The latest version of the Centre College Continuous Assessment Process, adopted in March of 1998, will be applied to all students seeking admission to the Education Program after January 1, 1998. As the process is implemented, some modifications may be required, but students will be informed of any changes.

This continuous assessment process is based on Kentucky's Teacher Standards as well as on the Education Program's Framework. It is a step-by-step process for students entering Centre's Education Program and progressing to be certified teachers. There are five phases to the process, and a student must successfully meet all the criteria for one phase before continuing
to the next phase. Students receive written comments on their portfolios at phases 2, 3, and 4. A student must average at least 2.5 on each of the portfolio categories in Phase 3 to be eligible to be admitted to student teaching.

THE CENTRE COLLEGE CONTINUOUS ASSESSMENT PROCESS

I. PHASE 1

A. This is the introductory phase where we want to ensure that students have some basic experiences, knowledge, and skills and are willing to make an initial commitment to teaching. It is expected that the students will have knowledge of the framework at this point, but there is no expectation that any of the components will have to be fully mastered in this phase.

B. The requirements for this phase include:

1. Successful completion or concurrent enrollment in at least one of the introductory courses (either EDU 227 or EDU 228) and learning the framework.

2. Successful completion or concurrent enrollment in the educational technology course (EDU 226).

3. Completion of field experiences in the schools and written reflection on these experiences.

4. A GPA of at least 2.50, 21 ACT, recommendations from three faculty members, and review by the Dean of Students and by the Associate Dean.

C. Assessment at this phase will consist of an interview with the Teacher Education Committee, which will decide whether or not to admit a student to the Education Program based on:

1. The recommendations submitted by faculty members.
2. At least a 2.50 GPA and 21 ACT score.
3. The student's insights and written reflections on students and field experiences.
4. Adequate verbal and written communication skills.
5. Adequate computer skills.
6. The student's potential as a teacher.
7. The student's performance in the introductory course(s) and knowledge of the framework and code of ethics.

A. The emphasis at this stage is on planning. Near the end of the fall term of the junior year the teacher development portfolio of each student will be examined by at least two members of the education faculty. The portfolio will be examined for lesson plans, videotapes of teaching and and other components of Domain 1. It is expected that students will have achieved mastery for Domain 1 as well as for many of the components of Domain 3. While students will complete extensive field experiences including at least the teaching of one lesson, some demonstrations of teaching skills at this phase may take place in the college classroom with peers.

B. While all components of the framework will be examined and the progress of each student determined and communicated to the student, the areas stressed will be tasks related to Domain 1 and, to a slightly lesser extent, Domain 3. The requirements for this phase include:

1. Each student will spend time in the schools observing, participating, teaching, and reflecting.
2. Each student will begin a teacher development portfolio and include such items as lesson and unit plans, teaching, reflections, and case studies.
3. Teaching and videotaping at least one lesson of approximately thirty minutes in the schools.
4. The student will prepare a self-assessment of the components of the framework.

C. Assessment at this phase will be performed by two members of the education faculty. The decision to permit a student to proceed to the next phase will be based on:

1. The student's self-assessment on the components of the framework.
2. The lesson and unit plans prepared by the student.
3. A videotaped lesson of the student's teaching.
4. Case studies.
5. The results of on-demand tasks given in classes.
6. Other items in the teacher development portfolio.
7. Field experience reflections and reports from teachers and professors.
8. Course grades.

III. PHASE 3

B. The requirements for this phase include:

1. Spending a significant amount of time in the schools and teaching lessons there.
2. Completing additional planning, papers, case studies, and on-demand tasks.
3. Submitting a videotaped lesson of a classroom teaching episode to the subcommittee.
4. Presenting their teacher development portfolios and interacting with the faculty members.
5. Approval from the major program.
6. Field experience reflections and reports from teachers and professors.
7. A GPA of at least 2.50 overall, in the major, and in education classes.
8. Preparing a self-assessment of the components of the framework.

C. Assessment at this phase will primarily consist of an interview and the portfolio. While it is expected that students will not have had a great many opportunities to demonstrate the components of Domain 4, all the domains will be assessed again and the subcommittee will decide if a student is ready for student teaching and Phase 4 based on:

1. The teacher development portfolio with videotapes, lesson plans, case studies, and on-demand tasks.
2. The student's self-assessment of the components of the framework
3. Approval from the major program committee and a 2.50 GPA in the major, in education courses, and overall.
4. Field experience reflections and reports from teachers and professors.
5. A successful interview with the subcommittee.

IV. PHASE 4

B. The requirements for this phase include:

1. At least six observations. Observations will be conducted by the Centre supervisor(s) with an additional observation by another Centre faculty member, preferably from the secondary student's academic area.
2. Successful participation in the student teaching seminar including tasks and assignments that involve Domain 4 as well as other domains.
3. Submitting evidence of professionalism. Examples might include participation in LIFT, KEA, or attendance at professional meetings or conferences.
4. Presenting a teacher development portfolio demonstrating the achievement of competency in all four domains.
5. Preparing a self-assessment of the components of the framework.

C. Assessment at this phase will be completed primarily by the college supervisor and the supervising teacher and based on:

1. Success in student teaching.
2. An overall judgment of the lessons observed in the schools, and the successful completion of the items in the student teaching evaluation form (which will be based on the framework as well as the New Teacher Standards).
3. A completed teacher development portfolio.
4. The student's self-assessment of the components of the framework.
5. Whether in the judgment of the supervising teacher and the college supervisor, all four domains of the framework have been passed. Should there be a disagreement, a second teacher education faculty member will be involved.

V. PHASE 5

1. Their success in the Kentucky Teacher Internship Program (KTIP).
2. Their reports on their participation and accomplishments in their first years of teaching.
3. Assessments from their principals.

B. The overall success of the Education Program will be evaluated very similarly to the continuous assessment described above. The following information will be gathered:

1. The students' portfolios and case studies.
2. The students' performance involving on-demand tasks.
3. The students' performance before the Teacher Education Committee and other groups of teachers.
4. Feedback from the student members of the Education Program.
5. The students' performance in their student teaching.
6. An exit-evaluation dealing with all aspects of the Education Program administered to students upon completion of their student teaching.
7. The students' scores on the PRAXIS exams.
8. The students' performance during their internship year (if teaching in Kentucky).
9. The evaluation of supervising teachers and KTIP principals.
10. The evaluation of the Education Program by the students near the end of their second year of teaching.

C. The results from these data will be examined annually in order to determine if changes are necessary. For example, if assessment is determined to be an area for growth, steps are taken quickly to provide additional assistance to the affected students as well as alter courses to prevent such concerns in the future.

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