Standard 1: Content and Pedagogical Knowledge
The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career- readiness standards.
Candidate Knowledge, Skills, and Professional Dispositions
1.1 Candidates demonstrate an understanding of the ten InTASC standards at the appropriate progression level(s) in the following categories: the learner and learning; content; instructional practice; and professional responsibility.
Provider Responsibilities:
1.2 Providers ensure that candidates use research and evidence to develop an understanding of the teaching profession and use both to measure their P-12 students’ progress and their own professional practice.
1.3 Providers ensure that candidates apply content and pedagogical knowledge as reflected in outcome assessments in response to standards of Specialized Professional Associations (SPA), the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting bodies (e.g., National Association of Schools of Music – NASM).
1.4 Providers ensure that candidates demonstrate skills and commitment that afford all P-12 students access to rigorous college- and career-ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards).
1.5 Providers ensure that candidates model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice.
Standard 1 Narrative
The University of Alabama in Huntsville (UAH) has continued in its commitment and efforts to prepare effective educators with deep understanding of the critical concepts and principles of their discipline, as well as discipline-specific practices, since its 2012 NCATE visit. The aim is to prepare effective educators who, with a deep understanding of the critical concepts and principles of their discipline, implement discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards. The EPP seeks to prepare candidates who know their specialized content and pedagogical content knowledge and are able to effectively use these to create differentiated and meaningful learning opportunities for all students. This goal is assessed through multiple indicators and outcome measures as candidates progress through the educator preparation program.
1.1 UNDERSTANDING OF INTASC STANDARDS
The knowledge base for initial programs is based on a common body of research, experience, and knowledge about teaching and learning. This body of knowledge frames what beginning educators should know and be able to do. Candidates are prepared through a series of courses and experiences aligned with the candidate outcomes (1.1.C InTASC Standards and UAH Course Alignment). Candidate outcomes are derived from the standards adopted by the Alabama State Board of Education (ALSBE) and are correlated with the Interstate New Teacher Assessment and Support Consortium (InTASC) standards and CAEP standards. Individual programs are also accountable for standards adopted by applicable Specialized Professional Associations (SPAs). The SPA standards are typically reflected in the Alabama state indicators within the Continuous Improvement in Education Program (CIEP) required for program approval by the ALSBE.
The InTASC standards for which each candidate must demonstrate competency include the learner and learning, content, instructional practice, and professional responsibility. Multiple measures are used for candidates to demonstrate mastery of skills in relation to the inTASC standards, including Praxis II content exams, edTPA scores, program key assessments, performance tasks, and clinical experience data.
The EPP has adopted TK20, a learning outcomes assessment database and analytic system, to support gathering and use of key assessment data in a central repository. TK20, along with EPP-created spreadsheets and Google documents and folders, allows the EPP to assess the ten inTASC standards using multiple indicators. Further, edTPA rubric-level data and Praxis II content score data provide additional measures.
Candidates encounter content aligned to all inTASC standards as they progress through the educator preparation program in courses and field experiences (1.1.C InTASC Standards and Course Alignment). These include a focus on the learner and learning (inTASC standards 1, 2, and 3) in ED 301, Introduction to Education; ED 307, Multicultural Foundations of Education; ED 308, Educational Psychology; EDC 301, Teaching the Exceptional Child; and ED 309, Classroom Management. ED 308 provides learning opportunities focused on learner development, EDC 301 and ED 307 focus on learner differences, and EDC 311 and ED 309 focus on learning environments.
Content knowledge and application of content (inTASC standards 4 and 5) are the bedrock of the academic major or teaching field courses, along with subject-specific methods courses and internship. The EPP gathers and analyzes course grades, GPA review and Praxis II content exam scores to assess candidates’ content knowledge. To gain admission to the internship semester, candidates are required to earn a qualifying score on the appropriate Praxis II content exam, successfully complete all courses with a 2.75 minimum cumulative GPA and earn a 2.75 minimum teaching field/major GPA. Application of content is also evidenced by candidates in internship observations and edTPA tasks.
Instructional practice (inTASC standards 6, 7, and 8) are imbedded in learning and experiences in ED 315 or ED 410 (Assessment), EDC 311, Instructional Strategies (Planning for Instruction) and ED 307, Multicultural Foundations of Education and ED 309, Classroom Management (Instructional Design). In EDC 311, every candidate plans, implements and videos a standards-based lesson, followed by reflection and analysis.
Professional responsibility (inTASC standards 9 and 10) are introduced in ED 301, Introduction to Education, and reinforced repeatedly throughout the program. Specifically, ED 307, ED 309, EDC 301, EDC 311, and internship emphasize professional dispositions and ethical practices. Professional dispositions are assessed prior to program admission, and throughout the program by cooperating teachers, culminating with assessments in the internship semester. Candidates enrolled in ED 301, Introduction to Education, are introduced to the Alabama Code of Ethics and FERPA guidelines are a focus in ED 309, Classroom Management. All students are required to complete state-mandated training on “Addressing Disproportionality in Alabama Public Schools” which focuses primarily on special education. Students complete training in ED 301 (Introduction), ED 309 (Positive Behavior Supports) and EDC 311 (Makes Sense Strategies Training).
Candidates across the EPP programs demonstrate content knowledge, knowledge of learners and learning, knowledge of instructional practice, and professional knowledge and responsibility through a variety of mechanisms. One standard and established measure is Praxis II content exams. The Praxis tests include content knowledge, general pedagogical knowledge, and pedagogical content knowledge. Educational Testing Service (ETS) relies on the joint standards to support the validity of scores from the assessment for the purposes of licensure http://www.apa.org/science/programs/testing/standards.aspx.
All initial level licensure areas require candidates to earn a qualifying score on the appropriate PRAXIS II content exam(s) as a requirement for admission to internship (1.1.A Praxis II Scores).
Candidates also demonstrate their content knowledge and pedagogical knowledge through course grades and GPA in content courses and methods courses. Candidates must maintain at least a 2.75 cumulative GPA and 2.75 GPA in the teaching field to remain in the program; hence, completers’ grades are skewed and program exemplars illustrate good grades in methods courses. Across programs, candidates generally take content courses prior to admission to the educator preparation program; these grades tend to have more variance. Importantly, candidates must have at least a 2.75 GPA prior to admission and the admitted cohort must have at least a 3.0 cumulative GPA. UAH requires a consistency among courses taught with the same course prefix and number regardless of delivery method, lending support for reliability in course grades. Within programs, an individual course is often taught by the same instructor, supporting consistency in grading practices. Despite limited variance in candidate grades and required consistency in course delivery, EPP candidates, with high grades, also achieve high pass rates on content and methods proprietary exams which further supports the validity of course grades.
A key assessment utilized for all initial licensure candidates is in EDC 311. Candidates create and implement a standards-based lesson plan, videotape their instruction, and then compose a written reflection and analysis. Candidates receive instructive faculty comments on their videotaped lesson and lesson plan, along with two accompanying rubrics. Each candidate is scored on a lesson plan rubric and a demonstration lesson video and critique rubric. Data from these rubrics provide insight into candidates’ understanding and application of key elements such as planning, objectives, evaluation, differentiated instruction, student learning, and teaching strategies. For each of the 14 elements on the lesson plan rubric, candidates are scored either Advanced, Highly Proficient, Emerging, Basic or Satisfactory. For each of the 12 elements on the demonstration lesson video and critique rubric, candidates are scored on a points scale ranging from 0-6 points (aligned with unsatisfactory, emerging, proficient, or advanced performance) (1.1.G EDC 311 Demonstration Lesson Instructions-Fall 2018 and 1.1.H EDC 311 Demonstration Lesson Rubric-Fall 2018).
In fall 2018, the average score on the Lesson Plan Rubric for all initial candidates was 2.5, representing a score between emerging (2) and highly proficient (3). This suggests that, even in Block 1, candidates are demonstrating emerging competencies related to lesson planning, implementation and assessment, as well as reflecting and analyzing on their teaching. When reviewing data for individual elements, candidates received the most “Advanced” scores in Planning elements (63-69%) followed by the elements of Evaluation and Essential Questions (both 56%). The elements where candidates were most likely to earn an “Unsatisfactory” rating were Student Work Samples (44%) or Rationale and Theoretical Framework for Instruction (50%). Many candidates failed to submit the student work samples, thus leading to the high number of unsatisfactory ratings while many are still learning to articulate relevant theory and connect it to lesson planning and practice. When reviewing candidate data for the demonstration lesson video and critique rubric, candidates tend to score highest in elements of instruction, classroom environment, planning and preparation, and professional responsibilities. Once again, the element with the highest number of unsatisfactory ratings was “Teaching Decisions and Theory.” It is evident candidates are still novices in translating theory into practice and knowing how to use and interpret the theory as a justification or rationale for planning and instructional decisions. Over the past three semesters (cycles), the assignment and rubric has been continuously revised to better respond to expressed candidates’ needs and offer more detailed rubrics. Therefore, we are providing the data for Fall 2018 (along with the assignment instructions and rubric) as evidence of the most current aggregated data and analysis (1.1.F EDC 311-01 Lesson Demonstration and Critique Data Example (Fall 2018)).
Candidates are also assessed during the internship semester via classroom observations and edTPA submissions (which became consequential in Alabama in Fall 2018). edTPA is a 13-rubric (World Languages), 15-rubric (secondary education and P-12), or 18-rubric (elementary) content-specific performance assessment designed by SCALE and scored by Pearson. It aligns to all InTASC areas with multiple rubrics aligning to one or more standards (see 1.1. D SCALE alignment of edTPA to InTASC document). UAH piloted edTPA for all initial licensure candidates in Fall 2017-18. It is challenging to determine if pilot implementation scores provide an accurate representation of interns’ skills and abilities since edTPA was not consequential. In Fall 2018 and Spring 2019 (the first two semesters when edTPA was required for initial licensure recommendation), all 28 interns submitted and passed edTPA. An analysis of Fall 2018 rubric-level data revealed candidates’ areas of strongest performance were Rubric 4 - Identifying and Supporting Language Demands in Task 1 (Planning) and Rubric 12 - Providing Feedback to Guide Learning in Task 3 (Assessing Student Learning). The greatest opportunity for growth was evident in Rubric 10 - Analyzing Teacher Effectiveness in Task 2 (Instructing and Engaging Students in Learning) (1.1.B edTPA to InTASC Data Correlation and 1.1.D edTPA Crosswalk to InTASC).
The admission process for candidates to initial programs also assesses candidate dispositions. Candidates seeking admission to the educator preparation programs must submit an application, which includes dispositions ratings completed by faculty members and cooperating teachers. Each semester while enrolled in the program, candidate dispositions are assessed by cooperating teachers. Of particular note, data analysis of dispositions data across the last three semesters reveals at least 60% of candidates are ranked “Exceptional” in all ratings. Consistently, respect for all learners is the highest rated disposition, along with professional appearance. Interestingly, the “Initiative” disposition was rated lowest frequently. This might be informed by the fact the candidates are guests working alongside a certified teacher in his or her classroom (1.1.E Student Dispositions Scored by Cooperating Teachers in Field Experiences).
Summary of Evidence and Supporting Documentation
EVIDENCE 1.1.A Praxis II Scores
EVIDENCE 1.1.B edTPA to InTASC Data Correlation
EVIDENCE 1.1.C InTASC Standards and UAH Course Alignment
Supporting Documentation 1.1.D: edTPA Crosswalk to InTASC
EVIDENCE 1.1.E Student Dispositions Scored by Cooperating Teachers in Field Experiences
EVIDENCE 1.1.F EDC 311-01 Lesson Demonstration and Critique Data Example (Fall 2018)
Supporting Documentation: 1.1.G EDC 311 Demonstration Lesson Instructions-Fall 2018
Supporting Documentation: 1.1.H EDC 311 Demonstration Lesson Rubric-Fall 2018
1.2 USE OF RESEARCH AND EVIDENCE TO DEVELOP UNDERSTANDING AND MEASURE P-12 STUDENT PROGRESS
UAH candidates use research and evidence to develop an understanding of the teaching profession and use them to measure their P-12 students’ progress and their own professional practice. Depending on the situation, candidates may implement an intervention, revise a lesson plan, or consult with special educators concerning a needed accommodation. During clinical experiences candidates often encounter situations which require effective decision-making. Reflection helps them understand the effects of those decisions on both students and the learning process. Interns submit weekly written reflections to the university supervisor which create opportunities to reflect on professional practice and document P-12 students’ progress and learning (1.2.C Journal Reflection Spring 2019).
In addition, all initial level candidates are exposed to different types of research methodologies. Assessments include course assignments which require candidates to read research articles, use evidence to modify instruction, and/or examine school/classroom demographics. In the ED 307 course, candidates must be knowledgeable about and access research literature, critique research studies, and understand a variety of data collection methods. The collaborative group projects culminate in creation of research posters which are submitted and judged in the annual UAH College of Education Research Day.
While in the schools, initial level candidates collaborate with cooperating teachers to develop plans to improve student progress. As documented previously, candidates complete the edTPA during their first internship placement. Task 3 of the edTPA is designed to measure the P-12 students’ progress with the use of pre- and post-tests, along with other forms of assessment (1.2.A edTPA Task 3 Scores). Recognizing the importance of assessing, monitoring, and improving student progress, the faculty designed a project focused on impact on student learning which each intern implements in the second internship placement. The impact on student learning assessment project, piloted in the 2018-19 academic year, requires interns to administer a pretest or gather baseline data, implement a unit of instruction, and then gather more data from a post-test or unit assessment and analyze performance of their P-12 students in demonstrating mastery of the concepts and skills. Data analyses are completed by the initial level candidate to determine what could have been done to improve student learning. In all of these tasks, interns demonstrate an understanding of the teaching profession while using data to show their students’ progress and modify future lessons and instruction. The project was scored by the University Supervisor using a criterion-referenced rubric developed by the faculty (see 1.2.B Internship Impact on Student Learning Assessment).
Review of data from the initial implementation of the student learning assessment project in Fall 2018 revealed highest scores in two specific areas of the scoring rubric: Analysis of student performance and patterns of learning; Planning instructional next steps. Interns’ lowest scores were both related to lesson planning (Small group lesson plan and sample of assessment; Whole group lesson plan with pre- and post-assessment). These initial data suggest interns are proficient in interpreting and analyzing student work samples and planning next steps but are still experiencing challenges in planning for meaningful whole group and small group differentiated instruction with clearly aligned assessments.
SUMMARY OF EVIDENCE AND SUPPORTING DOCUMENTATION
EVIDENCE 1.2.A edTPA Task 3 Scores
EVIDENCE 1.2.B Internship Impact on Student Learning Assessment (Fall 2018 Pilot Data)
Supporting Documentation 1.2.C Journal Reflection Spring 2019
1.3 APPLICATION OF CONTENT AND PEDAGOGICAL KNOWLEDGE
UAH candidates apply content and pedagogical knowledge with outcome assessments aligned to Specialized Professional Associations (SPAs), the National Board for Professional Teaching Standards (NBPTS), state standards, and other accrediting bodies (e.g., National Association of Schools of Music. The music educator preparation programs, both choral and instrumental, are housed in the Department of Music, and are accredited by NASM. Upon achieving continuing approval for all educator preparation programs by the Alabama State Department of Education, the EPP plans to submit applications to NAEYC, NCTE, ILA, NCTM, NSTA, and NCSS for SPA approvals by Fall 2020.
Review and creation of key assessments completed as part of the state comprehensive program review known as CIEP (Continuous Improvement in Educator Preparation) revealed a common issue with rubric assessments that emerged across programs. This issue was the blending of multiple (sub)standards into a single rubric category or the need to explicitly align rubrics to standards and/or (sub)standards. For example, the secondary mathematics program noted the scoring rubric for key assessments included some, but not all sub-standards, required. Interestingly, across programs, CIEP feedback tended to address concerns related to scoring rubrics rather than assignments (1.3 CIEP and NASM Submissions)
The need to separate rubric items into multiple lines suggests the EPP was providing relevant activities—and candidates might be developing knowledge—but nuances of standards were not explicitly addressed and clearly assessed with each and every candidate. Programs are aligning relevant state standards (which are based on corresponding SPA standards) with key assessments and scoring rubrics, along with providing descriptive characteristics for varying performance levels on specific rubric criteria. This degree of transparency will be helpful in alerting candidates to what is important and strengthen program learning opportunities.
SUMMARY OF EVIDENCE AND SUPPORTING DOCUMENTATION
EVIDENCE: Alabama State Department of Education CIEP submissions and NASM approval
1.4 ACCESS FOR ALL P-12 STUDENTS TO COLLEGE- AND CAREER-READY STANDARDS
The importance of academic standards and teaching to academic standards underlies program coursework. Programs provide varied evidence that candidates demonstrate skills and commitment that afford all P-12 students access to rigorous college- and career-ready standards.
Professional education courses provide candidates with an initial exposure to the college- and career-ready standards. Initial licensure candidates are required to reference Alabama content standards for all lesson plan assignments in both coursework and clinical experiences (1.4.F UAH Standardized Lesson Plan Format and Rubric and 1.4.D Alabama Core Teaching Standards Crosswalk to UAH Courses). The state of Alabama has identified anchor standards for College- and Career-Readiness which are aligned with the Alabama Course of Study (ALCOS). Each anchor standard is provided in grade level progressions. All teacher education candidates plan instruction based on these standards, and a standardized lesson plan format is utilized across the educator preparation program. Courses are aligned with the Alabama Core Teaching Standards (1.4.D Alabama Core Teaching Standards Crosswalk to UAH Courses). Use of the EDUCATE Alabama standards (1.4.B EDUCATE Alabama Internship Forms and 1.4.C Internship Observation Forms) affords candidates the opportunity to align expectations with those used in the state’s P-12 school districts. As part of the internship, candidates are required to complete edTPA which has been aligned to College and Career-Ready Standards (1.4.E edTPA aligned to College and Career-Ready Standards and 1.4.A edTPA scores).
SUMMARY OF EVIDENCE AND SUPPORTING DOCUMENTATION
EVIDENCE 1.4.A edTPA scores (all rubrics)
EVIDENCE 1.4.B EDUCATE Alabama Internship Forms
EVIDENCE 1.4.C Internship Observation Forms
EVIDENCE 1.4.D Alabama Core Teaching Standards Crosswalk to UAH Courses
Supporting Documentation: 1.4.E edTPA aligned to College and Career-Ready Standards
Supporting Documentation 1.4.F UAH Standardized Lesson Plan Format and Rubric
1.5 MODEL AND APPLY TECHNOLOGY STANDARDS
UAH candidates model and apply technology standards as they design, implement, and assess learning experiences to engage students and improve learning, as well as enrich their professional practice. Technology use and application is a crosscutting theme incorporated through all educator preparation programs. Technology use aligns with CAEP standards, respective SPA standards, as well as ISTE and other national standards involving teaching pedagogy. Candidates are first introduced to technological standards and applicable teaching through modeling by EPP faculty. Faculty use a wide variety of technologies as part of their teaching processes, including Canvas, the university-wide learning management system, virtual manipulatives, classroom response systems, cell phone applications, web 2.0 tools, etc. Candidates and faculty have access to a wide variety of technology typically found in P-12 classrooms, including interactive whiteboards, document cameras, classroom response systems, and video capture systems. Lesson plans require candidates to model and integrate appropriate technologies with P-12 students. Candidates use the Canvas learning management system to design and revise major lesson assignments, preparing them to use similar online teaching systems in their future teaching. In fact, one of our major P-12 partner school districts (Madison County Schools) also utilizes Canvas. Candidates also receive explicit instruction in their methods classes and support labs on media literacy as well as educationally responsible uses of technology and social media.
Candidates all complete a field experience placement in Huntsville City Schools which implements a digital 1:1 initiative with Ipads for all students in grades K-2 and laptops for all students in grades 3-12. Field experiences are also completed in Madison City Schools and Madison County Schools, which both employ a Bring Your Own Device (BYOD) initiative. Candidates routinely use digital tools (e.g., blogs, video analysis, podcasts, virtual manipulatives,) in both methods classes and field experiences to support their ongoing development as teachers.
In the internship semester, data points specifically related to integration and use of technology are collected on the Educate Alabama assessment tool and the Internship Observation Tool. Within the EDUCATE Alabama tool, “Standard 3d” focuses on technology, and data gleaned from university supervisor evaluations across the last three semesters indicate interns are typically rated as proficient in all aspect of technology with scores ranging from a 3.4 to a 3.8 (3 indicates proficient and 4 indicates exceptional). Technology use is also reflected in the internship observation instrument. It was embedded in 2A (Pedagogy: Teaching) in the prior internship tool and is included in 1d (Demonstrating Knowledge of Resources) in the current internship tool based upon the Danielson Framework. These data also provide evidence that interns are proficient with technology with scores above 3 (1.5.A EDUCATE Alabama and 1.5.B Internship Observation Forms).
The TK20 web-based software platform provides a continuous vehicle for candidates technological development. Candidates utilize TK20 to submit their applications for admission to the program, as well as applications for admission to internship. It enables cooperating teachers to monitor and evaluate candidate performance in their respective classrooms and work with faculty and university supervisors on candidates’ assessments and observations through shared formative feedback and communication. Candidates in the initial teaching programs complete EDC 311, Instructional Strategies. They are required to utilize technology with video- and audio-recordings of their teaching. Candidates respond to reflective prompts, using the video with specific timestamps as evidence to support their written answers. Finally, all initial licensure candidates complete ED 350/520, Technology in the Classroom, which provides candidates with exposure to digital tools, Google docs, blogs, presentation tools. The course is aligned with the ISTE Standards for Educators (1.5.C UAH ED 350/520 Standards Alignment).
SUMMARY OF EVIDENCE AND SUPPORTING DOCUMENTATION
EVIDENCE: 1.5.A EDUCATE Alabama (Internship Form) Technology Indicators
EVIDENCE: 1.5.B Internship Observations Forms (Technology) Indicators
Supporting Documentation: 1.5.C UAH ED 350/520 Standards Alignment
Summary
The EPP demonstrates candidates develop a deep understanding of the critical concepts and principles of their discipline. Armed with this knowledge, candidates are able to positively impact the learning of their P-12 students and flexibly advance them toward attainment of college and career readiness. Initial level candidates exhibit competency in InTASC standards through scores on state content tests, and data provided from key assessments, performance tasks, and clinical experiences. In addition, edTPA scores show candidates are capable of conducting research during clinical experiences to improve student performance and develop a better understanding of the teaching profession. Initial level candidates determine the needs of their P-12 learners and construct lesson/unit plans based on college- and career-ready standards. Candidates are reflective practitioners researching solutions, implementing interventions, and collecting and evaluating data to determine the effectiveness of their instruction. Candidates are critical thinkers committed to students, technology, diversity, and the profession.
CAEP Standard A.1: Advanced Preparation Content and Pedagogical Knowledge
The provider ensures that candidates for professional specialties develop a deep understanding of the critical concepts and principles of their field of preparation and, by completion, are able to use professional specialty practices flexibly to advance the learning of P-12 students toward attainment of college- and career-readiness standards.
Candidate Knowledge, Skills and Professional Dispositions
A.1.1 Candidates for advanced preparation demonstrate their proficiencies to understand and apply knowledge and skills appropropriate to their professional field of specialization so that learning and development opportunities for all P-12 are enhanced through:
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Applications of data literacy;
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Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies;
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Employment of data analysis and evidence to develop supportive school environments;
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Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations and parents;
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Supporting appropriate applications of appropriate technology for their field of specialization; and
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Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization.
All candidates in the advanced licensure options at UAH enroll in the Master of Education (M.Ed.) degree program in Differentiated Instruction. This degree was approved by SACSCOC in Spring 2014, and the first candidates were admitted in Summer 2014. The first cohort of completers graduated in Fall 2015. The available concentrations include: collaborative (special education), elementary education, English Speakers of Other Languages (ESOL), reading specialist, secondary education (biology, chemistry, English language arts, history, mathematics, physics), and visual impairments. All candidates complete the same set of four core courses (12 semester credits) which includes: ED 530, Applied Multiculturalism, ED 535, Introduction to Applied Educational Research, ED 540 Advanced Educational Psychology, and ED 565, Introduction to Differentiated Instruction. Candidates then complete six course (18 semester credits) in the concentration of their choice. In the final semester of enrollment, each candidate enrolls in ED 690, Master’s Action Research Project (A1.1.A Advanced Programs Action Research Project Data, A1.1C Descriptions of Advanced CORE Courses, and A1.1.D Advanced Programs Action Research Project DESCRIPTION).
The advanced licensure program was created with the goal of equipping licensed educators to become reflective practitioners, critical thinkers, and teacher-researchers who are effectively able to differentiate instruction and learning experiences so all P-12 students learn and experience success in the classroom. This is demonstrated by the intentional design of the program with core courses focused on research methods, differentiated instruction, educational psychology and applied multiculturalism. As candidates progress through their selected specialization for advanced licensure, they evaluate data from the classroom and community, reflect on the effect of interventions and accommodations on student learning and make adjustments in pedagogical practice informed by that analysis. This process helps to build the critical thinking skills of candidates, add to their understanding, and ultimately demonstrate their proficiency and application of their specialization in ED 690, Master’s Action Research Project, which must be conducted in a classroom setting with P-12 learners (A1.1.E Advanced Knowledge Skills Dispositions Crosswalk per Concentration).
All advanced candidates have opportunities to understand apply principles of data literacy and understand and use research in their programs. In the core class, ED 535, Introduction to Applied Educational Research, candidates explore and develop understanding of different qualitative, quantitative and mixed methods research methodologies. They also complete a research proposal, which includes a literature review, theoretical framework, research questions, and proposed methodology. The application and use of data literacy and research is the core of the capstone course, ED 5690, Master’s Action Research Project. Data literacy, data analysis and use of evidence is also required in the concentration courses within the specializations as the entire degree is focused on transforming teacher practitioners into teacher-researchers and experts in their selected field of specialization. For example, ESOL candidates in EHL 505 complete an analysis of oral speech and analyze writing passages to mark linguistic and language patterns that would be of importance when teaching an English Learner. Similarly, collaborative candidates in EDC 645 administer and interpret five assessments to a student with autism and then write a comprehensive report summarizing and interpreting the assessment data and offering suggestions and implications for instructional practice and accommodations. Development of supportive school environments undergirds the readings, assignments and experiences in ED 530, Applied Multiculturalism, and ED 565, Introduction to Differentiated Instruction, as candidates analyze data and interpret evidence related to differentiating instruction to meet the needs of all student learners.
In an effort to cultivate and foster teacher leaders, the programs offer opportunities for candidates to lead and collaborate with peers, colleagues, teachers, administrators, parents, and community organizations. Candidates in the secondary education specialization all complete ED 580, Project-Based Learning, to support their knowledge and ability to utilize this approach to meet the needs of all learners as they facilitate and lead in the secondary setting. Reading specialist candidates are required to join a professional reading and/or literacy association or organization to actively engage with professional colleagues in their field. They also plan a professional development seminar specific to their specialization which would be appropriate to present to teaching colleagues or administrators. Candidates in the collaborative (special) education program organize and arrange a classroom for students with autism for a summer program. They work collaboratively with parents to better understand each student’s specific needs as well as the home setting. Candidates hone their skills while the students benefit from the summer enrichment program completed under the supervision of a faculty member.
Technology is a focus in the candidates’ selected concentration or specialization. Collaborative (special education) candidates explore the roles and functions of technology in EDC 625, Assistive Technology for Educating Individuals with Autism Spectrum Disorders. Both elementary and secondary education candidates complete ED 620, Using Technology to Reach Special Populations, to explore and apply uses of technology as a tool for differentiating instruction. All candidates utilize Canvas, the EPP’s learning management system, in courses. Additionally, they routine access library databases for research, use digital media such as Prezi or PowerPoint to create video presentations, and use other digital tools and technology to address the needs of English Language Learners, or Students with Disabilities. Teachers employed in the local area districts typically have technology available in their classrooms, including SmartBoards, document cameras, lecture capture, iPads or laptops, assistive technology, classroom response systems, and others.
All candidates in the program are licensed educators, yet professional dispositions, laws and policies, codes of ethics and professional standards are incorporated throughout the course content, experiences, and assignments. For example, in EHL 506, Critical Issues, advanced ESOL candidates explore professional policies and practice, as well as Federal, state and local legislation and policies. Candidates are expected to adhere to and demonstrate commitment to codes of ethics and professional practice in their classrooms, assignments, practica and internships as they work under the supervision of licensed specialists or faculty members. Additionally, UAH requires candidates to complete an ethics training module for approval by the Institutional Review Board as a student researcher.
Candidates in some of the specializations are required to complete a Praxis II content exam to be eligible for recommendation for certification for an Advanced (Class A) Alabama license. All reading specialist candidates take the Praxis II exam, Reading Specialist (Code 5301) and must earn a qualifying score of 164. Candidates in the collaborative (special) education option who do not hold an initial (Class B) license in collaborative (special) education must earn a qualifying score of 153 on Praxis II exam, Special Education: Core Knowledge and Applications (Code 5354). Finally, candidates in the ESOL option who do not hold an initial (Class B) license in ESOL must earn a qualifying score of 155 on Praxis II exam, English to Speakers of Other Languages (Code 5362) (A1.1.B Praxis Scores Table Advanced Programs).
SUMMARY OF EVIDENCE AND SUPPORTING DOCUMENTATION
EVIDENCE A1.1.A Advanced Programs Action Research Project Data
EVIDENCE A1.1.B Praxis Scores Table Advanced Programs
EVIDENCE A1.1.C Descriptions of Advanced CORE Courses
EVIDENCE A1.1.D Advanced Programs Action Research Project Description
EVIDENCE A1.1.E Advanced Knowledge Skills Dispositions Crosswalk per Concentration
A1.2 Providers ensure that advanced program completers have opportunities to learn and apply specialized content and discipline specific knowledge contained in approved state and/or national discipline-specific standards. These specialized standards include, but are not limited to, Specialized Professional Association (SPA) standards, individual state standards, standards of the National Board for Professional Teaching Standards (NBPTS), and standards of other accrediting bodies (e.g., CACREP).
The state of Alabama does not currently have advanced standards, and no advanced programs are approved by SPAs; therefore, the EPP has elected to crosswalk all advanced licensure programs with the National Board for Professional Teaching Standards (NBPTS) most closely aligned with each concentration (A1.2.A Advanced Licensure and NBPTS Crosswalk). Advanced candidates in the secondary education option also are required to successfully complete a minimum of nine graduate semester credits in the selected subject area to strengthen content- and discipline-specific knowledge. Similarly, advanced candidates in elementary education complete courses in differentiating literacy instruction as well as differentiating math and science instruction. Reading specialist advanced candidates must complete specific courses and assignments, such as Diagnosis and Assessment of Reading (ED 612) and Reading Research and Instruction (ED 605) while Visual Impairment candidates complete specific courses such as Introduction to Braille Literacy (EDC 654) and Introduction to Orientation and Mobility (ED 652). (Advanced Programs of Study)
SUMMARY OF EVIDENCE AND SUPPORTING DOCUMENTATION
EVIDENCE A1.2.A Advanced Licensure and NBPTS Crosswalk
Standards Pages:
