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Elementary Program Assessment

Faculty and staff in the elementary program of the School of Teacher Education and Leadership systematically review findings from multiple evaluation procedures and regularly make revisions to programs based on those reviews.

Data Based Decisions 2012-2013

We added ELED 4150, Assessment and Differentiation as a stand alone, 2 credit course. The content was previously integrated in discipline specific methods courses but, given the heightened level of accountability now, we added this course to most explicitly address that content

Data Based Decisions 2010-2011

In order to add a course on assessment and differentiation, we evaluated our program and decided that INST 4015 could be reduced from a 3-credit class to a 1-credit class. This decision was based upon an evaluation of how instructors included technology in their courses. The assessment and differentiation course will be offered for the first time in the Fall of 2012.

We also determined that the amount of practicum time during level 2 exceeded the time in level 3. Therefore, beginning in the fall of 2012, students in the elementary program will take level 2 for 4 credits instead of 6, and practicum time will be reduced accordingly.

Data-Based Decisions 2009-2010

Based on student feedback from exit surveys, the faculty determined that a course on assessment and differentiation should be developed. This course will be a 2-credit course that students take during level 2 of the program. It will be designed to help students understand principles of choosing or writing objectives for lesson planning, tying those objectives to assessments, and providing differentiated instruction based on students' performance/skill base.

In order to collect data from students' portfolio evaluations and to provide students with a highly portable portfolio, we adopted LiveText as the platform for portfolio development, submission, and evaluation. Students now have a professional product that is safely hosted in a password protected virtual space, but they can also provide guest passes to principals or hiring committees so that their portfolio can be used during their employment search.

Data-Based Decisions 2008-09

Enrollment numbers in the elementary education program (included in the Outcomes Data section) decreased in 2007-08.  In addition, superintendents throughout the state have noted difficulty in filling vacant teaching positions, primarily in the areas of early childhood, mathematics, and science. To address this state/national teacher shortage, faculty felt it was very important to increase the number of students admitted to the Elementary Education Program. In order to increase numbers, we have:


Created a concurrent enrollment course, TEAL 1010 that will be piloted at Logan High School in the fall of 2009. This course has a K-12 focus and is intended in part to interest high school youth in a career in teaching.
Created an alternately scheduled elementary education program that targets para-professionals currently working in public schools. The practicum components of their experience will be connected to their employment in school districts.
Working on ELED/SPED collaboration on classroom management issues based on student feedback. Pilot preparation program is being discussed with Logan City School District.


Data-Based Decisions 2007-08

Superintendents throughout the Utah requested the creation and implementation of a K-6 licensure option that teacher candidates could complete as a single major, rather than the dual major option that has always been required. The Utah State Office of Education endorsed this request. Hence, early childhood faculty in the Departments of Elementary Education and Family, Consumer and Human Development collaboratively created such a licensure. This licensure has served as a model throughout the state.

Students expressed a need for greater support to develop their professional teaching portfolios. The portfolio coordinator developed an online tutorial and templates for students to guide them as they complete this capstone project.


Data-Based Decisions 2006-07

Following a systematic review of findings from multiple evaluation procedures (formal and informal), it was discovered that teacher candidates felt ill prepared in their teaching assignments in the area of classroom management. For several years, classroom management had been taught in the context of ELED 3000, Foundations of Education. To better focus on both classroom management and foundations, two credits form the ELED 3000 course were split off to add ELED 3005 (1 credit) and ELED 4005 (credit). The changes in level are:

Level I--There is no change. The topic of classroom management is introduced at this level.

Level II--Students enroll in ELED 3005.  To address students concerns about content redundancy and excessive work load, the faculty met to better articulate the ELED 3005 and 3006 courses.

Level III--Students enroll in ELED 4005. Faculty decided to have all contact hours for this class met prior to students going out into the field so they would not need to return to campus from their practicum sites to attend class. 

Level IV--The student teaching seminars focus primarily on classroom management. Study modules are available for supervisors. 


Data-Based Decisions 2005-06

In the Elementary Education Program Level I:

Produced Fieldwork Guidebook with new focus on INTASC Standards and clear assignments for observation.
Based on course evaluation from students expressing concerns about workload relative to other 3-credit courses, exit evaluation information (especially student comments) indicating that knowledge of standards was not clear. Also follows on decision of faculty to replace strands with standards.
Replaced video viewing component of fieldwork with personal development component.
Based on class discussions and student synthesis essays that indicated the contribution of the video to deeper understanding of teaching was not occurring as originally planned. Based on discussions with Level I instructors and students about why there was nothing in the fieldwork for Level I focusing on Self when that is the stated focus on Level I.

In the Elementary Education Program Level II:

Based on anecdotal comments and performance assessments that suggest students experience a change in disposition relative to their understanding and acceptance of difference, we will be asking them to complete a pre- and post-survey to assess changes in disposition from the beginning to the end of the course.

In the Elementary Education Program Level III:

We are basing the Level III portfolio on the INTASC standards to be consistent with the Elementary Education department's change from strands to INTASC.
Based on students' comments about time available for teaching, to the extent that we are able, we have begun to place students in Level III classrooms alone, rather than with a partner.
Some students have expressed dissatisfaction with 3 hour blocks for coursework. For spring of 2007, two methods classes will meet twice a week for 1.5 hours and three classes will meet once a week for a 3 hour block.
Students are now required to complete an FBI background prior to Level III, which eases their transition into student teaching.
Under consideration:
Because the students often express feeling overloaded during Level III, we are considering moving the science methods course to the transition semester between Level II and Level III.