Praxis prep courses (EDU 206, and 207), that prepares students to score higher in math and writing.
2016-2017: Across the seven TEPs that require PLT exams, 16 teacher candidates attempted and 13 passed at a rate of 81%. While the pass rate is higher than the national pass rate of 75%<, the number of attempts is very low as compared to average state and national attempt rates.
2017-2018: Across the seven TEPs that require PLT exams, 9 teacher candidates attempted and 4 passed at a rate of 44%. While the pass rate is lower than the national pass rate of 75%<, the number of attempts is very low as compared to average state and national attempt rates.
2018-2019: Across the seven TEPs that require PLT exams, 7 teacher candidates attempted and 0% passed. While the pass rate is significantly lower than the national pass rate of 75%<, the number of attempts is very low as compared to average state and national attempt rates.
Student candidates in undergrad P-12 programs (Music and PE/Health) may choose to take either PLT K-6, or PLT 7-12. Overall the student candidates within the EPP displayed pass rates lower than the national median from 2016-2019. In addition, student candidate attempts decreased every year since 2016. The EPP on both PLT exams performed lower than the state pass rate of 93% K-6, and 94% grades 7-12. The EPP has addressed low performing scores on the PLT, by providing students required study sessions throughout the semester, and pre-testing PLT materials.
This data is based upon 3 student teachers in the spring of 2019, 3 in the fall of 2019, and 4 in spring of 2020. The data shows the percentage of teachers in each semester that scored accomplishing or higher on the Candidate Assessment and Objectives (CAO). On the second chart the data displays that each program met the benchmark of ≥3. Each program represented within the TEP displayed consistent data, that is a reflection of the Field Coordinator’s communication of information and expectations during the “All Majors Meetings”. In the spring of 2020, the Teacher Candidate Clinical Evaluation (TCCE) was eliminated by the TEC, due to additional domains (Cultural Responsiveness and Technology) being added to the CAO. Furthermore, the additional domains provided a deeper analysis of our student teachers performance in the field.
The data shows that overall 80% of the students demonstrated accomplished or above in the category of planning and preparation. It reflects our strengths in designing coherent instruction and knowledge of content & pedagogy. The EPP addressed low performance in the area of assessment by increasing the amount of assessments created in EDU 303