An Impact on Students’ Learning
More than 96% of our candidates demonstrate a positive impact on student learning.
We analyze candidates’ ability to teach at the midpoint of their programs and again by the end of their programs. We observe our preservice teachers’ instructional approaches and the children’s ability to demonstrate learning related to the Georgia Performance Standards and/or the Common Core standards. Examination of the 2012 data at the unit level indicated more than 96% of our initial preparation candidates demonstrated they could positively affect student learning.
- Samples of preservice teachers’ lessons with analysis of students’ gains on pretest and posttest assignments.
- Portfolios of candidates’ units of instruction, including video-taped lessons, analysis of children’s learning, in-depth documentation of how assessment information led to individual support for struggling learners and the result of this support.
- Classroom observations by supervisors and cooperating teachers with written feedback on candidates’ ability to modify instruction to meet the needs of both high-ability learners, children with special learning needs, and English language learners.
(For detailed summaries of our candidates’ teaching abilities, see the data summary reports analyzed by our faculty committees.)
We are improving
Each year we collect data to answer questions related to expectations we have established for our programs (See our Conceptual Framework Learning Outcomes). Our learning outcomes specify what we expect our candidates to demonstrate by program completion. Faculty and representatives from our public school partners in the Metro Atlanta area analyze these data to identify program and unit strengths and areas of improvement (see committee data summary reports). Committees document the results of their analyses and identify action items for the following year. Our annual work on reform initiatives and on-going analyses of data result in a process of continual improvement. Annual unit assessment plans (2010, 2011, 2012 and 2013) document our yearly cycle.
In March 2013, Georgia State University prepared an institutional report describing our candidates’ knowledge, performance and dispositions, assessment system, approach to field experiences, attention to diversity, faculty performance and our unit’s organizing structure. An 11-member team of examiners from the National Council for the Accreditation of Teacher Education (NCATE) and the Georgia Professional Standards Commission reviewed our information, examined our data, visited our cooperating schools and spoke with teachers and administrators who partner with us. The NCATE Board report indicates Georgia State meets all standards for full accreditation.