Element 1D: Professional and Pedagogical Knowledge and Skills for Teacher Candidates: Student Teaching
Candidates completing initial and advanced programs must demonstrate professional and pedagogical knowledge, show their ability to combine content knowledge and pedagogical knowledge, and to reflect and create learning experiences that facilitate learning for all students.  Professional and pedagogical knowledge and skills for candidates are addressed in five of the elements of the Conceptual Framework (see Exhibit S1-1):  reflection (demonstrating background knowledge and planning, instruction, and assessment of students); social justice (demonstrating knowledge of bias and inequities, developing culturally relevant curricula); inclusive communities (partnering with families, communities, and other professionals, nurturing communities of respect and honor, providing for the individual learning needs); wellness (understanding holistic learning and development); and creativity and the arts (encouraging exploration of culture through arts). 



Tests for Licensure
Candidates applying for a teaching certificate are required to achieve a passing score on either the elementary or secondary version of the Assessment of Teaching Skills – Written (ATS-W). Official pass rates for 2004-2005 on the ATS-W are offered in Table 1-1 with the "in-house" figures for 2005-2006 available as Exhibit S1-4.  Ninety-nine percent of candidates taking the test in 2004-2005 passed it, in line with the State average.  These figures are comparable to the 2005-2006 data.


Data Concerning Candidates' Broad Professional Knowledge and Skills
Student teaching provides candidates the opportunity to apply all their knowledge and skills toward student learning. Table 1-9 summarizes the benchmark rubric scores by transition point of candidates' professional knowledge and skills in both initial and advanced programs for 2005-2006.  Exhibit S1-7 provides similar data for 2004-2005.

Table 1-10: Elements of the Pathwise Rubric
1a	Demonstrates Knowledge of Subject Matter	3a	Communicating Clearly and Accurately
1b	Demonstrates Knowledge of Pedagogy	3b	Uses High Level, Open Ended Questions
1d	Selects Appropriate Instructional Goals	3c	Engaging Students in Learning
1f	Designs Coherent Instruction	3e	Provides Appropriate Feedback to Students
1g	Assesses Student Learning	3f	Demonstrates Flexibility and Responsiveness
2a	Creates and Atmosphere of Respect and Rapport	4a	Reflecting on Teaching
2b	Establishes High Expectations	4b	Reflects on Student Achievement
2d	Managing Student Behavior	4d	Accepts Constructive Feedback
		4e	Exhibits Professional Demeanor
		4g	Works Cooperatively with Other Professionals

These elements were related to the Conceptual Framework (Exhibit S1-20) and Standard 1. Exhibit S1-8 provides the aggregated data for all initial and advanced programs across the unit during 2005-2006 on the Pathwise rubric pertaining to professional knowledge.  The individual program data books provide more detailed data on specific elements of the Pathwise rubric.  The majority of teacher candidates meet or exceed the unit and program expectations.    However, faculty review of the data raised questions about the content validity of the rubric because of the preponderence of candidates being evaluated as "Distinguished."   This current semester, the Assessment Committee will work with the program faculty to refine the rubric as well as to support the collection of more systematic data from it. 

Six questions identified in the exit survey described in Standard 2 relate to professional and pedagogical content knowledge and skills for teacher candidates (see the summarized data in Exhibit S1-14). Table 1-6 offers some specifics about the candidates' highest and lowest responses on the survey, including items related to professional knowledge and skills.  Candidate respondents across the programs highly valued different approaches to teaching and learning because of their studies as well as the ability to collaborate with other professionals as a team.    From these data, an area of challenge for the programs would appear to be the support of candidates developing the professional skill to establish their voice in school decision-making. 

Data from the yearly alumni survey is offered in Exhibit S1-17.  The 2004 graduates rated an item concerning practicum, internship, and clinical/field experiences as an area for improvement, as was the opportunity for community service/volunteer work.  In 2005-2006, these areas were seen as strengths of the programs.  Candidates have ranked student teaching, the Adelphi Model program (described in Standard 3), and service learning opportunities as positive aspects of the unit's offerings over the past two semesters. The employer survey (see Table 1-7 above) included items involving professional knowledge by having them rate the graduates' demonstrated ability in instruction and assessment.  Of the 36 employers completing the survey, roughly 60% rated the unit's graduates as better than those hired from other education programs.


Notable Examples of Data-Informed Program Improvement
Taken together, these data suggest that the programs have been effective in providing professional knowledge and skills to graduates but that greater refinement of the evaluation tools, documentation, and collection of data are priorities for the unit faculty this academic year.