UNIVERSITY OF NORTHERN IOWA
Department of Curriculum and Instruction
COLLEGE OF EDUCATION
The Major in Elementary Education
A significant part of UNI's identity and reputation across Iowa and the nation is linked to Teacher Education. Approximately ten percent of UNI's undergraduate students major in Elementary Education. Teacher education is a shared institutional commitment and elements of the major in Elementary Education draw upon a broad range of resources and academic programs throughout the University. This webapge maps the Elementary Education major identifying the program sequence and its many links to key resources within the College of Education and the University. Specifically this site is designed to map the Elementary Education major from admission to the University through graduation linking program goals and activities to the Eleven Teaching Principles for Teacher Candidates (INTASC Standards). In addition this site aligns the program with Student Outcome Assessment Plan as outlined below.
STUDENT OUTCOMES ASSESSMENT PLAN
1. Assessment Philosophy:
The Department of Curriculum and Instruction offers the undergraduate major in elementary education. In addition, students choose from an array of minors and endorsement programs related to the major. Within the program, students experience their coursework in collaborative and interactive settings. Personal attention and authentic task-based activities are emphasized within course offerings. Students majoring in Elementary Education develop a solid foundation in both theory and practice.
Within the program in Elementary Education, assessment of the program requires gathering of information and using that information as a means by which student learning and instruction is improved. Appropriate assessment methods require expectations to be specific with well-articulated outcomes that position the program to reach high professional standards. Effective assessment requires the systematic gathering, analysis and interpretation of data to determine the degree to which student performances match program expectations and standards. This information will allow program decision makers to document, articulate and increase student performance. Effective program assessment leads to a culture of shared academic goals with a commitment to continuous program improvement. Assessment thus constructed is a cyclical ongoing process that becomes an integral part of the institutional culture.
The diagram below illustrates a cyclical process which "closes the loop" on program planning and assessment. It can be found in the document Evaluating the Student Outcomes Assessment Plan: Some Criteria and Questions for Discussion, developed by the UNI Office of Academic Assessment.
2. Student Outcomes and Professional Competencies:
Because the major in Elementary Education draws on resources from multipe departments within the College of Education and departments across campus, articulating, focusing and mapping the program is a significant challenge. For this reason the course work within the major has been aligned to the same set of standards and competencies. These competencies provide a lens through which the faculty can assess the degree to which the program is achieving its outcomes. The professional competencies are based on the INTASC Standards as follows:
3. Frequency of Assessments:
Assessment activities (Critical Performances) are planned throughout the program. The chart below identifies where each of the critical performances falls within the program. Included are:
4. Assessment Methods:
Critical performances are drawn from various points in the program of study as the program outline indicates. Program faculty use summary data provided for these performances on the Teacher Education Website in order to assess student outcomes.
5. Methods of Evaluating and Interpreting Results:
Plans for assessment of student outcomes are in the process of being developed. As more data is available and accessible in a format corresponding to each critical performance assessment activities will be fully implemented.
EVALUATION OF STUDENT PERFORMANCE USING INTASC STANDARDS
STUDENT OUTCOMES ASSESSMENT:
Using the Eleven Teaching Principles for Teacher Candidates to Assess Critical Performances
|1. Admission to UNI|
|3. Develop a plan of study in conjunction
College of Education Advising Center
|Level I Field Experience|
in the Plan of Study (POS), before students are fully admitted to
Teacher Education they are:
Admission to Teacher Education
|Level II Field Experience|
6. Upper Division CoursesAfter successful completion of full admission requirements to Teacher Education students are:
|Level III Field Experience|
7. Professional Methods CoursesUpon successful completion of the pre-requisites listed above students are:
|8. Placement in Student Teaching
Annually, the University of Northern Iowa Office of Student Field Experiences (OSFE) places over 700 teacher education students in student teaching settings in Iowa, other states and countries. Faculty work to ensure that UNI students receive high quality, personalized supervision in their student teaching and other field experiences. In addition, the OSFE division seeks to find school placements where teachers exhibit best classroom practices. As a result, students graduate with competencies in content skills, classroom management, and knowledge of individual student learning needs.
Important Information for Student Teachers provides a brief overview of the teacher education program with particular emphasis on the field experiences teacher education students will experience as they move from Level I through Levels II and III and into student teaching. Information is also available regarding the student teaching evaluation forms and the Teacher Work Sample process.
|9. Graduating into the University|
STUDENT SURVEY OF GRADUATES
Analysis of feedback data from graduates.
PROGRAM ASSESSMENT RESOURCES