Please view our narrative responses below in black and hyperlinked evidence in gold below. Please note revisions for Program Standard 1-6, based on CTC feedback are highlighted in blue, including both narrative and evidence revisions.
ES Program Standard 4 is met as follows:
In a coordinated effort, candidates will be guided through the ECSE teacher education program and the multiple steps for attaining their preliminary credential through the CTC. Faculty and instructors will meet regularly as part of the formative assessment and evaluation system. At the end of each semester, course assignments and grading rubrics, which encompass the TPEs, will be discussed, and improvements made when new information, such as research studies or digital media, becomes available and when problems surface. Student performance on assignments will be recorded and strengths and areas for growth will be used to inform individual supports as well as the larger program curriculum.
During field experiences, candidates will have the opportunity to demonstrate their knowledge of and skill with the TPEs. Reflective meetings with MCCS teachers and observation forms and debriefs with supervisors and district-employed supervisors ask for specific evidence of the TPEs by the candidate. Strengths and areas for further growth are documented on the forms and in conjunction with their supervisor and cooperating teacher, candidates determine long and short-term goals to advance their skill with each TPE. A final assessment at the end of each student teaching semester utilizes this observation form to design an Individual Development Plan, based on their progress and skill, that will be used during their induction year of teaching (see Standard 6).
At least one formal advising session will occur each semester with the program director to discuss the candidate’s progress towards the program goals, the TPEs, and the state requirements for the credential. This individual attention will provide an opportunity to discuss the candidate’s quality of work within individual classes and in meeting the TPEs. Candidates who fail to demonstrate necessary growth as beginning teachers are provided regular feedback about program expectations and development milestones by Program Supervisors and faculty. When multiple concerns produce no improvement on the part of the candidate in question, a meeting is convened involving the candidate, Program Supervisor or instructor, and the Program Chair. During the meeting, the candidate is told about the nature of the concern as well as evidence leading up to the meeting. After hearing everyone’s perspective, including the candidate’s, goals and expectations for growth are defined as well as a timeline and indicators. These are recorded in a memorandum following the meeting. When the agreed-upon goals and expectations are not met, Program Chairs meet with the candidate. Candidates may be counseled out of the credential program at this point. This helps to ensure that the program produces high-quality teachers who are prepared to succeed in the classroom. Candidates will be provided with options to optimize academic work and credits completed thus far.
The ECSE program will provide accessible information to guide candidates' satisfaction of all program requirements. Shortly after being admitted into the program, candidates will be sent information necessary for engagement in schools, which begins in the first semester (TB test and fingerprinting). In addition, they receive clear guidelines and instructions on the course sequence and requirements and documentation necessary for earning the state credential. Candidates will have access to their own development and documentation associated with meeting all program and credential requirements. Candidates will receive communication in the form of emails from Program Chairs, the Credential Analyst, faculty and instructors, Program Supervisors, and appropriate staff regarding specific concerns, deadlines, or requirements for the ECSE credential.
Across the education programs at Mills College at Northeastern University, we have developed a rigorous assessment process that will evaluate candidates' knowledge, skills, and abilities and their development throughout their credentialing program (see ECSE Exit Survey here). This process will include a variety of assessments, such as coursework evaluations, performance-based tasks, and fieldwork experiences, which are designed to measure candidates' proficiency in meeting the program standards and state-adopted academic standards. Our institution will continually analyze the data gathered from these assessments to identify programmatic areas where candidates excel, as well as those that may require additional focus or support. In addition, we utilize survey data from alumni and community partners, and hold meetings with supervisors and advisory board members to provide feedback to guide our programs. This data-driven approach will enable us to refine program structures and procedures, curriculum, instructional strategies, and support services to ensure that our candidates are well-prepared to meet the diverse needs of all students.
Continue to Program Standard 5: Assessment of Candidate Competency
Return to the ECSE Program Standards Navigation Page Here
Please note the hyperlinks below are woven within the narrative above in gold:
Preliminary Education Specialist (ECSE) Credential Checklist
Mills College at Northeastern, School of Education | Assessment Process
Mills College at Northeastern, School of Education | Program Standards
Mills College at Northeastern University School of Education | Alumni/ae Survey
Mills College at Northeastern University School of Education | Community Partners Survey
