Responsibility for maintaining and administering the assessment system is an integral part of the Teacher Education Program governance structure and School of Education administration. The uses of assessment data for program improvement are a structural component of the system, as is the public dissemination of the results of assessment. Assessment purposes, policies procedures, instruments, data management systems, review and reporting guidelines, and uses are detailed in a comprehensive, written document entitled, The Teacher Education Program Evaluation Manual.  The Teacher Education Program assessment system was approved for first-year implementation in fall 2002.

Assessment of the Program and Program Operations

The UNCP Teacher Education Evaluation Plan is the system for assessing the program and its operations for the purposes of improving all facets of the teacher education program and assuring that the program is flexible and responsive to the need for change.  The internal assessment system is designed to systematically and regularly evaluate 1) the conceptual framework for the teacher education program; 2) the governance of the teacher education program; 3) the budget and resources allotted to the teacher education program; 4) program curriculum, instruction, and evaluation; and 5) program administration.

Procedures

At the beginning of each academic year, the areas targeted for internal assessment in that cycle are brought to the Teacher Education Committee by the Teacher Education Evaluation Oversight Subcommittee.  When appropriate, the Dean of the School of Education designates additional TEC members to assist in the administration of the scheduled assessments.  Once the Evaluation Oversight Subcommittee has collected the data from the assessment procedure, the data is analyzed, interpreted, and summarized in a written report that is then submitted to the Teacher Education Committee for review.  The Evaluation Oversight Subcommittee also makes recommendations for improvement, further study, and/or modification of the assessment process itself in the written report.  The report is distributed to Teacher Education Committee members one month in advance of the scheduled review.

The Teacher Education Committee reviews and discusses the report and any recommendations from the oversight team.  If the Teacher Education Committee determines that a recommendation warrants further consideration, the Evaluation Oversight Subcommittee is asked to bring the recommendation back as a proposal to the next TEC meeting.  The proposal is approved or disapproved for implementation by the Teacher Education Committee.  All reports and related proposals are filed with the respective TEC minutes, filed in a master binder, and filed

electronically in the Teacher Education Program electronic archives.

Assessment of Teacher Candidates

The current UNCP Teacher Candidate Assessment System is the result of a major revision process that occurred between spring 2001 and spring 2002 in response to the NCATE 2000 standards, increased accountability pressures from the NC State Board of Education, and internally acknowledged need for focused reconceptualization. Teacher education administrators, program coordinators, and faculty participated in the development of the revised evaluation model. UNCP school partners also participated in the development process through representation on the UNCP Teacher Education Committee and through solicited review and feedback at key points in the process.  The revised Teacher Candidate Assessment System was approved for fall 2002 implementation by the Teacher Education Committee on May 7, 2002.  Teacher candidate assessment is described fully in the Teacher Education Program Evaluation Manual.

Teacher Candidate Assessment System Governance

The Teacher Education Committee approves or disapproves proposals to change or revise the Teacher Candidate Assessment System in whole or part. Procedures for revising the Teacher Candidate Assessment System and/or aligning the teacher candidate assessment system with the mandates of external agencies are described in Part II of the Teacher Education Program Evaluation Manual. The Teacher Education Committee Evaluation Oversight Subcommittee is primarily responsible for overseeing the Program and Program Operations Assessment System. The Dean of the School of Education or the Teacher Education Committee may charge the Evaluation Oversight Subcommittee with special tasks or responsibilities related to teacher candidate assessment as needed. 

Teacher Candidate Assessment System Administration

The Dean of the School of Education is responsible for overseeing the administration of the Teacher Candidate Assessment System. The Dean of the School of Education delegates assessment, administration, processing, and dissemination authority as he/she deems appropriate.  Most assessment system management is delegated to administrative units within the School of Education.

The specific assessment instruments and procedures described and presented in the Teacher Education Program Evaluation Manual are administered by various persons with delegated responsibility or position authority to do so.  The Office of  University-School Programs has major responsibility for administering teacher candidate assessments, including preparing the instruments for distribution, monitoring the collection of the completed instruments, recording data in candidate records, maintaining data profiles on teacher candidates, preparing reports and presentations of assessment data for distribution to the Dean of the School of Education, the Teacher Education Committee, and program coordinators.  The School of Education Licensure Office is responsible for monitoring candidate progress.  Some instruments are administered by program coordinators, designated course instructors, and university supervisors. The person(s) or office responsible for administering, processing, and disseminating teacher candidate assessment data is indicated on the "assessment administration" form presented in the  Teacher Education Program Evaluation Manual for every instrument and procedure employed in the teacher candidate assessment system. 

All persons responsible for handling student assessment data or who have access to student assessment data have read and signed the Family Educational Rights and Privacy Act form. As the transition is made to a fully electronic data management system in the School of Education, the electronic presentation of data will be guaranteed secure and to the greatest extent possible protected from unauthorized tampering or manipulation.  A description of the systems used to secure current assessment data are on file in the Office of the Registrar and the Office of University Computing and Information Services.  Technical specifications on the system(s) used to secure confidential electronic data are available upon request from UCIS. 

 Teacher Candidate Profile

A composite profile of each undergraduate teacher candidate is constructed and maintained by the Licensure Office. The profile includes entry level information about the candidate, program progression record, referral record, and a summary of the teacher candidate's performance on the multiple measures used to assess UNCP Teacher Education Program Standards I-VI.  Teacher Candidate Profiles are created for students enrolled in EDN 302.  Authority to enter or modify data in Teacher Candidate Profiles is limited to the Licensure Office and the data manager as authorized by the Dean of the School of Education.  Candidate profiles should be used by program coordinators and advisors to guide candidate progress through the program.

School Counseling Candidate Assessment

The UNCP School Counseling Program assessment system is connected to the UNCP Teacher Education assessment system.  The UNCP School Counseling candidate assessment system is an

integrated, comprehensive evaluation plan designed to monitor school counseling professional development.  The internal program and operations assessment is located under the umbrella of the Teacher Education Program.  The key features of the candidate assessment plan are summarized in the sections that follow.

 1)      Skill Demonstrations

Candidates must pass a series of skill demonstrations to remain eligible to continue in the program.  The skill demonstrations are connected to specific courses.   Candidates not successfully passing the skill demonstrations will not receive a passing grade in the course.  The table below depicts the courses and skills that are related to this component.

2)      Comprehensive Examination

Candidates must pass a comprehensive examination prior to enrolling in PCN 611. The examination is a 200 item multiple-choice test that evaluates candidates’ mastery of knowledge attained in the core courses.  Candidates must get 70% of the questions correct in order to pass the examination.  Candidates may attempt the written examination two times.  Candidates failing the second attempt are allowed to take an oral examination. The oral examination is conducted by a panel of departmental professors.  Candidates either pass the oral examination, fail the oral examination, or pass the oral examination contingent on performing remedial work such as retaking a course.  This system for the comprehensive examination was put in place Fall 2001 semester. 

3)      Professional Disclosure Statement

Candidates must present an informed, ethical, and integrated approach to counseling that is based on accepted professional counseling principles.  The Professional Disclosure Statement is a progressive work.  In PCN 500 Professional and Ethical Issues, candidates write their understanding of what constitutes ethical counseling practice.  In PCN 515 Theory and Techniques of Counseling, candidates write their personal approach to counseling based on their understanding of the research and professional literature in the field.  In PCN 610 Counseling Skills Laboratory, which is taken after core and specialty courses have been completed, candidates review their Professional Disclosure Statement and revise it so as to reflect their mature framework of the counseling field.  Candidates must successfully write each part of the Professional Disclosure Statement in order to pass PCN 500, PCN 515, and PCN 610.

 1)      Portfolio

Candidates are required to establish and maintain a portfolio that documents their competence in the counseling field. Candidates use a provided guide to present and submit their portfolios during the internship semester. Candidates defend their portfolios to a panel consisting of a peer, the University instructor, and an outside evaluator.  The outside evaluator is a practicing, licensed counselor.   Candidates are given written feedback on their oral performance.  Candidates have a period of time to address any noted weaknesses prior to submitting the final portfolio.  The portfolio is judged as being below standard, at standard, above standard, or excellent.  Candidates must be judged as “at standard” or better on every section of the portfolio in order to pass the portfolio requirement. Candidates must pass the portfolio in order to pass PCN 611 School Counseling Internship.