-
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
- Element 1: Content Knowledge for Teacher Candidates
- Content Knowledge for Teacher Candidates
- Pedagogical Content Knowledge for Teacher Candidates
- Candidates meet professional standards of other national accrediting
organizations
- Early childhood education
- Elementary education
- Secondary and middle level disciplines of
- Element 3: Pedagogical Content Knowledge for Teacher Candidates
- Professional and Pedagogical Knowledge and Skills for Teacher Candidates
- Aggregated Data 2004
- Aggregated Data
Fall
2004 from Online Advisee Interview Data Collection Form- Portfolio & dispositions
assessment
- Aggregated Data Fall 2004 Elementary Pre-professional cooperating
teacher's evaluations King's pre-professional teaching
PDF,
Html
- Aggregated Data Fall 2004 Student Teachers
- Aggregated Data 2005
- Aggregated Data Fall 2005 from Online Advisee Interview Data
Collection Form- Portfolio & dispositions assessment -click
here
- Aggregated Data Spring 2005 from Online Advisee Interview Data Collection Form- Portfolio & dispositions
assessment -
click
here
- Aggregated Data Spring 2005 Elementary Pre-professional cooperating
teachers' evaluations King's pre-professional teaching -
click here
- Aggregated Data Spring 2005 Elementary Student Teaching cooperating
teachers' evaluations King's student teachers -
click here
- Aggregated Data Spring 2005 Elementary Student Teaching supervisor
teachers' evaluations King's student teachers -
click here
- Aggregated Data Spring 2005 Secondary Student Teaching cooperating
teachers' evaluations King's student teachers -
click
here
- Aggregated Data Spring 2005 Secondary Student Teaching King's
supervisors' evaluations King's student teachers -
click here
- Aggregated Data Fall 2005 Elementary Student Teacher Cooperating
Teachers' evaluations -
click here
- Aggregated Data Fall 2005 Elementary Final Teaching Portfolio -
click here
- Aggregated Data Fall 2005 Secondary Final Teaching Portfolio -
click here
- Aggregated Data Fall 2005 Secondary Pre-professional semester
supervising teacher's evaluations -
click here
- Aggregated Data Fall 2005 Secondary Student Teachers Cooperating
Teacher's evaluations -
click here
- Aggregated Data Fall 2005 Secondary Student Teachers Supervisor's s
evaluations -
click here
- Aggregated Data Fall 2004 and Spring 2005 Elementary and Secondary
Early Field Experience reflections -
click here
-
Secondary:
Comparison of Cooperating teachers' and Supervising teachers' ratings
by % each category 2005-06
-
Elementary: Comparison of Cooperating and Supervising teacher's ratings
by % each category 2005-06
-
Spring 2006 EFE student survey
-
Spring 2006 EFE cooperating teacher survey
- Samples of candidate work (e.g., portfolios at different proficiency
levels).
- Performance-based assessments from coursework
- EDUC 366 Paper I
- EDUC 366 Paper II
- EDUC 366 Paper III
- EUDC 366 papers IV
-
| Use of digital video editing software to create video clips
suggesting how teacher candidates would teach students from
diverse backgrounds to reach specific objectives. Also, used to
demonstrate how teacher candidates predict the students would
react to their teaching. Teacher candidates use their creative
skills (and technology skills) to bring their hypothetical
scenarios to life.
|
Web-based unit - Click here
for previous student examples
- Design 3 web-based lessons centered around one topic.
The topic is to be based on a PA State Standard in your
discipline (click
here for standards). The lesson will be posted online.
It will be a usable lesson (rather than a lesson plan). The
lesson is to follow the model found online at:
http://www.kings.edu/kdils/InteractiveLessonPlanner/PointAtoPointBIndex.htm.
Teach one lesson to the class.
- Create a resource page with links to resources that will
help you teach diverse students
- Create a page that will facilitate your communication
with diverse parents.
- Create a page with links to professional development
websites (e.g., the National Council in your discipline)
-
Click
here for rubric aligned with INTASC standards
- The following to be done in class: place technology work
into a web-based, electronic portfolio
- Critique your best lesson from the Web-based unit by
using the INTASC standards and the Principles of Teaching,
and the Readings from J. Barzun, Carnegie, and John Dewey
- For the grading rubric (aligned with INTASC), please
click here
- For examples of previous student's work, please
click
here
|
- Element 4: Professional and Pedagogical Knowledge and Skills for
Teacher Candidates
- Element 6: Dispositions for All Candidates
- Element 7: Students Learning for Teacher Candidate
- State licensure test scores aggregated by program area and reported over
several years (Title II data reported to the state for the last year must
be available to the team).
- Program reports prepared for national program review, rejoinders, and
results.
- Program reports and findings of other national accreditation associations
related to the preparation of education professionals (e.g., ASHA, NASM, APA,
CACREP).
- Most recent report prepared for a state program review and the state’s
findings. If the visit is being conducted jointly with the state, the teams
will share findings during the visit.
- Summaries of assessment results of candidates, including those key
assessments used at transition points. These points include at a minimum (a)
at entry to program, (b) prior to the student teaching/internship, (c) at
completion of the student teaching/internship, and (d) at program
completion.
-
-
|
|
Standard 2: Assessment System and Unit Evaluation
- Element 1: Assessment System
- Element 2: Data Collection, Analysis, and Evaluation
- Element 3: Use of Data for Program Improvement
- Element 4: Unit faculty collaborate with members of the professional community to
design and implement the system
-
Survey Cooperating Teachers at Collaborative Dinner
- Results see, for example, IR Table 3-3 (p. 56)
-
Collaborative meeting with Student Teaching Cooperating Teachers,
Supervising Teachers, and Student Teachers concerning the use of the
student teaching grading rubric (poster session, and Documents Room)
-
Pre-Professional Cooperating Teachers Help Implement the System by
Rating Candidate Performance
-
Cooperating Teacher's Institute Used for Collaborations (poster session,
and Documents room)
-
Graduate course offered free of charge for cooperating teachers
(discussions documented in Documents Room)
- Document describing the unit’s assessment system in detail.
- Samples of key assessments used to ensure that candidates are ready to
progress through the program and enter the profession, for each program.
- Sample key performance-based assessments
- Sample scoring rubrics/criteria
- Minutes of meetings on the development and refinement of the assessment
system - on file
- Unit or institutional policies for handling student complaints
- Formal complaint system detailed in Course Catalog and Student
Handbook. Complaint box also provided on the education floor next
to the administrative assistant's office. Complaints also obtained
via student course evaluations and formal surveys. In all cases, the complaints are
reviewed by the chair and reported at the bi-weekly education faculty
meetings.
-
Spring 2006 EFE student survey
-
Spring 2006 EFE cooperating teacher survey
- File of student complaints and the unit’s response.
- Description of information technology used to manage performance data.
- Examples of changes made to courses, programs, and the unit in response to
data gathered from the assessment system.
- Policies and procedures that ensure that data are regularly used to make
improvements.
-
Employer survey data results 2006
|
|
Standard 3: Field Experiences and Clinical Practice
-
Element 1: Collaboration between Unit and School Partners
- Memos of understanding, minutes from meetings, etc. to document
partnership.
- Meeting
November 11, 2004 with local school partners
- Meeting December
1, 2004 with local school partners
- Meeting (PDF file)
February 24, 2005 with local school partners
-
Letter
of invitation (PDF) - February 2005 local school principals and
superintendents
- Collaborating with Coughlin High
School
- Collaborating with Wyoming
Valley West High School and Middle School
-
Meeting
May 25, 2005 with Wyoming Valley West Director of Instructional Programs
- Survey
Early Field Experience (EFE) Cooperating Teachers
-
Head
Start
- Course Embedded
Field Experiences
- Montessori School - Kids come to King's and King's goes to the kids
- Spring 2005
Montessori Students Come to King's Computer Lab for Social Studies
Methods Field Experience
-
Virtual
Field Experience
- Cooperating Teacher/Student Teacher Expectations - Agenda Collaborative
Meeting with WVW cooperating teachers, administrators, Local College
Instructors, and student teachers - September 27, 2005
- Collaborative meeting with Wyoming Valley West School District
cooperating teachers, Wyoming Valley West School District administrators,
King's student teachers, and King's faculty - meeting to establish use
of collaborative electronic discussion board intended to encourage
continued communication between those attending this meeting October
2005.
- Link to Collaborative Electronic Bulletin Board - click here:
http://course.wilkes.edu/TEC2/
- Collaborative Electronic Bulleting Board discussions on file in
Minutes Handbook
- Picture of Website topic outline -
click here
- Letter from Flood Elementary Staff complementing our collaborative
efforts to provide tutoring for Hispanic students
-
Collaborative meeting with Wyoming Valley West cooperating teachers and
administrators and King's student teachers and Kings faculty - November
3, 2005
-
Minutes of Meeting for Flood Elementary Tutoring Field Experience Spring 2006
- Minutes of meeting at WVW Spring 2006 on file
- Survey of Elementary
Pre-professional Cooperating teachers for suggestions for program
improvement (Fall, 2005)
-
Agenda WVW April 2006 Collaborative Meeting
-
Survey Cooperating Teachers at Collaborative Dinner
-
Survey of Elementary Early Field Experience Teachers (data on file
in exhibit room)
- Early Childhood Conference Hosted by Kings, April 28, 2007
- Element 2: Design, Implementation, and Evaluation of Field Experiences
and Clinical Practice
- Element 3: Candidates' Development and Demonstration of Knowledge,
Skills, and Dispositions to Help All Students Learn
|
|
Standard 4: Diversity
- Element 1: Design, Implementation, and Evaluation of
Curriculum and Experiences
- Element 2: Experiences Working with Diverse Faculty
- Click here for Diversity
Experiences academic year 2004-2005
- Click here for description of
ongoing and regularly offered guest lecture appearance in ED 366 and ED
325
- Click Here for Diversity
Experiences academic year 2005-2006
- Element 3: Experiences Working with Diverse Candidates
- Exchange program with fellow Holy Cross Institution Notre Dame College in
Dacca, Bangladesh
- Element 4: Experiences Working with Diverse Students in
P-12 Schools
- Curriculum components that address diversity issues.
- List of proficiencies related to diversity expected of candidates.
- Assessment instruments and scoring guides related to diversity.
- Summary of candidate performance results. (Cross-referenced with Standard
1)
Unit policies, practices, and procedures that facilitate diverse experiences.
|
|
Standard 5: Faculty Qualifications, Performance, and Development
Element 1: Qualified Faculty
- Proof of licensing of school-based clinical faculty (e.g., cooperating
teachers, internship supervisors)
- see Resource Room, Faculty Binders
- Samples and summaries of faculty scholarly activities.
- see IR and Resource Room Faculty Binders
-
Samples of faculty evaluation forms.
- see Resource Room Faculty Binders
-
Summary of faculty qualifications and assignments see IR
-
Summaries of faculty evaluations. - see IR
Element 2: Modeling Best Professional Practices
in Teaching
- Modeling Best Professional Practices in Teaching
- See Resource Room, Sample Performance Based Assessments
-
Interactive Online Video Analysis of King's Instructor Modeling Teaching in
the Schools
- Faculty Websites Housing the Following
Interactive Teaching Exercises, etc. (the following links may work best
outside of "frames" by opening a new window and launching directly at
http://staff.kings.edu/kdils/):
- See Resource Room Binder for Description of
King's Instructor Teaching Out in the Schools While King's Teacher
Candidate's Watch Live Via a Camera Over the Internet
- See copies of classroom visit evaluations
(education chair and Dean of faculty) in Resource Room, in Faculty Binders
- Teaching online: WebCT and Blackboard
(login information provided to BOE on Flash Drive)
Element 3: Modeling Best Professional Practices
in Scholarship
- Modeling Best Professional Practices in Scholarship-
See Resource Room, Faculty Binders
Element 4: Modeling Best Professional Practices
in Service
- Samples and summaries of instructional
strategies, including the use of technology and diversity, used by faculty -
see IR and samples in Resource Room
- White Teachers/Diverse Classrooms -
Textbook Used in EDUC 366 - DVD Used in EDUC 201 and EDUC 366
- Summary of projects completed by faculty in
service and/or collaboration with professional community (i.e., grants,
evaluations, task-forces, provision of professional development, offering
courses, etc.) - see IR
- Modeling Best Professional Practices in
Service
Element 5: Collaboration
Element 6: Unit Evaluation of Professional
Education Faculty Performance
- Unit Evaluation of Professional Education Faculty Performance - see
Resource Room
Element 7: Unit Facilitation of Professional
Development
- Unit Facilitation of Professional Development
-
Early Childhood Conference Hosted by King's College
-
King's Faculty members attended the NCATE/AACTE "Accreditation,
Accountability, and Quality: An Institutional Orientation and Professional
Development Conference" April 27-30, 2006, Hyatt Regency Crystal City,
Arlington, VA
-
SPA conference
attendance by unit faculty
-
Summary of professional development activities
offered by the unit. - see IR
-
Summary of professional development activities
in which faculty have participated (see IR)
|
|
Standard 6: Unit Governance and Resources
- Unit Budget
- Personnel
- Unit Resources including Technology
- King's College
IITS
-
The Unit has wireless laptops, a computer lab, digital
video cameras, pod casting capabilities, etc. We also have access to
WebCT and MIMI distance learning tools. If faculty needs training or
assistance setting these things up (or need any technical assistance),
they are to call “HELP” from any campus phone.
- Unit organizational chart
- Unit policies on recruitment and admissions.
- Unit policies on student services such as counseling and advising
- Policies on governance and operations of the unit.
- Minutes of meetings of unit governance committee.
- Unit catalogs and other printed documents describing admission practices,
academic calendars, and grading policies.
- Unit budget, with provisions for technology.
- Budgets of comparable units on campus.
- Lists of facilities, including computer labs and curriculum resource
centers.
-
The Education Department facilities include: 1) education
faculty offices; 2) an education student lounge; 3) an electronic portfolio
development room; 4) an electronic instructional materials development
center providing access to the Internet and to digitally archived materials
that teacher candidates and faculty can use to plan to teach diverse
students; 5) our own elementary, secondary, and graduate classrooms; 6) a
state of the art teacher technology center equipped with the latest hardware
and software; and 7) a literacy laboratory with one way windows to
assist with learning through observation.
- Workload policies.
- Summary of faculty status and workload (see table in appendix of program
review templates for example).
- List of support personnel in unit.
- Faculty development expenditures.
- Recruiting and admission policies.
- Samples of institution or program advertising.
|
History
and Mission
