NCATE Standard 1 | Knowledge, Skills & Dispositions

1a. Content Knowledge for Teacher Candidates

1a. 1. What are the pass rates of teacher candidates in initial teacher preparation programs on state tests of content knowledge for each program and across all programs?

See Table 4: Pass Rates on Content Licensure Tests for Initial Teacher Preparation

1a. 2. What data from other key assessments indicate that candidates in initial teacher preparation programs demonstrate the content knowledge delineated in professional, state, and institutional standards?

NA- Programs are reviewed by the Georgia Professional Standards Commission.

1a. 3. (Programs Not Nationally Reviewed) What data from key assessments indicate that advanced teacher candidates demonstrate an in-depth knowledge of the content knowledge delineated in professional, state, and institutional standards?  

Understanding of standards based content knowledge is assessed in the traditional undergraduate programs (see program reports) through grades in content specific courses, through indicators specific to content knowledge on the teacher work sample and the internship evaluation and passing the GACE professional licensure examinations. Candidates in the Post Baccalaureate and MAT programs must pass appropriate GACE licensure exams and meet acceptable standards for gpa in their fields prior to admission in order to ensure content readiness.

Content readiness for Advanced level candidates is also verified through current certification in their field and/or transcript evaluation, and/or gpa and GRE scores. Additionally advanced level candidates must demonstrate acquisition of standards based knowledge and skill on key assessments in the following courses: EDUC 6001 Educational Research, EDUC 6101 Advanced Assessment, EDUC 6102 Instructional Leadership and EDUC 6103 Diversity and Differentiation. Candidates in initial programs must maintain a gpa of 2.75 or higher to remain in the program. Candidates in advanced level classes must maintain a gpa of 3.0 or higher to remain in the program. GPA’s are monitored by the SOE admissions officer.

Graduates of both initial and advanced level programs are have responded to surveys 97% (N=44) responded feeling “prepared or well prepared” in their content field as a result  of attending NGCSU teacher or leader preparation programs. In a survey of mentor teachers (N=15) the average rating of an NGSU teacher candidate on an item indicating level of content knowledge was 4.43 (5= excellent). On open ended surveys (“What contributed most greatly to your professional development?”) middle grades and P-12/6-12 education majors listed “content area classes” in rank 1 or 2 in two of the past three years.

See tables summarizing GACE content evaluation pass rates, grades, performance outcomes in graduate level classes and alumni and employer survey data.

1a. 4. What do follow-up studies of graduates and employers indicate about graduates' preparation in the content area?  If survey data are being reported, what was the response rate?

Data regarding content knowledge is derived through examination of grades in critical content courses and through analysis of pass rates on GACE professional licensure exams. NGCSU teacher candidates display high levels of success on these measures (see data tables).

Data derived from program completers, first year teachers, cooperating teachers, employers and principals indicated program strengths in supporting the development of classroom management skills, standards based lesson and unit planning, differentiation of instruction, utilization of technology, content knowledge, collaboration, ability to engage students, communication, overall preparedness and professional collaboration. All constituencies surveyed emphasized the contributions of extended amounts of field experience to effective professional development of candidates.

Though the data overall evidences the effectiveness of preparation of NGCSU teacher candidates, the following areas for improvement were identified through data analysis: Increasing attention to student misconduct prevention and intervention practices, encouragement of k-12 student development of critical thinking skills including understanding of differing perspectives, increased content and clinical experience with English Language Learners in all programs, increased content and experience in working with students with disabilities in Middle, p-12 and 6-12 programs, increased content and experience in utilization of assessments to inform instruction. The Leadership program outcomes indicated that candidates perceived the need for more experience in obtaining revenues, acquiring and maintaining equipment, and managing media relationships.

Information reported by candidates and other constituencies has been conflicted with regard to preparation in classroom management. Classroom management is consistently reported as both strength and a need. Open ended survey comments shed some light on this phenomenon suggesting that the needs for further development in the curriculum are related to disciplinary practices and models of instructional management that support differentiation.

1b. Pedagogical Content Knowledge and Skills for Teacher Candidates.

1b. 1. (Programs Not Nationally Reviewed) What data from key assessments indicate that candidates in initial teacher preparation programs demonstrate the pedagogical content knowledge and skills delineated in professional, state, and institutional standards?

Initial programs and the Leadership Ed. S. are reviewed by the Georgia Professional Standards Commission.  Program reports may be found in the exhibit room.

1b. 2. (Programs Not Nationally Reviewed) What data from key assessments indicate that advanced teacher candidates know and apply theories related to pedagogy and learning, are able to use a range of instructional strategies and technologies, and can explain the choices they make in their practice.

Data from advanced level programs indicates that candidates research, understand and apply theories related to pedagogy and learning, use a range of instructional strategies and practices, and reflect on their practices are available (see tables). In EDUC 6001 advanced level candidates identify an instructor approved area of research that applies to their classroom or school. Candidates conduct reviews of current research on the topic and design research studies based on current research and problem identification. Candidates in EDUC 6001 also conduct professional summaries and reviews of research articles as a prerequisite to the proposal design process. Candidates in EDUC 6101 also review research on effective forms of assessment and conduct a review of their school’s assessment system based on standards and research. Candidates apply research and pedagogy by making recommendations for school improvement of assessment practices based on standards, research, analysis and reflection. Candidates in EDUC 6102 complete similar research and analysis on curriculum in their classrooms and schools. In EDUC 6103 Candidates complete group cultural investigation projects and analyze implications for development of a unit of study. All of these projects are content and level specific and are aligned with the Accomplished level of the Georgia Framework (equivalent of NBPTS), the Metacognitive Model, and the relevant standards from national SPA organizations. See summaries of program data.

1b. 3. What do follow-up studies of graduates and employers indicate about graduates' preparation in pedagogical content knowledge and skills? If survey data have not already been reported, what was the response rate?

Data regarding content knowledge is derived through examination of grades in critical content courses and through analysis of pass rates on GACE professional licensure exams. NGCSU teacher candidates display high levels of success on these measures (see data tables).

Data derived from program completers, first year teachers, cooperating teachers, employers and principals indicated program strengths in supporting the development of classroom management skills, standards based lesson and unit planning, differentiation of instruction, utilization of technology, content knowledge, collaboration, ability to engage students, communication, overall preparedness and professional collaboration. All constituencies surveyed emphasized the contributions of extended amounts of field experience to effective professional development of candidates.

Though the data overall evidences the effectiveness of preparation of NGCSU teacher candidates, the following areas for improvement were identified through data analysis: Increasing attention to student misconduct prevention and intervention practices, encouragement of k-12 student development of critical thinking skills including understanding of differing perspectives, increased content and clinical experience with English Language Learners in all programs, increased content and experience in working with students with disabilities in Middle, p-12 and 6-12 programs, increased content and experience in utilization of assessments to inform instruction. The Leadership program outcomes indicated that candidates perceived the need for more experience in obtaining revenues, acquiring and maintaining equipment, and managing media relationships.

Information reported by candidates and other constituencies has been conflicted with regard to preparation in classroom management. Classroom management is consistently reported as both strength and a need. Open ended survey comments shed some light on this phenomenon suggesting that the needs for further development in the curriculum are related to disciplinary practices and models of instructional management that support differentiation.

1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates.

1c. 1.  What data from key assessments indicate that candidates in initial teacher preparation and advanced teacher preparation programs demonstrate the professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning?

All courses in NGCSU teacher preparation programs at all levels have at least one standards based assessment that is typically a field based performance project that has been collaboratively designed by faculty curriculum workgroups with input from P-12 partners as a common measure. Some of these common course assessments also may be key assessments utilized for accreditation documentation and/or selected as evidence for standards based professional portfolios. All assessments, course objectives and evaluation instruments are aligned with the Georgia Framework for teaching, the metacognitive model conceptual framework and relevant SPA standards. All teacher candidates in initial licensure programs complete a teacher work sample that includes evidence of pedagogical skills. All teacher candidates at the initial levels are evaluated on a standards based instrument upon completion of internship. Data from GACE II professional licensure exams indicate that all NGCSU teacher preparation programs exceed the 80% minimum expected pass rate. See undergraduate program data tables of key assessments.

Pedagogical skills at the advanced levels are evidenced through action research in classrooms conducted in EDUC 6001: Educational Research, EDUC 6101: Advanced Educational Assessment and EDUC 6102: Instructional Leadership, and EDUC 6103: Diversity and Differentiation. In addition to GACE content evaluations, teacher work samples, internship evaluations, employer and alumni data confirm the preparedness of NGCSU teacher and leader candidates. See graduate program data tables of key assessments.

1c. 2. What data from key assessments indicate that candidates in initial teacher preparation programs consider the school, family, and community contexts and the prior experiences of students; reflect on their own practice; know major schools of thought about schooling, teaching, and learning; and can analyze educational research findings?  If a licensure test is required in this area, how are candidates performing on it?

In initial teacher preparation programs evidence for the ability of teacher candidates to consider school/community contexts and prior experience of students is evident in the performance outcomes for identification of contextual factors for individuals, groups, the school and community required in the teacher work sample. Ninety three to 100% of candidates in all programs in 2011 met adequate or target levels of proficiency on the indicator for knowledge of community and school district factors Evidence supporting candidate ability to reflect is also available as a critical component of the teacher work sample. Ninety three to 100% of all candidates in 2011 partially or fully met criteria for reflective analyses on three reflective essays also required in the teacher work sample. Evidence for the knowledge of teacher candidates in schooling, teaching and learning can be found in GACE content evaluation pass rates. All teacher candidate programs have GACE content evaluation pass rates above the 80% minimum requirement. (See Chart for evidence)

1c. 3. What data from key assessments indicate that advanced teacher candidates reflect on their practice; engage in professional activities; have a thorough understanding of the school, family, and community contexts in which they work; collaborate with the professional community; are aware of current research and policies related to schooling, teaching, learning, and best practices; and can analyze educational research and policies and explain the implications for their own practice and the profession?

Data from key assessments including portfolio evaluations, action research in advanced assessment, research, curriculum, and diversity courses as well as several surveys of graduating seniors, alumni and employers indicates that NGCSU candidates display high levels of skill in reflective practice, understanding of students, and collaboration with families and communities. Outcomes from graduate core classes also demonstrate candidate ability to analyze research and policy in the context of their practice. On the whole, NGCSU candidates at the advanced level display strengths in review and analysis of literature and application to practice. Candidates display the greatest difficulties in the areas of work quality specifically as it relates to APA style. Relative weaknesses in differentiation and practices to support ELL learners were noted in 6-12 programs. See all program data tables.

1c. 4. What do follow-up studies of graduates and employers indicate about graduates' preparation related to professional and pedagogical knowledge and skills?  If survey data has not already been reported, what was the response rate?

Data from graduates and employers indicate high levels of satisfaction with NGCSU teacher and leader candidates. Data indicates high levels of satisfaction with candidate’s ability to plan and deliver standards based lessons and units, differentiate instruction and utilize technology effectively. Examination of NGCSU candidate outcome data suggests candidates may display relative weaknesses in ability to analyze and use multiple forms of data to guide instruction, work with ELL learners and manage classrooms. Superintendants and elementary school principals report higher levels of satisfaction with NGCSU candidates than middle and high school principals, possibly because candidates typically spend only one term in a school. Faculty in Middle grades and p-12/6-12 programs are currently meeting with public school partners to develop longer more intensive placements.

1d. Student Learning for Teacher Candidates.

1d. 1. (Programs Not Nationally Reviewed) What data from key assessments indicate that candidates in initial teacher preparation programs can assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and develop and implement meaningful learning experiences to help all students learn?

Initial Programs are reviewed by the Georgia Professional Standards Commission. Program reports may be found in the exhibit room.

1d. 2. (Programs Not Nationally Reviewed) What data from key assessments indicate that advanced teacher candidates demonstrate a thorough understanding of the major concepts and theories related to assessing student learning; regularly apply them in their practice; analyze student, classroom, and school performance data; make data-driven decisions about strategies for teaching and learning; and are aware of and utilize school and community resources that support student learning? 

Advanced level candidates must demonstrate acquisition of standards based knowledge and skill on key assessments in the following courses: EDUC 6001 Educational Research, EDUC 6101 Advanced Assessment, EDUC 6102 Instructional Leadership, and EDUC 6103 Diversity and Differentiation.

Candidates in EDUC 6001 Educational Research are required to review research and design an action research study in their field that can be conducted in their classroom or school. This requires selection and analysis of research, technical research skills, analysis of information and reflection on applications to personal professional practice. Candidates in EDUC 6103 complete a group cultural investigation project which requires analysis of international research and focus on applications/implications for ELL populations.  GACE content evaluations along with selected grades from content areas also comprise supportive evidence of teacher candidate understanding of major concepts, and schools of thought. The reflective analysis and application to personal practice that is foundational to the conceptual framework is required in the portfolio process, and the teacher work sample at the initial level and as a component of the action research projects and portfolio development at the advanced level.  See graduate program data tables of key assessments.

1d. 3. What do follow-up studies of graduates and employers indicate about graduates' ability to help all students learn? If survey data have not already been reported, what was the response rate?

Graduates of NGCSU teacher preparation programs display high levels of ability to help all students learn as measured by self reports, mentor teacher and supervisor evaluations, evidence of differentiation in planning and instruction, dispositional data, portfolio performance and employer surveys. See the survey summary chart. Data supporting the effectiveness of candidates to affect student learning are also evident by program analyses of teacher work samples in the exhibit room. See chart for evidence.

1e. Knowledge and Skills for Other School Professionals

1e.1. What are the pass rates of other school professionals on licensure tests by program and across all programs (i.e., overall pass rate)?

NA- The NGCSU Leadership Ed.S. Program is reviewed at the state level by the GAPSC.

1e.2. (Programs Not Nationally Reviewed) What data from other key assessments indicate that other school professionals demonstrate the knowledge and skills delineated in professional, state, and institutional standards?  

NA- The NGCSU Leadership Ed.S. Program is reviewed at the state level by the GAPSC. 

1e.3. What do follow-up studies of graduates and employers indicate about the knowledge and skills of other school professionals? If survey data are being reported, what was the response rate?

NA- The NGCSU Leadership Ed.S. Program is reviewed at the state level by the GAPSC.

1f. Student Learning for Other School Professionals

1f.1. (Programs Not Nationally Reviewed) What data from key assessments indicate that candidates can create positive environments for student learning, including building on the developmental levels of students; the diversity of students, families, and communities; and the policy contexts within which they work?

NA- The NGCSU Leadership Ed.S. Program is reviewed at the state level by the GAPSC.  

1f.2. What do follow-up studies of graduates and employers indicate about graduates' ability to create positive environments for student learning? If survey data have not already been reported, what was the response rate?

NA- The NGCSU Leadership Ed.S. Program is reviewed at the state level by the GAPSC.

1f.3. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to other school professionals' creation of positive environments for student learning may be attached here.

NA- The NGCSU Leadership Ed.S. Program is reviewed at the state level by the GAPSC.  

1g. Professional Dispositions for All Candidates

1g.1. What professional dispositions are candidates expected to demonstrate by completion of programs?

All candidate dispositions are considered to be associated with the leadership components of the Metacognitive Model conceptual framework. At the initial program levels the primary measure of dispositions is based on 30 behaviors derived from the Danielson framework that are categorized as indicators of Interpersonal Skills, Personal and Professional Responsibility or Social and Emotional Stability. (See initial program disposition form) The areas of greatest weakness for initial program completers have been in the area of timeliness of task completion. In response, faculty are working at PDC sites with mentor teachers and principals to identify authentic standards based tasks that are critical for teacher development and limit excessive administrative or ‘busy” work that is not directly tied to practice in the field. At the master’s level, dispositions are measured in term of ethical practice in conducting research and commitment to on-going professional development. Candidates at the masters levels display strengths in the area of analysis of research in the context of professional practice, but display relative weakness in construction of research in APA style. Faculty are working with the SOE liaison from the library technology center (Julie Houschknecht) for support in structuring and improving advanced level candidate performance in this area. Candidates in the Leadership Ed.S. Program receive feedback on dispositions associated with LLC and ILLC standards from their supervising principals and faculty members. Candidates in the Leadership program rate themselves on dispositions in pre and post tests.  (See Ed.S. Pre- and Post Dispositions Summary)

1g.2. How do candidates demonstrate that they are developing professional dispositions related to fairness and the belief that all students can learn?

Graduates of NGCSU teacher preparation programs display high levels of ability to help all students learn as measured by self reports, mentor teacher and supervisor evaluations, evidence of differentiation in planning and instruction, dispositional data, portfolio performance and employer surveys. See the survey summary chart.  Data supporting the effectiveness of candidates to affect student learning are also evident by program analyses of teacher work samples in the exhibit room. See chart for evidence.

1g.3. What data from key assessments indicate that candidates demonstrate the professional dispositions listed in 1.g.1 as they work with students, families, colleagues, and communities?

(See Chart for evidence)

1g.4. What do follow-up studies of graduates and employers indicate about graduates' demonstration of professional dispositions? If survey data have not already been reported, what was the response rate?

Graduates of NGCSU teacher preparation programs display high levels of ability to help all students learn as measured by self reports, mentor teacher and supervisor evaluations, evidence of differentiation in planning and instruction, dispositional data, portfolio performance and employer surveys. See the survey summary chart.  Data supporting the effectiveness of candidates to affect student learning are also evident by program analyses of teacher work samples in the exhibit room. See charts summarizing outcomes for evidence.

1. What does your unit do particularly well related to Standard 1? 

Preparation focused on practice that is developed in collaboration with P-12 partners. (See evidence of partnerships)

Strong application to clinical practice sustained by culture, standards based lesson and unit planning, effective and inclusive teaching strategies, depth of experiences that involves teacher candidates intensively in schools in terms of planning, instruction, working with parents, assessment and understanding and accepting specific challenges of particular schools, classrooms, and students or families. Evidence of candidate dispositions are beginning to be collected systematically in the three required introductory education courses and standardization of those placements with specific partners is occurring.  When this is effectively systematized with the help of a new field placement tracking software recently released from Livetext program coordinators, administrators and faculty will consider the requirement of satisfactory reports of basic dispositions as a possible additional requirement to teacher education programs.

2. What research related to Standard 1 is being conducted by the unit or its faculty?

Teacher education faculty are looking at the impact of decreased “seat time” and increased time in P-12 classrooms on clinical practice candidate performance. The evidence already supports the positive effects on pedagogical practice and development of professional skills in communication and collaboration and the roles of teacher candidates in problem solving and classroom and school base research. The question currently being explored by faculty is how to ensure sufficient mastery of both foundational and advanced theoretical constructs that will support the long term development of master teachers. Analysis and compacting of curriculum, development of on-line modules, and redesign of pre-education courses are all being discussed.