STANDARD 1: CANDIDATE KNOWLEDGE, SKILLS, AND DISPOSITIONS
Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards. |
The mission of the School of Education is to prepare future educators who will challenge a new generation of students to reach their highest potential, acquire a love for learning, and become productive citizens in a 21st century democracy. Through exemplary teaching, service, and scholarship, the unit is committed to preparing educators for a diverse community of learners. The goal is to prepare competent, collaborative, caring and reflective educators who are committed to excellence in their profession. Dalton State College (DSC) and the unit are committed to providing a curriculum that ensures teacher candidates know the subject matter they plan to teach and can explain important concepts and principles defined in state and national standards. Candidates’ content knowledge, along with skills and dispositions, are developed through the general education core curriculum, content coursework, professional and pedagogical coursework, and related field experiences culminating in the capstone clinical practice.
DSC is an open admission college, and prospective candidates are required to take the COMPASS, a placement exam given upon entrance and used for placement and advisement purposes. ECE, ECE with ESOL, and secondary education candidates enrolled in the core curriculum (General Education Program) are assessed in each academic program according to the institution’s General Education Statements of Learning Outcomes found in the Dalton State College Handbook of Assessment & Institutional Effectiveness, General Education Learning Outcomes.
Candidates seeking a baccalaureate degree in the initial teacher preparation programs and ESOL endorsement demonstrate acquisition of content knowledge, as described in DSC’s Core Curriculum found in the DSC catalog, website p. 154-155 and through specific professional education courses taken within the major. Transfer candidates from other institutions must meet the requirements of the University System Core Curriculum found on the Baccalaureate Program Sheet. Candidates seeking a baccalaureate degree will also be required to demonstrate content knowledge through core curriculum and professional education courses taken within the specific major.
Post-baccalaureate candidates, seeking initial certification, must hold at least a bachelor’s degree from an accredited college or university. Transcripts are checked for appropriate content knowledge for licensure in Georgia and to assure the success of candidates in the classroom. Post-baccalaureate candidates must complete 18 hours of prescribed courses or approved substitutions as noted on the Post-Baccalaureate Program Sheet.
Dalton State College Professional Teacher Education Programs: Initial Teacher Preparation Programs and ESOL Endorsement
In spring of 2007 Dalton State College’s early childhood education program and ESOL Endorsement program were approved as developmental teacher preparation programs. A developmental program is defined by the Georgia Professional Standards Commission as one that has received “an approval decision rendered by the Georgia Professional Standards Commission that indicates a professional education unit and/or preparation program is ready to begin to admit students, recommend them for certification, and prepare for an initial professional education unit/preparation program approval review. Developmental approval indicates that the professional education unit or preparation programs have presented convincing evidence that it has the potential to meet performance standards during a future on-site review.” While teacher preparation programs in Georgia are not required to belong to Special Professional Associations (SPAs), they are required to be approved by the state and national accrediting agency. Georgia Professional Standards Commission (GA PSC) is the state accrediting agency and National Council for Accreditation of Teacher Education (NCATE) is the national accrediting board.
Traditionally, candidates in the early childhood education program and early childhood education with ESOL endorsement program entered the professional teacher preparation program in the fall semester only in cohort groups and progressed throughout the professional program in those cohort groups. Beginning spring 2010, early childhood education candidates and early childhood education with ESOL endorsement candidates may also enter the professional program in spring semesters. These candidates will also progress throughout the professional program in cohort groups. This program improvement change was made in order to accommodate the growing numbers of teacher candidates as well as to help with retention of teacher candidates who may otherwise have had a year before entering the professional program. Candidates enrolled in the early childhood education program or early childhood education with ESOL endorsement program must successfully complete the requirements of each block before progressing to the next.
Dalton State College’s School of Education is seeking developmental approval for five secondary education programs in spring of 2010: biology, chemistry, English, history, and math. Candidates seeking initial teacher certification in the secondary programs will progress throughout the professional program in professional education semesters. Candidates enrolled in professional education semesters (secondary education programs) must successfully complete the requirements of each professional semester before progressing to the next.
ECE and ECE Post-Baccalaureate Professional Programs
ECE with ESOL Endorsement and ECE with ESOL Endorsement Post- Baccalaureate Professional Programs
Secondary Programs: Biology, Chemistry, English, History, and Math (beginning Fall 2010)
1a: Content Knowledge for Teacher Candidates |
1a.1. What content knowledge tests are used for the purpose of state licensure and/or program completion? If the state has a licensure test for content, what is the overall pass rate? What programs do not have 80% or above the pass rate?
The Georgia Professional Standards Commission established the Georgia Assessments for Certification of Educators (GACE) Content Assessment as the state licensure exam. Candidates in the early childhood education program and the early childhood education with ESOL endorsement program must pass the GACE Early Childhood Education Content Exam in order to obtain a teaching certificate. The GACE are criterion-referenced, objective-based assessments designed to measure a candidate's knowledge and skills in relation to an established standard.
Teacher candidates enrolled in the early childhood education program and the early childhood education with ESOL endorsement program at Dalton State College have performed exceptionally well on the GACE Early Childhood Content Assessment. All programs are well above the 80% pass rate requirement. The high pass rate is evidence of candidates’ content acquisition. Many graduates of the initial teacher preparation programs at Dalton State College elect to take middle grades and/or high school GACE Content exams immediately upon passing the early childhood GACE Content and also experience a high rate of success in these areas.
Candidates completing the secondary initial teacher preparation programs in biology, chemistry, English, history and math will be required to pass the GACE Content exam for their particular program for teacher certification. GACE Content Early Childhood exam pass rates are reported below for each program.
Pass Rates on Content Licensure Tests for Initial Teacher Preparation
Program |
Date |
Name of Licensure Test |
# of Test Takers |
% Passing State Licensure Test |
Early Childhood |
Spring 2009 |
GACE Content ECE |
85 |
99% |
Post-Baccalaureate Early Childhood |
Spring 2009 |
GACE Content ECE |
2 |
100% |
ECE with ESOL Endorsement |
Spring 2009 |
GACE Content ECE |
84 |
99% |
Post-Baccalaureate ECE with ESOL Endorsement |
Spring 2009 |
GACE Content ECE |
2 |
100% |
Secondary Math, Biology, Chemistry, English, and History |
Spring 2009 |
N/A for Developing Program |
0 |
------ |
Overall Pass Rate |
Spring 2009 |
|
0 |
99% |
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?
The unit uses data from three key assessments (TCOI, GPA, and GACE Basic Skills) to demonstrate that teacher candidates acquire content knowledge in professional, state, and institutional standards. Spring 2009 Block IV data on the Teacher Candidate Observation Instrument (TCOI), students’ grade point average and GACE Basic Skills Assessment indicate that teacher candidates in the initial teacher preparation programs at Dalton State College are able to successfully demonstrate the content knowledge delineated in professional, state, and institutional standards.
1a.3. What data from other key assessments indicate that candidates in advanced teacher preparation programs demonstrate the content knowledge delineated in professional, state, and institutional standards?
Not applicable for Dalton State College
1a.4.What do follow-up studies of graduates and employers indicate about the graduates’ preparation in the content area? If survey data are being reported, what was the response rate?
Data from Spring 2009 employer and graduate surveys indicate that teacher candidates in the initial teacher preparation programs as well as the ESOL endorsement program at Dalton State College are able to effectively demonstrate content knowledge in the classroom as evidenced by the data in the tables. Surveys results are inclusive of the early childhood program, post-baccalaureate programs, and the early childhood program with ESOL endorsement, and are not disaggregated by programs.
Employers list the following as some of the strengths of education graduates from this institution related to content knowledge:
Graduates made the following comments related to content knowledge on the surveys:
The response rate for the 2008-2009 Employer survey was 35%. Of the 43 surveys that were distributed at the state and local level, 15 were completed and returned. Plans to improve the response rate of employer surveys include a follow-up of the state survey with the resending of the survey on a local level to non-respondents after two-weeks and five weeks following the initial survey. Although response rate was somewhat low, employers of graduates from Dalton State College School of Education expressed a consistently higher level of satisfaction with graduates’ content knowledge than do employers statewide. Of the employers responding, 100% stated that they would encourage other teacher candidates to attend the teacher preparation program at Dalton State College.
The response rate for the graduate survey was 45.5%. Of the 33 surveys that were distributed, 15 were completed and returned. Plans to improve the response rate of graduate surveys include a follow-up of the state survey with the resending of the survey on a local level to non-respondents after two-weeks and five weeks following the initial survey. Graduates from Dalton State College expressed a significantly higher level of confidence in their preparation in content knowledge in their field than did graduates statewide. Of the graduates responding, 100% of Dalton State College graduates “strongly agreed” that they were able to demonstrate broad, current, and specialized knowledge in their field while 57.7% of the graduates statewide “strongly agreed that they were able to demonstrate broad, current, and specialized knowledge in their field.
1b: Pedagogical Content Knowledge 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? [Data for initial teacher preparation programs that have been nationally reviewed or reviewed through a similar state review do not have to be reported here. Summarize data here only for programs not already reviewed. A table summarizing these data could be attached at Prompt 1b.4 below.]
Data from the Teacher Candidate Observation Instrument (TCOI) and Assessment of Professional Behaviors and Dispositions (APBD) indicate that teacher candidates in Block IV in the early childhood initial teacher preparation program and early childhood education program with ESOL endorsement at Dalton State College demonstrate a high level of pedagogical content knowledge. Teacher candidates are also successful in applying their knowledge of instructional methods and strategies during clinical practice as evidenced by the data provided. Dalton State College supervisors evaluate teacher candidates in field placements and clinical practice using the Teacher Candidate Observation Instrument (TCOI). Site supervisors evaluate teacher candidates using the Assessment of Professional Behaviors and Dispositions (APBD). Although data have not yet been collected for teacher candidates in the secondary programs (biology, chemistry, English, history, and math) due to the developmental status of these programs, the same assessment instruments and process will be used in each of these programs.
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 for advanced teacher preparation programs that have been nationally reviewed or reviewed through a similar state review do not have to be reported here. Summarize data here only for programs not already reviewed. A table summarizing these data could be attached at Prompt 1b.4 below.]
Not applicable for Dalton State College
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? [If these survey data are included in a previously attached table, refer the reader to that attachment; otherwise, a table summarizing the results of follow-up studies related to pedagogical content knowledge and skills could be attached at Prompt 1b.4 below.]
Dalton State College annually gathers survey data from completers, graduates, and employers of first year teachers. Data from the employer survey, graduate survey, and completer Survey indicate that candidates in the early childhood education program, including the ESOL endorsement, at Dalton State College are successful in implementing pedagogical content knowledge and skills. Data indicate that 100% of responding employers either agree or strongly agree that teachers from the Dalton State College teacher preparation program are able to understand and use pedagogical knowledge that is appropriate for diverse learners. Surveys results are inclusive of the early childhood program, post-baccalaureate programs, and the early childhood program with ESOL endorsement, and are not disaggregated by programs.
Specific comments from employers related to teachers’ strengths in pedagogical content knowledge and skills include:
Graduate surveys, although 100% agree or strongly agree that they understand and use pedagogical knowledge that is appropriate for diverse learners, indicate the following areas for program improvement:
Response Rate for 2008-09 Completer Survey
In spring 2009, 87 Block IV teacher candidates in the DSC Early Childhood Teacher Education Program were asked to complete the Completer Survey at the end of their professional program. The response rate was 100%.
1c: Professional and Pedagogical Knowledge for Teacher Candidates |
1c.1. What data from key assessments indicate that candidates in initial teacher preparation programs demonstrate the professional and pedagogical knowledge and skills delineated in professional, state and institutional standards to facilitate learning?
Data from the Teacher Candidate Observation Instrument (TCOI) and the Assessment of Professional Behaviors and Dispositions (APBD) indicate that candidates in the early childhood education program and the early childhood education with ESOL endorsement program at Dalton State College are successful in demonstrating professional and pedagogical knowledge and skills. Data indicate that teacher candidates are able to apply their knowledge of instructional planning and delivery of instruction during field placements and clinical practice as evidenced by the data provided.
All elements of the Assessment of Professional Behaviors and Disposition Instrument (APBD) address teacher candidates’ professional behaviors and dispositions. Candidates, with few exceptions, meet or exceed the unit’s expectations for professional skills and dispositions on the APBD as determined by site teachers’ final evaluations at the end of each semester. If a candidate scores a rating of 1 (Below Expectations) on the APBD, that candidate is placed on a Professional Growth Plan for immediate intervention to remediate the area of concern.
1c.2. What data from key assessments indicate that candidates in initial teacher preparation programs consider the school, family, and community contexts and prior experiences of students; reflect on their own practice; know major schools of thought about schooling, teaching, and learning; and analyze educational research findings?
The Assessment of Professional Behaviors and Dispositions contains several elements that indicate teacher candidates in initial teacher preparation programs consider the school, family, and community contexts and prior experiences of students, as well as one element that indicates candidates reflect on their own practice. Site supervising teachers’ evaluations of teacher candidates in these areas are shown in the data provided.
Data from Teacher Candidate Observation Instrument indicate that candidates are able to adequately reflect upon own teaching and performance and apply major schools of thought regarding students’ intellectual, social, physical, and personal developmental needs.
In addition, supportive data from employers’ survey indicate that candidates know major schools of thought about schooling, teaching, and learning and can analyze educational research findings.
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?
Not applicable for Dalton State College
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 are being reported, what was the response rate?
Candidates in the initial teaching preparation programs at Dalton State College demonstrate their pedagogical and professional knowledge and skills in the classroom at an acceptable level as evidenced by data from the employer survey and graduate survey.
1d: Student Learning for Teacher Candidates |
1d.1 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? {Data for initial teacher preparation programs that have been nationally reviewed or reviewed through a similar state review do not have to be reported here. Summarize data here only for programs not already reviewed. A table summarizing these data could be attached at Prompt 1d.4 below.}
Data from the Teacher Candidate Observation Instrument and the DSC School of Education Teaching Unit indicate that candidates in the initial teacher preparation programs, including the ESOL endorsement, at Dalton State College adequately demonstrate their ability in assessing and analyzing student learning, making appropriate adjustments to instruction, monitoring student learning, and developing and implementing meaningful learning experiences to help all students learn. Data indicate that teacher candidates are able to apply their knowledge of assessment strategies, analyze learning, monitor and adjust instruction to meet student needs, and provide meaningful learning experiences during field placements and clinical practice as evidenced by the data provided.
1d.2. 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 decision about strategies for teaching and learning; and are aware of and utilize school and community resources that support student learning?
Not applicable for Dalton State College
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 been reported, what is the response rate?
Data from the employer and graduate surveys indicate that candidates in the initial teacher preparation programs, including the ESOL endorsement, at Dalton State College positively view their ability to help all students learn. Graduates, however, have identified that working with students needing special education services as a weakness for 21.4% of first year teachers responding to survey. This is an area for the unit to continue strengthening in the following years. Data indicate that teacher candidates hold high expectations because they believe that everyone can learn at high levels, and they plan and carry out instruction and programs based on knowledge of state and district performance standards, curriculum, students, learning environments and assessment data as evidenced by the survey data.
Employers’ ratings of first year teachers from Dalton State College in the areas of “holds high
expectations for all students” and “creates learning environments that focus on engaging all students
in learning” have increased significantly over the past two years.
1e: Knowledge and Skills for Other School Professionals |
1e.1.1 What are the pass rates of other school professionals on licensure tests by program and across all programs (i.e., overall pass rate)? Please complete Table 5 or upload your won table at Prompt 1e.4 below.
Not applicable for Dalton State College
If. Student Learning for Other School Professionals |
Not applicable for Dalton State College
1g. Professional Dispositions for All Candidates. |
1g.1.What professional dispositions are candidates expected to demonstrate by completion of programs?
Teacher candidates in initial teacher preparation programs and the ESOL endorsement at Dalton State College are expected to exhibit the unit’s 18 professional behaviors and dispositions listed below throughout their professional programs. To that end, site teachers assess teacher candidates twice during each field placement (mid-term and final) using the Assessment of Professional Behaviors and Dispositions evaluation. The Assessment of Professional Behaviors and Dispositions is one of the key assessments for the initial teacher preparation programs and ESOL endorsement. Candidates are assessed on each of the behaviors and dispositions with a rubric indicating whether the candidate “Does Not Meet Expectation” with a rating of 1, “Meets Expectation” with a rating of 3, or “Exceeds Expectation” with a rating of 5. Further, the unit decided that candidates receiving a rating of 1 will be placed on a Professional Growth Plan (PGP). The PGP is developed by the Director of Field Placement with input from the site teacher and the teacher candidate to address the particular need of the individual teacher candidate. The requirement(s) of the Professional Growth Plan must be met by the end of the following semester in order for the teacher candidate to continue to the next block unless otherwise specified by the Director of Field Placement. Candidates on Professional Growth Plans are assigned a faculty member as a mentor to assist with the remediation process. The professional behaviors and dispositions are aligned with the professional outcomes found in the conceptual framework for the School of Education.
Assessment of Professional Behaviors and Dispositions Instrument
The professional behaviors and dispositions that teacher candidates are expected to exhibit are found on the Assessment of Professional Behaviors and Dispositions instrument. This assessment instrument is used for all initial teacher preparation programs. The professional behaviors and dispositions are listed below.
1. Exhibits sound judgment and moral reasoning, especially in relating to the safe-guarding of students
2. Interacts appropriately and positively with others
3. Treats others with courtesy, respect, empathy, and open-mindedness
4. Displays the ability to work with diverse individuals
5. Displays maturity and independence by following appropriate protocol when seeking
solutions to problems
6. Accepts and uses constructive feedback
7. Demonstrates enthusiasm, confidence, and initiative
8. Demonstrates appropriate self-monitoring and control of emotions and behaviors
9. Demonstrates professional appearance and uses appropriate hygiene
10. Maintains confidentiality of records, correspondence and conversations
11. Prepares thoroughly and consistently
12. Exhibits a strict code of honesty related to tests and assignments
13. Demonstrates punctuality and good attendance
14. Demonstrates fair treatment for all students
15. Expresses self orally using standard English to communicate effectively with diverse audiences
16. Expresses self in written format using standard English in order to communicate effectively
with diverse audiences
17. Reflects upon own behavior, instruction, and student learning
18. Demonstrates belief that all students can learn
1g.2. How do candidates demonstrate that they are developing professional dispositions related to fairness and the belief that all students can learn? [A table summarizing these data could be attached at Prompt 1g.5 below.]
Teacher preparation programs at Dalton State College strongly support the professional dispositions of demonstrating fair treatment for all students and believing that all students can learn. These two dispositions are important elements of the unit’s Assessment of Professional Behaviors and Dispositions. Teacher candidates in all programs are assessed on these two dispositions each semester by their site supervising teachers. Data from the Assessment of Professional Behaviors and Dispositions reveal that candidates meet or exceed unit expectations in the demonstration of these dispositions in their classroom performance.
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? [A table summarizing these data could be attached at Prompt 1g.5 below.]
Data from the Assessment of Professional Behaviors and Dispositions indicate that site teachers view teacher candidates in all teacher preparation programs at Dalton State College as able to work effectively with students, families, colleagues, and communities
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? [If these survey data are included in a previously attached table, refer the reader to that attachment; otherwise, a table summarizing the results of follow-up studies related to professional dispositions could be attached at Prompt 1g.5 below.]
Data from the employee and graduate surveys indicate that candidates in the initial teacher preparation programs including the ESOL endorsement at Dalton State College appropriately demonstrate professional dispositions as evidenced by the data. Survey data show a significantly higher rating for Dalton State College graduates as compared to statewide ratings.