NCSU's SIS College / Business Unit Interface Reqmts



Systems of Assessments Guiding Education

(SAGE)

Phase I User Requirements

College of Education

Prepared by Cindy Hutchins, Malina Monaco

Contributions by Brian Ott, Mitchell Nipper, Grant Holly, Debbie Andrews, Greg Whitt

Document Version: 0.18 DRAFT

Date: April 10, 2007

Revision History

|Version |Author |Date |Details |

|0.18 |Cindy Hutchins, Malina |03/22/2007 |Initial Version |

| |Monaco | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

Approvals

|Name |Position |Signature / Date |

| | | |

| | | |

| | | |

| | | |

Table of Contents

Revision History i

APPROVALS I

1.0 EXECUTIVE SUMMARY 1

2.0 STUDENT PROFILE COMPONENT 4

2.1 CED ADMISSIONS 7

2.1.1 Undergrad License Degree Students 7

2.1.2 NC Teach Students 10

2.1.3 Undergrad Degree-Only Students 12

2.1.4 Masters Students 12

2.1.5 Doctoral Students 13

2.2 Advising 14

2.2.1 In-Progress Gateway Review 14

2.2.2 Student Teaching Placement Gateway 23

2.2.3 Completion Gateway Review 25

2.2.4 Student Graduation and Licensure 32

3.0 Reporting Requirements 33

4.0 CED USER INTERFACE DESIGN SPECIFICATIONS 34

4.1 STUDENTS 34

4.2 TE Director & Staff 34

4.3 Dept Academic Advisors 34

4.4 Director of Knowledge Management (Malina) 34

4.5 Dean & Associate Deans 35

4.6 Unknown role (tbd) 35

5.0 Attachments (see separate files) 36

5.1 DISPOSITIONS AWARENESS –MARCH 2006 36

5.2 Form S 36

5.3 NC Teach Fall Gateway Review 36

5.4 NC Teach Spring Gateway Review 36

5.5 NC Teach Summer Gateway Review 36

5.6 NC Teach Program of Study (???) 36

5.7 Undergrad Admission to Candidacy Gateway Review 36

5.8 Undergrad Mid Point Gateway Review 36

5.9 Undergrad Completion Gateway Review 36

5.10 Professional Semester Application form 36

5.11 Triangle Alliance form 36

5.12 NC Public Schools Student Teaching/Graduate Internship Health Examination Certificate 36

6.0 Appendices 37

6.1 GLOSSARY 37

6.2 List of College of Education Curriculum Codes 38

Executive Summary

In the College of Education, we periodically participate in rigorous reviews by external accrediting agencies at state and national levels, including the NC Department of Public Instruction (DPI) and the National Council for Accreditation of Teacher Education (NCATE). Institutions must pass both reviews in order to continue professional education licensure programs in North Carolina. We also participate in the university’s undergraduate and graduate program reviews, annual Compact Planning reviews, and SACS accreditation reviews. Additionally, we are engaged in continuous data gathering and assessment processes, year-by-year, at the level of individual licensure programs, of which we have more than 50. All of these reviews require outcomes assessment and the use of assessment results for planning and program improvement, that is, evidence-based decision making. The tasks of coordinating, collecting, and compiling these masses of data are formidable, especially when the requirements are changed frequently by the various accrediting agencies/organizations.

To date, our assessment practices have emphasized the reporting of data to our reviewers through separate databases for each assessment process. These databases are not connected or integrated with University systems or each other. Some data is collected manually and housed in hardcopy therefore eliminating the possibility of querying the files. Countless hours are spent manually counting, sorting, and filing assessment data. As a College, we must shift from an outdated time consuming system to a more evidence-based decision-making model. Data must be efficiently gathered and effectively utilized in order for evidence- based decision making to be possible.

The Knowledge Management division has been tasked with creating a fully integrated web-based assessment system for use by administrators, faculty, and students to meet the data and reporting needs of the College. The assessment system’s features will evolve over time with its components becoming available for use as they are developed.

The System of Assessments Guiding Education (SAGE) will encompass the needs of the College of Education from the standpoint of the student, program, department, and college. The various functions will be grouped together into common areas for easy access and navigation, based on the area of interest for the user.

The core components and their primary focus will be:

• Student – student profiles, advising, and progress tracking

• Program – annual program review and program-level reporting

• Department – faculty activity tracking/reporting, departmental financial/hr reporting, and course syllabi repository

• College – college-level reporting

• General Reporting – general administrative reporting

The scope of each component will be expanded appropriately based on identified business requirements (see Figure 1 – System of Assessments Guiding Education (SAGE) high-level view).

This document will describe the high-level system requirements for supporting the advising of Undergrad, NC Teach, Masters, and Doctoral students based on identified processes currently in place. However, the advising and tracking requirements of Masters and Doctoral students are still evolving and will not be included in the development effort for Phase Ia that will include the Undergrad and NC Teach program students. These specs are meant to document the system requirements needed to support the new Undergrad and NC Teach advising activities, and will describe what is considered to be the potential process for advising upper level program students.

[pic]

Figure 1 – System of Assessments Guiding Education (SAGE) high-level view

Student Profile Component

The progression of the CED students through their specific program will be tracked against established gateway milestones based on the type of student, program, and the degree and license being pursued. The basic advising gateways are: program entry gateway, midpoint gateway, and completion gateway. At each gateway, a student’s profile will be reviewed by their student advisor and inputs received from the student, advisor, program director or staff, or university supervisor. An advisor’s recommendation to “pass” or “provisionally pass” the current gateway milestone must be received before the student is considered to have successfully fulfilled the requirements of that gateway.

1 Advising Milestones

Although each type of student follows very similar milestones, the requirements to complete each milestone and their inputs differ based on their degree and program and whether or not they are seeking licensure. The individual sets of milestones for Undergraduates, NC Teach, Masters, and Doctoral students are outlined in the following figures:

[pic] Figure 2 - Undergrad Gateways, Milestones & Inputs

The Undergrad Advising is the most extensive and comprehensive. It is important to recognize that many of these requirements are program-specific and will change as the programs continue to evolve. Some flexibility in the system will be required in order to facilitate the expected change from year to year. For those students not seeking to be licensed, their process will be similar, but will have different requirements for fulfilling the checkpoints.

[pic] Figure 3 – NC Teach Gateway Milestones & Inputs

The NC Teach program participants come into this program with an undergraduate degree already. They are not required to student teach and have fewer requirements for meeting their end result of licensure. NC Teach program students have reviews at the end of each of their three semesters.

[pic] Figure 4 - Masters Advising Milestones & Inputs

Like the Undergrad CED student, the Masters student can also decide between a licensure and non-licensure program. Although the non-licensure program requirements are less, the advising milestones that must be completed remain the same. (This is yet to be finalized…. It may be that Masters Advising align with annual reviews and not these specific milestones.)

[pic] Figure 5 - Doctoral Advising Milestones & Inputs

The Doctoral program is the most informal, with the milestones being more of a formality, with annual reviews serving as the feedback mechanism for student progress.

2 Student Profile Maintenance

The student profile component will provide functionality for a student to enter and maintain the

supporting information documenting their field experience, classroom experience, and view their progress against the established CED gateway milestones. The module will track a student beginning with their declaring an “education major” based on curriculum codes in R&R for that student. At each advising milestone, their advisory will review their progress and enter their recommendation. Additionally, information required for verifying a student’s compliancy to licensure requirements will also be tracked within the CED system.

3 Reporting

Along with the ability to track a student’s progression through the College of Education, comes the ability to provide reporting at the program, department, and college levels. This reporting will provide up-to-date information reporting such metrics as number of students at each milestone, current status of students by advisor, students with outstanding forms required for student teaching.

4 Future Functionality

The initial focus for the CED Knowledge Management system will be to develop functionality focused on the student component, with an emphasis on advising for the Undergraduate and NC Teach students. The remaining components will be developed in subsequent phases as directed by the College of Education business priorities.

A future extension of the SAGE system may be to enable a faculty member to maintain their activities as input for the annual faculty activities report. It would also provide a repository for CED course syllabi, allowing each faculty member to maintain and upload their syllabi.

3 CED Program Entry (Admissions to Candidacy)

The initial milestone for a student entering the College of Education is to formally be admitted to candidacy for the college. Based on if the individual is seeking undergrad licensure degree, undergrad no-licensure degree, NC Teach program, masters, or doctorate program, the requirements differ for being admitted into these different programs.

1 Undergrad License Degree Students

The following process flow defines the screening steps involved with an undergrad licensure-seeking degree student being Admitted to Candidacy within the College of Education. CED considers students eligible for ATC at designated times. Currently the screening process occurs 3 times a year and is a manual process. To provide flexibility, the SAGE system should provide an Administrative function, triggered by the TE Director role, to provide a systematic screening, producing the appropriate emails.

[pic]

Figure 6 Undergrad License/Degree Students - Admissions to Candidacy screening process

A student will declare their intended major within the Registration & Records (R&R) system. With many different majors designated as “Education” (Ed) majors, the CED system will provide a maintenance function for the CED Administrator to maintain this list, associating the appropriate degrees to the College of Education degree inventory. Once an undergrad student is identified within R&R as an Ed major and they have accumulated “passed_hrs” greater than or equal to 60 hrs, they will begin their tracking within the CED system. The system will have designated windows of time when it looks for new candidates for CED Admittance to Candidacy (ATC).

Once an Education student has achieved the minimum hours required for being regarded as an admissions candidate and tracking begins within the CED system, the first milestone is to be formally Admitted to Candidacy. To be considered for ATC status, the individual must first meet designated minimum requirements regarding the courses they have completed and their standardized test scores (see Figure 7 ATC Student Course & Test checklist). These course and test requirements will be maintained from an administrative function of the CED application in order to provide for the ongoing maintenance of these values.

Notes:

- Major screenings three times a year (ATC review dates designated within system). If completed checklist, get a letter. If incomplete, get an email with missing items

- ATC = Only applicable to those students in degree programs having licensure component

- TE Director will have administrative functions which can create mass mailings/notifications to students/advisors regarding students who have been ATC’d. Capability for sending individual notices is also required.

As mentioned above, there is an extensive list of requirements required for an Undergrad to be Admitted To Candidacy. The basic requirements include: overall gpa > 2.50, certain classes completed with a certain grade level, disposition form signed by student, certain levels of standardized test scores received by student, and in the future, student must receive advisor approval for completing this milestone. Due to the changing program requirements and possible extenuating circumstances, the ability for an advisor to override the system check for milestone accomplishment is required. For a sampling of the checklist items reviewed for attaining ATC status, please refer to the figure below (Figure 7 ATC Student Course & Test checklist)

[pic]

Figure 7 ATC Student Course & Test checklist

The students must pass the designated courses with the minimum grade required. The student’s transcript information is available from Academic Degree Audit (ADA).

The required test courses are somewhat subjective. A student can meet the required test scores in a variety of ways. For instance, the student can score a certain level on the SAT, PRAXIS, or ACT, or a combination of these scores. There is also the option for an advisor to manually override the system test score check and personally mark this requirement as completed for a student with extenuating circumstances. Some of the current test requirements that satisfy the current standards are as follows:

• SAT >= 1100

• PRAXIS scores of Reading>=176 and Math >=173 and Writing >=173

• ACT Composite >=24

• Combo of SAT (Verbal/Math) and PRAXIS (Verbal/Math) and PRAXIS (Reading) and ACT subtests scores within acceptable ranges. Subjective Combo test scores approved by the TE Director’s

The specific data items to be included on the formal ATC Review form are:

• Student Name (from R&R)

• Review Date (system date)

• Program (from R&R)

• Ratings (Unacceptable, Acceptable, Target) and Comments for the following categories (CED system generates default ratings and allows Advisor to alter):

- GPA (overall)

- GPA (professional)

- Early Field Experiences (maintained by student/advisor)

- Dispositions/Professional Growth

- Course Requirements

- Test Scores

• Notes to Candidate

• Recommendation (Admit to Candidacy, Admit on Condition, or Do Not Admit)

• Advisor’s eSignature

2 NC Teach Students

NC Teach program participants enter the university through a streamlined admissions process (see Figure 8 NC Teach Admissions). Individuals interested in applying to the NC Teach Program will complete an online application form that is reviewed by the NC Teach program director. The NC Teach director will work with the individual to verify their academic and professional qualifications and will be the decision-maker for the individual’s acceptance into the program. If accepted, the NC Teach director forwards the information to the Undergrad Admissions program office for full processing. At this point, the individual would then be recognized by R&R as a student. Otherwise, the person’s application information stays solely within the CED system and will be used for reporting only, with no further actions remaining.

[pic]

Figure 8 NC Teach Admissions

The specific data items to be included on the formal NC Teach Application form are:

• Student Name (student entered)

• Review Date (system date)

• Undergrad gpa

• Current Degree held and Content Area

• Dates for receipt of letters of recommendation

• Date for receipt of written goal statement

• Date of Face to Face Interview

• Results of Team Recommendation

3 Undergrad Degree-Only Students

The Undergrad Degree-Only Students is considered admitted into the College of Education when they have selected an “Ed” major via R&R (see Figure 9 Undergrad Degree-Only programs below). Without the need for governing the compliance for the licensure track, their admission and advising processes are very streamlined, with fewer restrictions.

[pic]

Figure 9 Undergrad Degree-Only programs

No formal acceptance review process is required within the CED system.

4 Masters Students

Students interested in the College of Education’s Masters program, must first work with N.C. State University’s Graduate Office to be accepted as a graduate student (see Figure 10 Masters Admissions). As a part of this acceptance process, CED representation reviews the student’s information and provides their input into the acceptance decision. Once admitted, the student is entered into R&R and receives a letter from the Graduate Office informing them of their status.

[pic]

Figure 10 Masters Admissions

No formal acceptance process is required within the CED system. CED advisors integrated in with Graduate School Application process.

5 Doctoral Students

Individuals interested in the Doctoral program apply to the Graduate school (see Figure 11 Doctoral Admissions). CED faculty participates in the applicant review process and provides recommendations. Formal program acceptance is a process of the Graduate school and triggers the entry of the individual as a student into the R&R system.

[pic]

Figure 11 Doctoral Admissions

No formal acceptance process is required within the CED system. CED advisor consultations are integrated in with Graduate School Application process.

4 Advising

1 In-Progress Gateway Review

Based on the type of program the student is participating in within CED, they will have periodic reviews scheduled at appropriate times throughout their programs. For Undergrad students, there will be a Midpoint review at the half-way point in their CED program, and if seeking licensure, will follow by having a Student Teaching Placement review. For NC Teach students, reviews will occur at the end of each of their three semesters. Graduate students will have Midpoint reviews, whereas, Doctoral students will have reviews as they progress through the program, usually on an annual basis.

1 Undergrad Midpoint Gateway Review

The Undergrad’s Midpoint Gateway Review is a means of determining if the student is making adequate progress to continue with the program (see Figure 12 Undergrad Midpoint Gateway Review). Their advisor has the opportunity to review both their academic records, along with their program records (field experience, etc) and advise the student as to if they are on the proper track for successfully completing the program, or if some changes/interventions are appropriate at this time.

If issues with the student’s progress are identified, the Advisor must meet with the student and determine if there is a corrective course of action that can be taken in order to allow the student to be successful in the program.

[pic]

Figure 12 Undergrad Midpoint Gateway Review

The specific data items to be included on the formal Undergrad Mid Point Review form are:

• Student Name (from R&R)

• Review Date (system date)

• Program (from R&R)

• Ratings (Unacceptable, Acceptable, Target) and Comments for the following categories (CED displays actual student values and allows Advisor to enter score for each line item):

- GPA (overall)

- GPA (education)

- Course Requirements

- Field Experiences Updates (maintained by student/advisor)

- Dispositions/Professional Growth Updates

- Midpoint Essay Assessment Rubric

• Notes to Candidate

• Recommendation (Recommend, Provisional Recommendation, or Do Not Recommend)

• Advisor’s eSignature

2 Undergrad Midpoint Gateway Checklist

The Undergrad Midpoint Assessment process includes a list of mandatory requirements that must be met for a student to progress past this point (see Figure Figure 13 Undergrad Midpoint Assessment Checklist).

Although the checklist is quite comprehensive, most checklist items should be completed prior to the student reaching this point. Any items missing or not yet completed, should be reviewed by the advisor with the student in order to determine if the checklist item will be met, or if an alternative option is acceptable for meeting this need. The system should allow the advisor to override the checklist values in the event that an approved substitute for a requirement is found and accepted by both parties.

[pic]

Figure 13 Undergrad Midpoint Assessment Checklist

3 NC Teach Summer Gateway Review

The participants in the NC Teach program begin their course work at the beginning of the summer semester. At the end of the summer, advisors will meet with the student to review their progress (see Figure 14 NC Teach Summer Review).

If issues with the student’s progress are identified, the Advisor must meet with the student and determine if there is a corrective course of action that can be taken in order to allow the student to be successful in the program.

[pic]

Figure 14 NC Teach Summer Review

The specific data items to be included on the formal NC Teach Summer Review form are:

• Student Name (from R&R)

• Review Date (system date)

• Program (from R&R)

• Ratings (Unacceptable, Acceptable, Target) and Comments for the following categories (CED system generates default ratings and allows Advisor to alter)

- GPA (overall)

- Course Requirements

- Dispositions / Professional Growth

- Portfolio

- Presentation

- Summer Gateway Essay Assessment Rubric

• Notes to Candidate

• Recommendation (Recommend Continuation of Program, Provisional Recommendation, or Do Not Recommend)

• Advisor’s eSignature

4 NC Teach Fall Gateway Review

As the participants in the NC Teach program continue their course work into the fall semester, they once again meet with their advisors to review their progress (see Figure 15 NC Teach Fall Review)

If issues with the student’s progress are identified, the Advisor must meet with the student and determine if there is a corrective course of action that can be taken in order to allow the student to be successful in the program.

[pic]

Figure 15 NC Teach Fall Review

The specific data items to be included on the formal NC Teach Fall Review form are:

• Student Name (from R&R)

• Review Date (system date)

• Program (from R&R)

• Ratings (Unacceptable, Acceptable, Target) and Comments for the following categories (CED system generates default ratings and allows Advisor to alter)

- GPA (overall)

- Course Requirements

- Dispositions / Professional Growth

- Technology Standards

• Notes to Candidate

• Recommendation (Recommend Continuation of Program, Provisional Recommendation, or Do Not Recommend)

• Advisor’s eSignature

5 Masters Midpoint Gateway Review

Similar to the Undergrad’s Midpoint Gateway Review, the Masters Midpoint Gateway Review is an evaluation as to how the student is progressing through their curriculum requirements and determining if the student is making adequate progress to continue with the program (see Figure 16 Masters Midpoint Gateway Review). Their advisor has the opportunity to review both their academic records, along with their program records (field experience, plan of work, etc) and advise the student accordingly.

If issues with the Masters’ progress are identified, the Advisor must meet with the student and determine if there is a corrective course of action that can be taken in order to allow the student to be successful in the program.

[pic]

Figure 16 Masters Midpoint Gateway Review

The specific data items to be included on the formal Graduate Mid Point Review form are:

• Student Name (from R&R)

• Review Date (system date)

• Program (from R&R)

• Ratings (Unacceptable, Acceptable, Target) and Comments for the following categories (CED displays actual student values and allows Advisor to enter score for each line item):

- GPA (overall)

- GPA (education)

- Course Requirements

- Field Experiences (maintained by student/advisor and required for licensure)

- Plan of work is filed

• Notes to Candidate

• Recommendation (Recommend, Provisional Recommendation, or Do Not Recommend)

• Advisor’s eSignature

6 Doctoral Midpoint Gateway Review

The curriculum and program requirements for CED Doctoral students are not as firm and associated with a schedule as the other programs are. The student’s Doctoral Midpoint Gateway review takes place after they have completed their Prelim exams and defense, as well as having completed their dissertation proposal presentation (see Figure 17 Doctoral Midpoint Gateway Review).

If issues with the Doctoral’s progress are identified, the Advisor must meet with the student and determine if there is a corrective course of action that can be taken in order to allow the student to be successful in the program.

[pic]

Figure 17 Doctoral Midpoint Gateway Review

The specific data items to be included on the formal Doctoral Mid Point Review form are:

• Student Name (from R&R)

• Review Date (system date)

• Program (from R&R)

• Ratings (Unacceptable, Acceptable, Target) and Comments for the following categories (CED displays actual student values and allows Advisor to enter score for each line item):

- GPA (overall)

- GPA (education)

- Course Requirements

- Successful completion of:

▪ Prelim Exam

▪ Oral Prelim defense

▪ Dissertation proposal presentation

• Annual review/comments to Candidate entered as available

• Advisor’s eSignature

2 Student Teaching Placement Gateway

If an Undergrad student is seeking licensure, they are required to participate in Student Teaching for one semester. Prior to being assigned to a school for their student teaching, the student must acknowledge that they have successfully completed their Midpoint Gateway review and that they are ready to proceed to their Professional Semester (see Figure 18 Undergrad Student Teaching Readiness). Once a student completes the required forms, the TE Director will be notified so the review of the student’s readiness can be completed and the formally accepted into their Professional Semester.

[pic]

Figure 18 Undergrad Student Teaching Readiness

The specific data items to be considered for the Teacher Placement process are:

• Student Name (from R&R)

• Review Date (system date)

• Program (from R&R)

• Ratings (Unacceptable, Acceptable, Target) and Comments for the following categories (CED displays actual student values and allows Advisor to enter score for each line item):

- GPA (overall)

- GPA (education)

- Course Requirements

- Application to Professional Semester form (signature req’d by student)

- Triangle Alliance form completed offline

- Updated Field Experience

• Review/comments to Candidate entered as available

• Advisor’s eSignature

Once a student has completed their obligations for readying themselves for entering into their Professional Semester, the TE Director evaluates each student and formally admits them into their Professional Semester (see Figure 19 Student Accepted into Professional Semester). At this point, the student is ready to be assigned by the TE Director to a school and a Coordinating Teacher they will be working with during their student teaching period.

If issues with the Undergrad’s progress are identified, the Advisor must meet with the student and determine if there is a corrective course of action that can be taken in order to allow the student to be successful in the program.

[pic]

Figure 19 Student Accepted into Professional Semester

The matching up of student to available student teaching positions is a manual process outside the CED system. The final assignment, however, is entered into the student’s profile in CED by the TE Director.

3 Completion Gateway Review

The Completion Gateway Reviews are the last point of student evaluation prior to the College of Education determining the student has successfully completed their program.

1 Undergrad Completion Gateway Review

An Undergrad student must go thru a similar Gateway Review process for completing their program as they did at the mid-point of their CED program. They must meet a list of criteria and have their advisor approval of their progress before being considered complete with their program. If the Undergrad is seeking state licensure, the Advisor or Teacher Ed Director will validate their checklist completion prior to their submitting the state licensing paperwork.

If issues with the Undergrad’s progress are identified, the Advisor must meet with the student and determine if there is a corrective course of action that can be taken in order to allow the student to be successful in the program.

[pic]

The specific data items to be included on the formal Undergrad Completion Review form are:

• Student Name (from R&R)

• Review Date (system date)

• Program (from R&R)

• Ratings (Unacceptable, Acceptable, Target) and Comments for the following categories (CED system generates default ratings and allows Advisor to alter)

- GPA (overall)

- Form S (Cooperating Teacher & Student)

- Student Teaching grade determined by University Supervisor

- Field Experience updates

- Course Requirements (ADA)

- Teacher Portfolio completed by student

- NETST Competencies completed by student

• Notes to Candidate

• Recommendation (Advisor scores expectations, updates disposition/professional growth, adds comments, and verifies student’s licensure requirements are met)

• Advisor’s eSignature

2 Undergrad Completion Gateway Assessment

The Undergrad Completion Gateway Assessment process includes a list of mandatory requirements that must be met for a student to be considered completed with their program requirements (see Figure 20 Undergrad Completion Gateway Assessment).

Although the checklist is quite comprehensive, all checklist items should be completed prior to the student reaching this point. The system should allow the advisor to override the checklist values in the event that an approved substitute for a requirement is found and accepted by both parties.

[pic]

Figure 20 Undergrad Completion Gateway Assessment

3 NC Teach Spring/Final Gateway Review

As the participants in the NC Teach program complete their course work in the spring semester, they once again meet with their advisors to review their progress (see Figure 21 NC Teach Spring/Final Gateway Review)

If issues with the student’s progress are identified, the Advisor must meet with the student and determine if there is a corrective course of action that can be taken in order to allow the student to be successful in the program.

[pic]

Figure 21 NC Teach Spring/Final Gateway Review

The specific data items to be included on the formal NC Teach Spring/Final Review form are:

• Student Name (from R&R)

• Review Date (system date)

• Program (from R&R)

• Ratings (Unacceptable, Acceptable, Target) and Comments for the following categories (CED system generates default ratings and allows Advisor to alter)

- GPA (overall)

- Course Requirements

- Dispositions / Professional Growth

- Spring Essay Assessment Rubric

- Video 1

- Video 2

- Video 3

• Notes to Candidate

• Recommendation (Successful Completion of NC Teach program, Exit NC Teach program with reservations, Corrective Action Required)

• Advisor’s eSignature

4 Masters Completion Gateway Review

As the participants in the Masters program complete their course work, they once again meet with their advisors to review their progress (see Figure 22 Masters Completion Gateway Review)

If issues with the student’s progress are identified, the Advisor must meet with the student and determine if there is a corrective course of action that can be taken in order to allow the student to be successful in the program.

[pic]

Figure 22 Masters Completion Gateway Review

The specific data items to be included on the formal Graduate Completion Review form are:

• Student Name (from R&R)

• Review Date (system date)

• Program (from R&R)

• Ratings (Unacceptable, Acceptable, Target) and Comments for the following categories (CED system generates default ratings and allows Advisor to alter)

- GPA (overall)

- Culminating Product of Learning completed by student

- Field Experience updates

- Course Requirements (ADA)

• Notes to Candidate

• Recommendation (Advisor scores expectations, updates disposition/professional growth, adds comments, and verifies student’s licensure requirements are met)

Advisor’s eSignature

5 Doctoral Completion Gateway Review

As the participants in the Doctoral program complete their program requirements, they once again meet with their advisors to review their progress (see Figure 23 Doctoral Completion Gateway Review)

If issues with the student’s progress are identified, the Advisor must meet with the student and determine if there is a corrective course of action that can be taken in order to allow the student to be successful in the program.

[pic]

Figure 23 Doctoral Completion Gateway Review

The specific data items to be included on the formal Doctoral Completion Review form are:

• Student Name (from R&R)

• Review Date (system date)

• Program (from R&R)

• Ratings (Unacceptable, Acceptable, Target) and Comments for the following categories (CED displays actual student values and allows Advisor to enter score for each line item):

- GPA (overall)

- GPA (education)

- Course Requirements

- Successful completion of Final Oral Dissertation defense

• Annual review/comments to Candidate entered as available

• Advisor’s eSignature

4 Student Graduation and Licensure

5

Reporting Requirements

For Gateway forms, query/report on current CED students, by student levels/program/gateway/rating category, to provide current metrics.

Provide reporting by Program (limiting results to specific level of user)

CED User Interface Design Specifications

1 Students

Be able to:

View personal information and gateway assessment reviews (incl ADA information)

Link to Email advisor/TE Director Office, “cc” student, set “from” equal to student

Enter early field experience information (school/classroom visits, etc)

LinkTo/Print/Complete forms online

View TaskStream Portfolio items/descriptions (not the actual item itself like their video)

System logs first/latest logon date for student access.

2 TE Director & Staff

Be able to:

enter date Disposition Form received for each student

enter date Triangle Alliance Health form

enter date Professional Semester form completed

enters date Criminal background completed (if required)

enter test scores

place students in student teaching positions (logging of evolution of placement)

review ATC lists and send notifications to students/advisors

query/report on overall CED students and individual basis–

list/qty of students ready for ATC

incomplete checklist items relating to forms/scores received

communicate with student regarding individual academic progress/issues

ability to update all fields (checkoffs & dates), along with ability to approve gateways on behalf of advisor

3 Dept Academic Advisors

Be able to:

(limited to students assigned to them individually)

View student demographic information and academic progress

Complete gateway forms

Email students/staff regarding academic progress/issues

Receive reports by triggers such as ATC’d, ready for xyz…

Query/report on overall CED group activities (i.e. ATC’d, student teaching) or individual queries

Advising Connections (current tool being used. Yr1-2 – group advised for general students, Dept Academic Advisor assigned once ATC’d)

4 Director of Knowledge Management (Malina)

Full System Administrator rights (maintaining reference data, etc)

Ability to update all fields (check offs & dates), along with ability to approve gateways on behalf of advisor

Responsible for Security and Access Setup, and completing Data Compliancy Statement

Full Query/Report responsibilities for CED system

5 Dean & Associate Deans

View system-generated reports

User of ad-hoc reports created by Malina

6 Unknown role (tbd)

Manually assigning pre-ATC students to advisor (possibly default by curriculum)

Attachments (see separate files)

1 Dispositions Awareness –March 2006

2 Form S

3 NC Teach Fall Gateway Review

4 NC Teach Spring Gateway Review

5 NC Teach Summer Gateway Review

6 NC Teach Program of Study (???)

7 Undergrad Admission to Candidacy Gateway Review

8 Undergrad Mid Point Gateway Review

9 Undergrad Completion Gateway Review

10 Professional Semester Application form

11 Triangle Alliance form

12 NC Public Schools Student Teaching/Graduate Internship Health Examination Certificate

Appendices

1 Glossary

AED- curriculum code for Agricultural Education

ATE- curriculum code for Agricultural Education (grad)

CACREP- Council for Accreditation of Counseling and Related Educational Programs

Cooperating teacher- K-12 teacher hosting a student teacher

Degree Only Student – Student seeking a degree with no license

EDUN – curriculum code for Education Undesignated

EGS – curriculum code for Education General Studies, Undergrad (No license)

ELM- curriculum code for Elementary Education

FAR -Faculty annual report

Field experience- Classroom experience in a K-12 setting.

LELO student – Lateral Entry Licensure Only students. These students are Post Bacculeaurate students (PBS) who may be taking one more courses to complete their requirements for seeking NC state licensure. They are not currently identifiable as College of Education student.

License Degree Student – Students seeking both a degree and a license

LSW- curriculum code for Social work

LTN- curriculum code for English Education, 9-12

Major- Also known as program or curriculum code. The area of specialty a student is seeking a degree and or license.

MED- curriculum code for Math Education, 9-12

MKE- curriculum code for Business/Marketing Education

MFL- curriculum code for Modern Foreign Language

MSM- curriculum code for Middle grades math Education

NC Teach Program – Program for students who already hold a degree but are seeking a license. These students have a PBS curriculum code (confirm if they are the only program with this curriculum code).

NCATE - National Council for Accreditation of Teacher Education

Program coordinator- Faculty member responsible for administrative issues relating to a program/major

SED- curriculum code for Science Education, 9-12

Student Advisor – Program faculty/staff serving as a student’s advisor

Student teaching- a full-time classroom experience in the student’s area of licensure in which s/he is supervised regularly.

TaskStream- Electronic portfolio product being used by students and faculty.

TED- curriculum code for Technology Education

TEG – curriculum code for Technical Education Graphic Design, Undergrad (No license)

University Supervisor – NCSU faculty supervisor for student teaching

2 List of College of Education Curriculum Codes

< to be provided by Malina and includes CHASS and AG students>

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download