UAS

Summative Decision Point: Recommendation for Licensure in Initial Licensure Programs

Source of Performance Information & Benchmark Criteria	Type of Performance Information to Be Recorded	Intended Evidence for Affect on Student Learning	Link to Conceptual Framework Strands in Progress/Unifying Forces Emphasized	Link to Developing AR Standards for Licensure of Beginning Teachers
Completion of all courses in professional program meeting specified grade requirements; ECED requires grade of “C” or better in all course work; Major GPA of 2.50 for all programs.	Transcript; Application for licensure completed	Grades and GPA demonstrate content knowledge and the ability to relate it to students’ ideas, information, and previous learning	Strong Liberal Arts Background; Diversity, leadership, oral and written communication, technology, purposeful reflection, and parents and community Core Values 1, 2, 3, 4, 5	Standards 1 & 2
Cumulative GPA of 2.50	Transcript	Grades and GPA demonstrate content knowledge and the ability to relate it to students’ ideas, information, and previous learning	Strong Liberal Arts Background; Diversity, leadership, oral and written communication, technology, purposeful reflection, and parents and community Core Values 1, 2, 3, 4, 5	Standards 1 & 2
Praxis II Principles of Learning and Teaching Tests; ADE cut score or above	Institutional Score Report received from ETS on file in Director of Teacher Education Student Services	Score demonstrates knowledge of teaching methods and classroom performance; demonstrates understanding of the importance of all aspects of teaching and the principles underlying teaching and learning; demonstrates recognition of when and how to apply the principles of learning and teaching	Professional and Pedagogical Knowledge, Skills, and Dispositions; Systemic and Developmentally Appropriate Practices; Diversity, leadership, written communication, purposeful reflection, and parents and community Core Values 1, 2, 3, 4, 5	Standards 1, 2, 3, 4 & 5
Minimum of 12 weeks performance in the field; Exit Portfolio	4 performance observations & feedback from the field; evaluation rubric indicates minimally, and overall, “basic” performance; Exit Portfolio: Student-centered, long-term lesson plans; use of effective communication; use of technology as a learning tool; student work samples; videotape of teaching; professional development plan.	Knowledgeable of the range in levels of learning found in the classroom; can implement ideas for how to make a positive affect on learning; presents student work samples exemplifying impact on student learning.	Strong Liberal Arts Background; Professional and Pedagogical Knowledge, Skills, and Dispositions; Systemic and Developmentally Appropriate Practices; Diversity, leadership, oral and written communication, technology, purposeful reflection, and parents and community Core Values 1, 2, 3, 4, 5	Standards 1, 2, 3, 4 & 5
Exit Conference	Extended open-ended questions; review and summary of Exit Portfolio emphasizing the Candidate’s performance in the field, and reflection on lessons taught and impact on student learning; evidence of professional development; and use of oral and written communication; recommendation for licensure or not.	Knowledgeable of the range in levels of learning found in the classroom; can implement ideas for how to make a positive affect on learning; presents student work samples exemplifying impact on student learning.	Professional and Pedagogical Knowledge, Skills, and Dispositions; Systemic and Developmentally Appropriate Practices; Diversity, leadership, oral and written communication, technology, purposeful reflection, and parents and community Core Values 1, 2, 3, 4, 5	Standards 1, 2, 3, 4 & 5
Exit Evaluation: Evaluation of exiting standards for performance by campus-based supervisor (or CPI), field-based supervisor, and self; Evaluation of Experience and reactions to internship completed by the intern.	Ratings, self-ratings, questionnaires	Perception of ability to impact student learning	Professional and Pedagogical Knowledge, Skills, and Dispositions; Systemic and Developmentally Appropriate Practices; Diversity, leadership, oral and written communication, technology, purposeful reflection, and parents and community Core Values 1, 2, 3, 4, 5	Standards 1, 2, 3, 4 & 5

Assessment of Evidence and Use of Results:

An application for licensure, complete with current transcript(s) and appropriate documentation, is presented to the Unit Certification Officer for review and verification. The results of the review and verification are recorded in the database and forwarded to the Arkansas Department of Education for issuance of an initial teaching license. Test scores, GPAs, and specified grades are entered into the database to provide report card information; monitor % passing exam; provide feedback to Unit, Arts & Sciences, and P-12; evaluate Unit requirements and make appropriate changes; evaluate impact on minority enrollment and implement strategies; and monitor enrollment.