic review of each licensure program in the unit.

Upon graduation, the unit must follow all teaching licensure graduates to ensure that they pass Praxis III. If not successful during their first year of teaching, graduates will have two additional chances in the second year if needed. In addition, the unit continues to collect data on its graduates through two primary instruments: graduate exit survey and employment survey. The graduate exit survey requires responses in the areas of instructional/curriculum integrity (e.g., course/program review, academic rigor), student financial support, and university climate. The employment survey is designed to obtain "satisfaction data" from primary employers (e.g., school principals and superintendents) who hire and review the job performances of Miami University graduates. The survey questions focus on three areas: job performance, academic preparation for the position, and employee characteristics.

In summary, the School of Education and Allied Professions (EAP) at Miami University has a well developed, cohesive assessment system. This system is aligned with all appropriate institutional, state, and national standards. The licensure programs use multiple sources of information to monitor candidates' progress with key review periods set at four unit benchmarks. In this system, candidates are followed and monitored throughout their program of study and into their first year of work. All unit information is reviewed and considered for the continual improvement of all licensure programs.