Expanded Statement of
Assessment Criteria and Procedures
(what, when, who)
of Education’s mission is to prepare
professional educators who are culturally responsive, effective practitioners
Schools. Such educators:
Respond to the
individual needs of the child;
Seek to develop
the classroom as an inclusive community of learners;
collaboratively within the community;
varied cultures and languages of Alaska’s
children in the learning environment.
We situate our vision and mission in practice through
goals and objectives, summarized
in the following list.
1. Increase the number of qualified educators for Alaska’s schools by:
- providing licensure programs at undergraduate and
- providing education programs to place-bound students
in rural Alaska
- recruiting Alaska Native candidates
- aligning programs with state and national standards
and the candidate
- proficiencies identified in our Conceptual Framework
2. Enhance the professional skills of Alaska’s K-12 educators and university
- providing professional development opportunities
throughout their careers
- providing graduate degree programs statewide
- developing partnerships with public schools
3. Develop and support educational collaborations with Alaska schools and
- respond to the needs and interests of youth,
families, and communities
- better serve Alaska’s
- enhance learning opportunities for individuals with
4. Conduct collaborative research on cross-cultural and
multicultural education to
provide on-going support for
- the quality of Alaska’s
- the preparation of educators who incorporate into the
learning environment the
- varied cultures and languages of
IDENTIFY INDIVIDUALS WITH THE POTENTIAL TO BE WELL QUALIFIED
SECONDARY TEACHERS FOR ALL CHILDREN
evidence of knowledge and understanding of content appropriate for secondary
evidence of ability to interact appropriately with children & adults of
ENTRY LEVEL PORTFOLIO
- Official transcripts showing a bachelors
degree from a regionally accredited institution and a major in a secondary
teaching field, or have met SOE content major evaluation in a secondary
- PRAXIS I test scores that meet or exceed
the Alaska standards (national exam of reading, writing and mathematics) or
another approved test approved by Alaska.
- Content Area Examination: PRAXIS II test scores that meet Alaska
standards for “highly qualified” in specific content area of endorsement.
- World Language Exams Applicants applying to teach a World
Language are required to submit Praxis II scores in the target language AND are
required to submit scores for the ACTFL Oral Proficiency Interview (OPI).
Applicants must meet the Advanced Low rating.
Applicants must also submit a writing sample in the target language.
- Licensure toward M.Ed. applicants: Overall undergraduate GPA of 3.00 or GRE
scores indicating potential for success in graduate course work
- Licensure only applicants: Overall undergraduate GPA of 2.75.
- 3.0 minimum GPA in teaching field
- Extemporaneous writing sample that
assesses problem solving and writing skills.
- 3 letters of reference that address
- Admissions essay
Criminal background check
1. Office of
advising summarizes applicant portfolios once a year, prior to beginning of
program faculty review and evaluate applicant portfolios based on faculty
developed rubrics, to determine admission to program.
3. Candidate exhibits
performances that indicate he/she has potential to meet Alaska Standards for
Teachers, SOE Candidate Proficiencies and NCATE Knowledge, Skills and
Dispositions for teachers
KNOWLEDGE, SKILLS AND DISPOSITIONS OF PROGRAM CANDIDATES THROUGHOUT
assessment of conceptual understanding; assessment of dispositions.
coursework university faculty provide periodic assessments of conceptual
understanding and application of pedagogical principles.
Comprehensive Work Sample
Mid-year field assessment
averages in continuing coursework.
school principal, & university supervisor provide ongoing assessment of
content knowledge, appropriate use of pedagogy and demonstration of
appropriate dispositions in internship (minimum eight observations (forms to completed monthly from September to May) - form J
and a disposition form (B) from each instructor, mentor and intern supervisor).
Fifteen Critical Assignment /Key Assignments embedded with program course work. Minimum grade of “B”
Unit plan or
set of lesson plans completed during clinical practica.
faculty and mentors provide end of course assessments of conceptual
understanding & application of pedagogical principals.
Must maintain a grade point
of 2.75 or better.
PROFESSIONAL EDUCATORS WHO ARE CULTURALLY RESPONSIVE, EFFECTIVE PRACTITIONERS
assessments -form H
averages in continuing course work.
of two-semester internship: Mentor
teacher, school principal, and university supervisor provide end of semester
assessment of content knowledge, appropriate use of pedagogy and
demonstration of appropriate dispositions in internship.
faculty provide end of course assessments of conceptual understanding &
application of pedagogical principals.
comprehensive units completed during final semester-based internship and
assessed using a formalized assessment rubric. Assessed by university supervisor.
Observation Checklist specific to content area demonstrates application of
SPA guidelines for content area instruction.
Assessed by university field supervisor and mentor.
portfolio evaluated by faculty includes philosophy, videotapes and photos of
practica, lesson and unit plans, sample assessments, sample secondary student
products and case studies.
faculty and mentors provide end of program assessments of conceptual
understanding & application of pedagogical principals. Candidate
exhibits performances that meet Alaska Teacher Standards, SOE Candidate
Proficiencies, and NCATE Knowledge, Skills and Dispositions for first-year
Must maintain a grade point
of 2.75 or better.
All students at the completion of fall semester. All school district mentor teachers at the completion of fall semester. Student's survey included program pace, skills learned, support and guidance from university supervisor, managing classroom. Mentor's survey included: forms used to assess intern, clear expectation of mentor role, suggestions for improvement.
All students at
completion of internship. Students and
mentors complete surveys evaluating the program, university supervisors,
mentor teachers, and program.
ARE HIRED AND RETAINED AS FACULTY MEMBERS IN SECONDARY SCHOOLS IN ALASKA
PART IN CONTINUING PROFESSIONAL DEVELOPMENT
retention by school district.
Enrollment in graduate
level course work; eventual completion of master’s level or higher degree
induction year survey
performance in graduate course work (refer to details of M.Ed. program)