InTASC Standard 4 Narrative
|
InTASC Standard 4 |
|
|
|
Standard #4 Content Knowledge: The program requires understanding the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. THIS STANDARD IS ASSESSED IN SEPARATE CONTENT AREA REVIEWER REPORTS AND A FINAL DETERMINATION MADE BY THE CONTENT EXPERT. |
|
|
The state report process references that Standard 4 is addressed by content experts with each content report. Even though additional data are required for this standard, the EPP would like to share evidence related to content knowledge readiness from the perspective of cooperating teachers, student teachers, completers in their first year of teaching, and employers of the EPP's first-year teachers (InTASC Standard 4 Evidence 4.1).
InTASC Data Gathered from Multiple Assessments and Sources
Effectively Teaches Subject Matter (InTASC 4)
Faculty prepare teacher candidates to have the knowledge, skills, and dispositions to teach students. VCSU analyzes data for program improvement of teacher preparation from a variety of perspectives. The data below provide a sample assessment item and how the EPP views feedback from cooperating teachers, teacher candidates, completers, and employers. The data shared for each of the InTASC Standards is gathered from multiple assessments to gain insights from multiple perspectives.
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
|
Student Teaching Cooperating Teacher Ratings of Teacher Candidates Fall 2017-Spring 2020 4-Distinguished; 3-Proficient; 2-Emerging; 1-Underdeveloped (3.5, 2.5, and 1.5 ratings are permitted) |
Mean Score |
|
Effectively teaches subject matter (InTASC 4) N=495 |
3.39 |
|
Student Teaching Teacher Candidate Self-Assessment Ratings Fall 2018-Spring 2020 (same ratings as cooperating teachers) 4-Distinguished; 3-Proficient; 2-Emerging; 1-Underdeveloped (3.5, 2.5, and 1.5 ratings are permitted) |
Mean Score
|
|
Effectively teaches subject matter (InTASC 4) N=334 |
3.44 |
|
Teacher Candidate Exit Survey Ratings Fall 2011-Spring 2020 (Student teachers at time of graduation) To what extent do you agree or disagree that your teacher preparation program gave you the basic skills to do the following? 4-Agree; 3-Tend to Agree; 2-Tend to Disagree; 1-Disagree |
Mean Score
|
|
Effectively teaches subject matter (InTASC 4) - VCSU Candidates N=1055 |
3.66 |
|
Completer Survey Ratings Spring 2012-Spring 2020 (Alumni perceptions during first year of teaching) To what extent do you agree or disagree that your teacher preparation program prepared you to… 4-Agree; 3-Tend to Agree; 2-Tend to Disagree; 1-Disagree |
Mean Score
|
|
Effectively teach the subject matter in my licensure area (InTASC 4) - VCSU First Year Teachers N=437 |
3.70 |
|
Employer Survey Ratings Spring 2012-Spring 2020 (Principals ratings of VCSU first year teachers) To what extent do you agree or disagree that this first-year teacher does the following? 4-Agree; 3-Tend to Agree; 2-Tend to Disagree; 1-Disagree |
Mean Score
|
|
Effectively teach the subject matter in his/her licensure area (InTASC 4) - Employers of VCSU First Year Teachers N=317 |
3.77 |
Analysis: The data gathered from these various perspectives consistently indicate a belief that teacher candidates are well prepared to effectively teach subject matter. The mean scores for the teacher candidate ratings and the completer ratings indicate confidence. The cooperating teacher mean score ratings are well above the proficient level (3.00) and employer mean score rating of 3.77 is much closer to "Agree" than "Tend to Agree". The cooperating teacher and employer ratings provide meaningful feedback from external sources of VCSU teacher candidate and completer performances while teaching K-12 learners.
Action: Teacher candidates need to develop knowledge, skills, and dispositions. The alignment with the InTASC Standards helps to strengthen the validity of the EPP's assessment efforts. Gathering assessment data from multiple assessments and multiple sources serves to strengthen the reliability of EPP's assessment efforts as well as makes the data more meaningful to the stakeholders reviewing the data. The unit will continue to help teacher candidates develop their content knowledge as well as the skills and dispositions to effectively teach subject matter to learners.
