Accreditation - Teacher Education Unit Review
Michigan Technological University
Michigan State Board of Education/Michigan Department of Education
2004 INSTITUTIONAL REPORT
REPORT INDEX
Critical Accountability Factor I: Teacher Candidate Performance
Quality Indicator 1: The unit prepares teacher candidates who possess the content knowledge,
pedagogical skills, and dispositions for teaching and learning.
A | B | C | D | E
A. How are teacher candidates informed of what they are expected to know and be able to do to complete a major, minor, or additional endorsement?
Candidates attend a Freshman Orientation Meeting
held the week before classes begin. The education faculty discuss what
majors and minors are offered and handouts on the program are distributed.
Students
are encouraged to stop by the education office to talk with our Certification
Officer during their first year. Upon enrolling in their major department,
students meet with an adjunct faculty member and complete a degree audit
of courses to be taken. They meet with the Certification officer prior to
admission
to the program, and regularly discuss course options between the time of
admission and the beginning of student teaching. The “Early Block” courses
bring students into daily contact with department faculty. The faculty
members responsible for these three co-requisite courses regularly address
program
requirements.
B. What strategies are used to ensure that the
teacher candidate has knowledge of, and experience with the use of the following:
-
The Michigan Curriculum Framework including sections on Content Standards
and Benchmarks, Planning Guide, Teaching and Learning, Assessment,
and Professional Development.
- The following courses include the Michigan Curriculum Framework
in their required textbook list:
ED/SS4020 Methods
of Teaching Social Studies
ED/HU4140 Methods
of Teaching English
ED/HU4150 Literacy in
the Content Areas
ED4700 Foundations of
Instruction
ED4710 Methods of Teaching
Science and Mathematics
-
Courses require students to use the Michigan Curriculum Framework.
ED3100: Assignment
1 requires students to evaluate computer software and make recommendations
for integration in the curriculum. The recommendations should indicate
how the proposed uses of
technology fulfill content and Michigan Framework goals for
the subject area. Assignment
2 requires students to describe and evaluate their learning
in the course on the basis of the ELSMT seventh
(technology) standard.
ED/SS4020: The course
is organized throughout utilizing the Michigan Curriculum Framework.
MCF is the core of every lesson plan submitted for evaluation.
ED/HU4140: Students
must connect their unit and lesson plans to state standards.
They reference on their lesson plan the standards
they are using, and articulate how their assignment is an effective
approach to addressing appropriate content and goals. The
frameworks
are especially helpful in explaining the teacher process model--and
the critical step of assessing students at the outset of instruction
as well as the assessment of instructional outcomes.
ED/HU4150: The MCF
is a central text for this course. Two weeks of class time is spent
discussing the philosophy, standards, and assessment sections. Teacher
candidates prepare a comprehensive teaching unit that incorporates
literacy activities to address content standards. The unit
must be developed to directly achieve selected standards, and students
are required to design activities that place students in the active
roles required by the MCF. Candidates
also develop an assessment rubric for the unit that addresses
the extent to which students achieve the benchmarks.
ED4700: Students
develop and teach micro lessons (Lab 2, 3, 13 and 14). They
also develop a comprehensive subject specific unit of instruction and
teach a portion
of it. Both the labs and the unit of instruction should fulfill
content and Michigan Curriculum Framework goals.
ED4710: Written
Assignment 1 requires students to use the Framework as they
analyze specific content with respect to what students should have already
learned,
what should be taught, and the methods/context best suited
for that instruction. Written Assignments
3 and 4 require students to prepare unit and daily lesson plans
that fulfill both content and Michigan Curriculum
Framework goals. The lesson
plan form used
by all MTU student teachers includes space for referencing
relevant Michigan Curriculum Framework goals.
ED4740: Course objectives are based on ELSMT and assignments, including lesson plans, presentations, and instructional
modules are developed around and assessed based on their conformity with the Michigan Curriculum Framework.
ED4910: Student
teachers are encouraged to discuss their role in meeting specific
Michigan Curriculum Framework goals with both their cooperating teachers
and
University supervisors. This is formalized in three student
teacher meetings during the semester with University supervisors.
-
State recommended/developed tools and resources
- Tools
- MIClimb
Students in ED4700 and all the subject-matter specific methods
courses attend workshops at the CCISD on how to install and
use MIClimb. Students in these classes use MIClimb to discuss
the intent of curriculum
and to prepare lesson plan consistent with the Michigan Curriculum
Frameworks. (ED4700,
ED4710,
SS4020,
ED4740,
HU4140)
- Michigan School Report Card
Students in ED3210 use the Michigan School Report Card to compare and contrast schools in Michigan, as well as
to understand the complexity of funding and curriculum planning from both a state and local standpoint.
- Standard and Poor’s School Evaluation Services
Students in ED3210 use the Standard and Poor's Evaluations of Michigan Schools to compare and contrast
schools in Michigan.
- Resources
- Michigan Technology Implementation Projects (MTIP) Units
MTIP web site and related files provide information resources on statewide trends
in the integration of technology in instruction and research-based best practice models for use in ED3100.
- MIBig (science)
This web site and its related files are used by students
in the science/mathematics methods course (ED4710) as a
tool to assist in preparing daily lesson plans and in building
coherent unit plans that are consistent
with the Michigan Science Benchmarks.
- The Michigan Teaching and Learning Sample Activities Document
(math)
This document is used by students in the science/mathematics methods course (ED4710)
as a tool to assist in preparing daily lesson plans and
in building coherent unit plans that are consistent with the Michigan
Science
Benchmarks.
- New Directions Teaching Units (science)
This document is used by students in the science/mathematics
methods course (ED4710) as
a tool to assist in preparing daily lesson plans and in
building coherent unit plans that are
consistent with the Michigan Science
Benchmarks.
- MDE Website (English)
Students in the English methods course (ED/HU4140) use this website for lesson critique and planning.
Students also poll local teachers for teaching tips. Students critique existing online lesson plans using
state standards as criteria. They then revise their plans to meet benchmarks for different levels.
-
Entry-Level Standards for Michigan Teachers (ELSMT)
- Component of course syllabus
The ELSMT are incorporated into the syllabi (as ILOs) of the following education courses:
ED3210
ED/SS4020
ED/HU4140
ED4700
ED4710
ED4740
- Courses require students to use or discuss the Entry-Level Standards
ED3210 uses the
ELSMT as a handout and discussion on expectations for teachers certified
in Michigan.
In the Teacher Education Portfolio students
structure their documentation using the 7th standards as headings. Student
portfolios are assessed on how well they meet the ELSMT prior to application
for certification. Sample student portfolios are available on request.
The main student teaching evaluation documents, Student
Teaching Mid-Semester Evaluation and Grade Report and Student
Teaching Final Evaluation and Grade Report, completed by
both cooperating teacher and university supervisory personnel, is structured
around the ELSMT. These evaluations are discussed by the cooperating teacher
and the supervisor with the student teacher.
-
Traditional and authentic strategies for assessing student performance
Faculty, in the required education courses, model the best in assessment strategies as they measure student
progress so that students see how the various strategies are used in the context of education.
- Traditional Strategies
Written examinations are utilized in all Education courses.
Oral interviews are employed in ED3100. Oral interviews are also used before students are admitted to student teaching.
- Authentic Strategies
Each student in the education program must develop and maintain a portfolio.
Micro-teaching or mini-lessons are employed in ED4700, ED4710, and ED/HU4140.
ED4700 devotes one third of its curriculum to assessment from both the traditional and authentic standpoints.
The subject matter-specific methods courses build on this when students are required to construct assessment
instruments as a part of the unit and lesson plans they prepare.
ED4700
ED4710 Assignment 2
ED/SS4020
ED4710
ED/HU4140
Performance evaluation is utilized for ED4910, Student Teaching.
Student
Teaching Mid-Semester Evaluation and Grade Report
Student
Teaching Final Evaluation and Grade Report
-
Assessment data to guide instruction and professional development planning
Each student teacher is assessed, using snap-shot evaluations, a minimum of 3 times per semester by the
cooperating and 3 times by the university supervisor. Each of these evaluations is discussed with the student
teacher immediately after the evaluation takes place and goals are set for the next evaluation.
Each student teacher is also evaluated confidentially by the cooperating teacher at mid-term and at the end of the clinical.
These evaluations are used to obtain additional feedback from the cooperating teacher and to double check that the
cooperating teaching is providing consistent and honest feedback to the student teacher.
C. What assistance is provided to candidates who fail the MTTC subtests? Students are encouraged by the Certification Officer
to speak to their major department for help in subject areas they failed.
They are also urged to meet with other students who passed the MTTC subject
area tests. Study guides are provided for them on the National
Evaluation Systems website.
D. Describe how the Entry-Level Standards for
Michigan Teachers (and indicators of achievement) are used to design and assess
candidate pedagogy as demonstrated in field experiences. Provide a copy of
the assessment instruments used for student teachers. How are data used for
program improvement?
The mid-term and final evaluation forms used in
student teaching are constructed around the ELSMT. Both cooperating teacher
and the university supervisor complete these forms. Consistent shortcomings
are communicated orally by the supervisors to the faculty in the rest of
the program in regularly scheduled faculty meetings or informally during
discussions with supervisors about student teacher progress.
Student
Teaching Mid-Semester Evaluation and Grade Report
Student Teaching Final Evaluation
and Grade Report
The snapshot
evaluation forms used in student teaching are more focused on
what happens in individual lessons. Emphasis is primarily on ELSMT 2, 3,
and 4. Consistent shortcomings are communicated orally by the supervisors
to the
faculty in the rest of the program in regularly scheduled faculty meetings
or informally during discussions with supervisors about student teacher
progress.
Department faculty annually identify any areas
where student teacher performance is consistently unsatisfactory or inadequate.
The department chair encourages
faculty to determine how and in what courses the deficiencies should be
remedied. The Entry-Level Standards were used in the design of ED/HU4150,
ED3410, and
ED4910. Most recently, this resulted in substantial revision of the required
education courses (including revision of ED3110,
and additional credits in the form of a new course, ED4700,
Fundamentals of Instruction) to place greater emphasis on understanding
of standards and benchmarks, on assessment of learning, and on lesson planning.
E. What assistance is provided and support is
provided to candidates whose performance in field experience is substandard?
In the initial field experience, ED3410 (Clinical
Experience) and in the tutoring element of ED/HU4150 (Literacy in the Content
Areas), instructors are in close and regular contact with host teachers in
area schools. When student performance is inadequate, including inadequate
motivation or engagement in the classroom, or where attendance, punctuality,
or attitude are a problem, the instructor discusses the issue with the student.
In extreme cases, the student is encouraged to reconsider his or her major
and career plans.
In ED4910, Student Teaching, the supervisor meets
with the student, the cooperating teacher(s), and in some cases with the school
principal to identify the problem and to develop a plan for improvement and
student success. This intervention involves intensive effort on the part of
the supervisor. In serious cases, the Department Chair may also be involved
in discussions with school personnel and with the student. Support and assistance
may include extended discussion between supervisor and student teacher about
remedies for specific problems, practice sessions with faculty, or modification
of the student teaching assignment (different classes, different courses,
increased attention to student teacher observation of best practices before
taking full control of a class). In some cases, such as when student teachers
have difficulty in front of groups, sessions with trained university counselors
may be suggested.
REPORT INDEX
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