FSEHD - Assessment Pathways

Classroom
Pathway for initial teacher certification at RIC – Assessments that improve completer readiness

The following tables provide an overview of the teacher preparation programs’ assessments in the Feinstein School of Education and Human Development (FSEHD) at Rhode Island College. Each assessment is linked to a description of the assessment and aggregated results of those assessments as available. Individual programs may have additional assessments at the course level to evaluate student proficiency in specific outcomes. Their intellectual and dispositional readiness are determined by the entry criteria and they grow in the programs curricula to meet their goals, with both theoretical, coursework exercises and practical application in the classroom with readiness for student teaching being measured by the Praxis examination.

Their intellectual and dispositional readiness are determined by the entry criteria and they grow in the programs curricula to meet their goals, with both theoretical, coursework exercises and practical application in the classroom with readiness for student teaching being measured by the Praxis examination. The “X”’s in the table cells denote assessment requirements for program entry, (Readiness for) Student Teaching or Internship (RSTI), (Readiness for Recommendation for) Licensure and program completion. Post-completion assessment is voluntary and provides valuable feedback.

Our teacher candidates (TCs) are observed multiple times, both in practicum and in their student teaching experiences and receive mentoring from their College Supervisor (CS) and Cooperating Teacher (CT). Upon program completion, FSEHD receives input about their program and the student teaching experience to identify areas for improvement. Finally, after they enter the teaching profession, the School obtains information from both our completers and their supervisors about their preparation and impact on students. That data is used for program improvement to improve completers’ effectiveness.

  • Reports on the perceptions of the stakeholders of Initial certification programs and learning activities.
  • Reports on the perceptions of the stakeholders of Advanced programs and learning activities.
Educator Preparation
Undergraduate Teacher Preparation Pathways
Assessment
(RIDE Standards)
​Program Entry: academic proficiencies Preparing to teach: (RSTI) Student Teaching: (RRL) ​Program Completion Post-Degree
​​SAT/ ACT/ CORE (Praxis I) (3) X
​​Credits earned (3) X
​​FSEHD course requirements (3)​ X
​​GPA (1, 3)​ ​X X ​X X
Program specific requirements and curriculum (1) ​X ​​X ​​X
Dispositions​ ​X X X
Community Service (2) ​​X
Field work, diversity (2) ​X  
​Practicum (selected RI-ICEE elements) (1)​ ​X
Teacher Candidate Mini Work Sample (TCMWS (1)) (or equivalent) X
Praxis II (1)​ ​X
Student survey of TC effectiveness X ​X
TCWS (1) X
Student teaching (RI-ICEE) (1)​ ​X
TC site Evaluation (2) X
CT Evaluation (2) X​
CS Evaluation (2) X
TC program evaluation at exit (4)​ X
RIDE Educator Effectiveness data (4) ​X
Employer surveys (4) ​X
Alumni surveys (4)​ ​​X

X= completed

Graduate Programs Pathways

PATHWAY

ENTRY

FORMATIVE

SUMMATIVE

POST-GRADUATE FEEDBACK

BA

X

 

 

 

GPA > 3.00

X

 

 

 

Standardized test scores (GRE/MAT)

X

 

 

 

Written communication rubric (professional goals essay)

X

 

 

 

Performance based evaluation

X

 

 

 

Dispositions (self, faculty, and field supervisor)

X

X

X

 

Practicum (including clinical hours consistent with certification requirements)

 

X

 

 

RI-ICEE or program specific supervisor evaluation

 

X

X

 

Mini TCWS or Training Portfolio

 

X

 

 

TCWS or Performance Portfolio project

 

 

X

 

Internship (including clinical hours consistent with certification requirements)

 

 

X

 

Professional Impact Project (or other impact on PK-12 student learning measure)

 

 

X

 

Employer surveys

 

 

 

X

Alumni survey

 

 

 

X

Advancement in the profession

 

 

 

X

X= completed