The purpose of this assessment plan is to evaluate the ESL/Bilingual Endorsement program in order to ensure that ESL/Bilingual educators meet the licensure competencies of the Teacher Standards and Practices Commission (TSPC).
In the short term, we are gathering evidence from past participants to learn from them how well they feel they have been prepared.
In the long term, we plan to use the student self-assessment information mentioned above, along with the practicum, documents, and class evaluation mentioned below to find areas that need improvement.
Time-Line for Implementation
Assessment Plan
Student survey: The past participants will be given a self-scoring survey. The survey lists all of the competencies for the ESL/Bilingual Endorsement as outlined by the TSPC and the PSU program faculty. The participants will be asked to rate themselves on a scale of 1-to-5. Each level indicates a higher level of mastery of the competency. They will rate themselves upon entering the program and again after they have completed the program.
Capstone/Practicum: Each participant must either do a practicum or submit for a waiver of practicum through the portfolio workshop. A rubric has been developed outlining all of the competencies in the endorsement and the participants will be rated against this rubric. Those who need to take the practicum (teachers new to the field of ESL/Bilingual Education) will be observed and ranked by both a university practicum supervisor and a master teacher from the field (someone who works in the schools).
For those who choose to submit for a waiver of practicum (experienced ESL/Bilingual Educators), their portfolio will be reviewed by a panel of three university and field based reviewers. This panel is comprised of a representative from the Applied Linguistics department, the Graduate School of Education, and one retired ESL/Bilingual educator/program manager.
Course Evaluations: Students complete course evaluations at the end of each course. The results of these surveys are tallied and circulated to the teaching faculty and the program management staff. On a biannual basis, we will compile this evaluation and compare the results with the student exit surveys.
At each step in this process, if the data indicates that improvement in the academic program is required, the program staff and faculty will work directly with the program faculty to make the necessary changes.
PSU Portfolio Themes