Unit Quality Indicators

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
Praxis I	Range of scores by test administration	Potential for impact on student learning	Strong and developing liberal arts background; Written communication	Standards 1 & 2
Praxis II	Range of scores by test administration	Potential for impact on student learning	Strong and developing liberal arts background; Strong and developing knowledge of the school culture; Professional and pedagogical knowledge, skills and dispositions; Systemic and developmentally appropriate practices; Written communication, parents and community, diversity, and purposeful reflection	Standards 1, 2, 3, 4 & 5
Minimum of 12 weeks in the field (MLED and ECED 15 weeks).	Formative Observation and Intervention: a minimum of four PATHWISE adapted observations in the field completed and conferenced by the campus-based supervisor or clinical practice instructor Exit Portfolio: Student-centered, long-term lesson plans; use of effective communication; student work samples; evaluation rubric; videotape of teaching; professional development plan; and performance feedback from the field.	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 and developing liberal arts background; Strong and developing knowledge of the school culture; Professional and pedagogical knowledge, skills and dispositions; Systemic and developmentally appropriate practices; Oral and written communication, technology, parents and community, diversity, leadership and purposeful reflection	Standards 1, 2, 3, 4 & 5
Exit Evaluations: Evaluation of Intern Experience, Exit Competency (rated by field-based supervisor, campus-based supervisor, candidate), School of Ed Advising Questionnaire	Ratings, self-ratings, questionnaires		Strong and developing liberal arts background; Strong and developing knowledge of the school culture; Professional and pedagogical knowledge, skills and dispositions; Systemic and developmentally appropriate practices; Oral and written communication, technology, diversity, and purposeful reflection	Standards 1, 2, 3, 4 & 5
Unit Peer Review	Candidate work samples indicated by program matrices; course evaluations completed by candidates	Candidates can demonstrate knowledge of the range in levels of learning found in the classroom, implementation of ideas for how to make a positive affect on learning, and can present student work samples exemplifying impact on student learning.	Strong and developing liberal arts background; Strong and developing knowledge of the school culture; Professional and pedagogical knowledge, skills and dispositions; Systemic and developmentally appropriate practices; Oral and written communication, technology, parents and community, diversity, leadership and purposeful reflection	Standards 1, 2, 3, 4 & 5
One Year Follow-up Survey	Perception of preparation	reflection on teaching and student learning	Strong and developing liberal arts background; Strong and developing knowledge of the school culture; Professional and pedagogical knowledge, skills and dispositions; Systemic and developmentally appropriate practices; Oral and written communication, technology, parents and community, diversity, leadership and purposeful reflection	Standards 1, 2, 3, 4 & 5
Induction Data: Pathwise, Praxis III, Standard License	% of Candidates completing; range of scores of those completing	State released benchmark data	Strong and developing knowledge of the school culture; Professional and pedagogical knowledge, skills and dispositions; Systemic and developmentally appropriate practices; Written communication, parents and community, diversity, leadership and purposeful reflection	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 Licensure Officer for review and verification. The results of the review and verification are 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. Portfolio will evaluate knowledge, performances and dispositions, and identify areas of strength and need to determine a professional development plan and promote optimal growth opportunities in induction period.