Thank you for coming this afternoon. Please look for your folder - PowerPoint PPT Presentation

• Thank you for coming this afternoon. • Please look for your folder and name tag to find your place to sit. • Then help yourself to a light lunch before the meeting begins.

Licensure Advisory Council Martin Luther College Chapel Fellowship Room October 11, 2016 4:30 – 6:30 pm

New MLC Faculty Professor Craig Hirschmann Professor of Music Professor David Scharf Professor of Theology Tutor Nathan Wordell Latin Instructor

New LAC Members Kay Fjeld GFW Elementary School, Special Education, Grades K-2 Amber Schaefer Jefferson Elementary School, Grade 1 Ben Olson New Ulm Public School, Physical Education, K-12 Elizabeth Klugherz MLC Early Childhood Learning Center, Director

APRIL 12, 2016 MINUTES

Martin Luther College 2016 735 2015 721 2014 727 2013 714 2012 708 2011 697 670 680 690 700 710 720 730 740 Fall Enrollment

Professor Paul Tess October 11, 2016 REPORT FROM THE FIELD EXPERIENCES DIRECTOR

“Prepares men and women for service as teachers in the synod's … schools.”

May 2016 Graduation • 106 assignments (up 20 from May 2015) • 40+ requests went unfilled (similar to 2015) • 1 international teacher (down 5)

Additional Duties 2015 2016 Duty 2012 2013 2014 Athletic Director 3 2 4 1 3 ECE Director 9 6 6 5 3 Coach 8 7 4 4 11 Organist 2 5 9 1 2 PE 1 2 2 6 5 Principal Apprentices 4 7 5 8 6 Principal Training Prog. 1 3 3 Church music 2 0 0 0 0 School music 10 9 4 4 1 Spanish 6 5 1 3 2 Technology 0 2 0 0 0 Tutor (dorm) 11 8 17 24 24

Additional Duties 2015 2016 Duty 2012 2013 2014 Athletic Director ECE Director Coach Organist PE Principal Apprentices Principal Training Prog. Church music School music Spanish Technology Tutor (dorm)

5 Emergency Teachers • Des Moines, Washington • Kenosha, WI • Milwaukee, WI • Peridot, AZ • Saginaw, MI

MN Rule Admission to upper division or graduate coursework. Candidates for an initial license shall provide official evidence to the institutions they attend of having taken the examinations adopted under subpart 1, item A, before enrolling in upper division coursework in the professional education sequence. (8710.0500 Subpart 8)

Professor Paul Tess October 11, 2016 REPORT FROM THE EDUCATION DIVISION CHAIRMAN

Assessment Day 2016 – May 16, 2016 Student Learning Goal The teacher candidate plans and manages instruction based upon knowledge of the subject matter, the students, the community, and curricular goals. Institutional Goal Impacted To assist the student in acquiring the knowledge, attitudes, and skills needed for serve in the church. Division Mission Statement The teacher candidate will acquire the knowledge, attitudes, and skills needed for service in the church, specifically for service in Lutheran churches, early childhood educational settings, elementary schools, and secondary schools. Programs Impacted Education Majors Assessed Early Childhood Education, Elementary Education, Secondary Education Student Learning Outcome The teacher candidate demonstrates ability to develop lesson plans/procedures to meet students’ needs. Course Artifacts/Measures Mathematics lesson plans from student teaching Criteria for Success For each rubric criterion, 90% of sampled plans are assessed to be at the proficiency level or higher (3 or 4) Lesson Plan #_____ CRITERIA 4 3 2 1 Your Score Key standards are cited and quoted. Some relevant standards are cited Standards are alluded to in lesson, No standards are mentioned in Standards Lesson is guided by standards. and quoted. Lesson is influenced by and lesson is related to standards. lesson. Lesson is not related to standards. May have too many or standards. too few standards included. Objectives provide a clear sense of Objectives provide some sense of Objectives do not provide a clear Objectives are missing, unclear, or Performance what students will know, do, and what students will know and be able sense of what students will know are unrelated to standards. Objectives understand as a result of the lesson. to do as a result of the lesson. Most and be able to do as a result of the All objectives are clearly and closely of the objectives are related to lesson. Some of the objectives are related to standards. standards. related to standards. Assessment is directly aligned to Assessment is related to objectives Assessment is somewhat related to Assessment is unrelated to Assessment objectives and standards. Designed and standards. Assessment is less objectives and standards. objectives and standards. to elicit clear, observable evidence accessible for all students but Assessment is not appropriate for all of the degree to which objectives effectively measures mastery. students. are met. Elements provide a logical, Elements relate to objectives and Elements relate peripherally to Elements are unrelated to objectives Instructional complete path to meeting may contain minor gaps in flow. A objectives. Some elements are and so the path is misleading. Elements objectives. No elements are few items may be extraneous or extraneous or irrelevant resulting in extraneous or irrelevant. irrelevant. major gaps in lesson progression. Lesson clearly offers appropriate, Lesson includes some differentiated Lesson plan includes minimal No differentiation of instruction is Differentiated instruction based on environment, creative, and well-integrated differentiated instruction or the mentioned. Instruction differentiation based on process, content, or product. differentiation is not supportive of environment, process, content, or learning. product. Materials enhance lesson Materials enhance lesson and assist Materials do not enhance lesson. No supporting materials are Supporting significantly and are integral for the student in working toward Some resources needed are not included. Many resources needed Materials & achievement of objectives. All objectives. Resources are included included in plan. for lesson are not included in plan. Resources resources needed for this lesson are in plan. included in plan. All objectives and activities are Most objectives and activities are Some, but not all, objectives and Objectives and activities are Grade Level appropriate for the intended grade appropriate for the intended grade activities are appropriate for the inappropriate for the intended grade Appropriateness level. level. intended grade level. level. Vocabulary, symbols, and language Vocabulary, symbols, and language Language development of the No consideration is given for Academic demands are central to and demands are appropriate for most students is minimally evident. academic language in the plan. Language embedded in the plan. students’ language development.

“Create an assessment course for elementary and secondary majors.”

What is co-teaching? Co-teaching is defined as two teachers working together with groups of students and sharing the planning, organization, delivery and assessment of instruction and physical space.

For Discussion

How does a co-teaching model of student teaching fit MLC and our partner schools?

MN Statute 122A.09 “(d) The board must provide the leadership and adopt rules for the redesign of teacher education programs to implement a research based, results-oriented curriculum that focuses on the skills teachers need in order to be effective. Among other components, teacher preparation programs may use the Minnesota State Colleges and Universities program model to provide a school-year- long student teaching program…”

What are your reactions to a full year of student teaching?

Dr. Cindy Whaley October 11, 2016 REPORT FROM THE LICENSURE OFFICER

Basic Skills Exam Data Analysis Best Attempts 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Reading Writing Math

Other Basic Skills Exams ACT Plus Writing SAT Year Best Attempt Year Best Attempt 2010-11 76% 2010-11 67% 2011-12 77% 2011-12 67% 2012-13 56% 2012-13 56% 2013-14 67% 2013-14 100% 2014-15 61% 2014-15 50% 2015-16 50% 2015-16 100%

MLC Licensure Testing Webpage https://mlc-wels.edu/licensure/testing/