Learning Outcomes
Subject Matter Proficiency: Gain sufficient content knowledge across the disciplines of American history, world history, political science, psychology,
sociology, and geography to plan and implement standards-based, interdisciplinary units.
Sound Pedagogy: Gain sufficient pedagogical content knowledge to demonstrate competence in the theories and practices of sound pedagogy.
Show application of theories of human development and learning to plan, implement, and assess daily lessons and units of instruction.
Demonstrate ability to create a learning environment for all students, as evidenced by ability to plan and implement lessons
and unit of instruction by using a broad variety of strategies and assessments.
Annual Report
Learning Outcomes assessed this year
Subject Matter Proficiency: Gain sufficient content knowledge across the disciplines of American history, world history, political science, psychology,
sociology, and geography
Sound Pedagogical Theories and Practices: 90% at target (score of 90% or above) on the completion a Pathwise-based reflective electronic portfolio that gives evidence
of a variety of skills, including
Standards-based lesson and unit planning
Higher order thinking (synthesis and evaluation) through am embedded research-based rationale for social studies teaching
and artifact selection
Technology aptitude
Developing sense of professionalism through evidence of professional involvement
Ability to reflect and predict through the final portfolio self-analysis.
Assessment Methods and Procedures
Subject Matter Proficiency: comparable performance across all social studies content areas on PRAXIS II
Sound Pedagogical Theories and Practices: 90% at target (score of 90% or above) on the Reflective Electronic Portfolio.
Inferences from Assessments
Subject Matter Proficiency: Students continue to struggle with the PRAXIS II Content exam. The goal was to see comparable
performance across all content areas of PRAXIS II. Students are weakest in American and world history, followed by economics.
Across the board, they are performing slightly under the state average.
Spring 2006 Cohort, n=32
|
Grades
|
Behavioral
Sciences
|
U.S.
History
|
World
History
|
World Geography
|
Government Civics
|
Economics
|
|
A
|
5
|
2
|
2
|
5
|
5
|
1
|
|
B
|
7
|
7
|
7
|
12
|
4
|
9
|
|
C
|
7
|
2
|
2
|
1
|
9
|
7
|
|
D
|
8
|
4
|
4
|
13
|
8
|
11
|
|
F
|
5
|
17
|
17
|
1
|
6
|
4
|
|
Total
|
32
|
32
|
32
|
32
|
32
|
32
|
|
Equivalent of C or better
|
60%
|
34%
|
34%
|
56%
|
56%
|
53%
|
|
Sound Pedagogical Theories and Practices: Students are meeting expectations. Scores indicate strong ability to plan for all students, develop a sense of efficacy through
reflection, and plan for professional development.
Derived Data Fall 2005
| Target |
43 |
| Acceptable |
4 |
| Unacceptable |
0 |
Fall 2005 Total:
|
47
|
Derived Data Spring 2006
| Target |
23 |
| Acceptable |
3 |
| Unacceptable |
0 |
Fall 2005 Total:
|
26
|
Derived Data 2005-2006
| Target |
66 |
| Acceptable |
7 |
| Unacceptable |
0 |
Fall 2005 Total:
|
73
|
Actions Taken/Program Improvements
Subject Matter Proficiency: We knew early in the year (end of first semester) that our students were with the PRAXIS II content
exam. They were also planning very few lessons built around economics standards and science, technology, and society. We
formed a committee to review the content course requirements on the AYA Social Studies Check Sheet to address these and other
issues, and will be proposing these changes to Program Council this semester (see attached proposed new check sheet and memorandum).
Sound Pedagogical Theories and Practices: Student performance over academic year 2005-2006 on this indicator met performance expectations. Ninety percent of students
achieved target 66/73, and 7%, 7/73 were acceptable. No students scored lower than acceptable.
|
