Standard 1: Aspect A

Standard 1a: Evidence shows that, by the time of program completion, candidates exhibit knowledge, skills, and abilities of professional educators appropriate to their target credential or degree, including: Content, pedagogical, and/or professional knowledge relevant to the credential or degree sought

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Data Sources & Analysis:

Data Source 1:

LEE 213 Theory to Practice Inquiry

Perspective Captured from Data Source:
Instructor

Rationale for using Data Source:
LEE 213, Teaching the Language Arts K-12, is a course our candidates take during their first semester in the Reading/Literacy program. The course focuses on developing candidates’ knowledge about integrating the language arts, reading-writing connections, and using language arts in literature-based reading programs.

A key assignment in the course--and of the program as a whole--is a Theory to Practice Inquiry the candidates conduct. Students select a topic of inquiry driven by their professional experiences teaching language arts. 

The overall assignment is scored using a rubric. For the purposes of determining whether or not our candidates have the necessary content knowledge relevant to their degree, we chose to focus on the rubric dimension “Key Findings from the Literature,” which assesses their ability to synthesize research literature that is relevant to their inquiry.

Specific Elements of Data Source Using:

LEE 213 Theory to Practice Inquiry Rubric item

Definition of Success for Each Element:
As a program, our goal is for candidates to score at least at the Developing level, which equates to a score of 2, as this demonstrates that candidates exhibit at least general content knowledge of the research literature that is relevant to their inquiry.

Displays of Analyzed Data:

Link to Full Dataset:

• 2018-19 SOAP Data
• 2019-20 SOAP Data
• 2020-2021 SOAP Data

Interpretation of Data:
Data collected from the past three years indicates that program candidates have demonstrated a deep understanding of content knowledge related to selected inquiry topics. Over the three years of data analyzed, mean scores for the ‘Key Findings from Literature’ rubric component consistently exceeded the program goal of 2.0.

Data Source 2

LEE 244 Literature Review Rubric

Perspective Captured from Data Source:
Instructor

Rationale for using Data Source:
LEE 244, Research for Reading Professionals, focuses on developing candidates’ knowledge of past and current research in reading related to instructional issues, as well as their ability to apply that knowledge to the analysis and planning of curricula. The content and pedagogical knowledge they develop within the course is necessary for the role of reading specialist. 

Within the course, candidates construct a literature review, providing summaries of the research reviewed, including context, methods, and implications, as well as a synthesis comparing the various theoretical perspectives that were examined.

The rubric used to assess the literature review ensures that candidates demonstrate their knowledge in multiple key areas, including emergent literacy, comprehension, and supporting English Language Learners.

Specific Elements of Data Source Using:

LEE 244 Literature Review Rubric Item:

Definition of Success for Each Element:
When scored using the rubric, students receive a rating in this area of excellent (36-40), good (30-35), or satisfactory (29 and below) based on the ability to summarize and synthesize research studies.

As a program faculty, we have determined that a score of ≥ 34 is considered to have met the learning outcome. Our goal is for at least 75% of candidates to meet this learning outcome.

Displays of Analyzed Data:

Link to Full Dataset:

• 2018-19 SOAP Data
• 2019-20 SOAP Data
• 2020-2021 SOAP Data

Interpretation of Data:
Findings from 2019- 2021 demonstrate that, overall, program candidates scored well above the programmatic target of a 34 on this rubric component. This suggests that candidates leave the program with a solid foundation of content knowledge related to reading research.

However, important to note is that the rubric does not tease apart candidates’ knowledge of the particular focal content areas covered within the course. Still, the mean scores across the semesters suggests candidates have demonstrated a strong general knowledge of these broad literacy areas.

Data Source 3

Reading, Language, Literacy Specialist Credential Completer Survey

Perspective Captured from Data Source:
Completer

Rationale for using Data Source:
Beginning in Fall 2020, the RLLSC Program began administering a survey to candidates upon their completion of the program as a way to learn more about their perceptions of how well the program prepared them.

Using the RLLSC Completer Survey allows us to capture candidates’ perceptions of how well the program prepared them with content and pedagogy necessary to carry out their role as Reading Specialist.

Specific Elements of Data Source Using:

Definition of Success for Each Element:
Programmatically, our goal is for candidates to rate the program at a 4 or a 5 within each area.

Displays of Analyzed Data:

Link to Full Dataset:

RLLSC Program Completion Survey Data (Names Redacted)

Interpretation of Data:
Because the program only began administering the completion survey in Fall 2020, we only have one cycle of data to analyze. Of the 12 completers surveyed, all 12 provided responses for a response rate of 100%.

Overwhelmingly, the completers who responded indicated they strongly agreed that the program prepared them with knowledge of varied instructional approaches in the development of oral language, reading, and writing.

Next Steps: 
Looking at the data we analyzed for this aspect indicates that, overall, our program provides strong support for candidates to develop the requisite content and pedagogical knowledge to become reading specialists. However, through this process we realized that these assessment measures may need to be more nuanced to capture how candidates’ pedagogical and content knowledge is developed across the program and within specific courses.

Our program will examine the existing rubrics and develop revisions that better capture the content knowledge we aim to develop in our candidates. Specifically we will examine and revise the Theory to Practice Inquiry rubric and the Literature Review rubric. Our goal will be to pilot these revised rubrics in the 2021-2022 academic year. 

Aspect B →