Data-based decisions correlated to direct measures
Based on the various PPAT measures, our students on average are just barely above the cut score for them to license, indicating a need for improvement. Furthermore, since Spring 2022 semester will be the first where students will not be recommended for licensure if they do not score a 36 or above on the PPAT, we plan to focus on the PPAT as a central area for improvement in coming years. As a result, we have implemented a component of the PPAT into more of our methods coursework (e.g., ASTE 4150, ASTE 4200, ASTE 3240) providing students opportunities to practice applying good teaching and reflection practices as outlined in the PPAT. Furthermore, we have developed a Canvas site for students to access PPAT resources and practice materials from the time they enter the STEP program at USU. This site allows students the ability to begin practicing and learning about the PPAT 2 years before they take the exam. It also provides instructors the ability to utilize the Canvas site as a resource to provide examples and to provide learning activities or assignments for students to practice.
Based on the Final Student Teaching Assessment measure, the average score dropped from the previous year and continues to fluctuate at the 90% mark over the past few years. Also, some students scored in the 60-70% range in 2019 and 2020 and also some scored in the 70-80% range in 2021. Both of these measures indicate a need for continued improvement. As a result, we seek to identify students early who may be at risk for failure during student teaching and plan to provide remediation before they student teach. This will be done through improved communication with cooperating teachings and improving the placement of students in clinical and student teaching sites to be paired with known cooperating teaching that provide exemplary support and mentorship.
Data-based decisions correlated to indirect measures
Annual Exit Interviews
At the end of the student teaching semester, faculty meet with each graduating student to conduct an exit interview. These interviews are focused primarily on the student teaching experience, but the students also provide feedback about the overall program as it relates to their preparation and success as a classroom teacher.
Since 2017, there has been 100% completion rate of the exit interviews. In the past two years, two common themes have emerged from the student feedback: (1) the agricultural education program is doing a very fine job with preparing students to be successful teachers; and (2) a greater focus on PPAT is needed to help students be more successful on the assessment. Based on this information, Ag Education will continue to deliver a quality program with only minor changes as it seeks for improvement. Furthermore, Ag Education will integrate PPAT into more if the coursework and preparation for student teaching as indicated in the above section.
Follow-Up Surveys
Each graduating cohort is tracked, follow calls are made if needed, to determine employment status after graduation. Below is a table showing that data.
|
|
2016-2017 N = 10 |
2017-2018 N = 9 |
2018-2019 N = 22 |
2019-2020 N = 16 |
2020-2021 N = 18 |
|
Secured employment teaching agriculture |
8 |
9 |
18 |
11 |
12 |
|
Secured employment teaching other Subject |
0 |
0 |
1 |
2 |
1 |
|
Secured employment in Ag industry or business |
0 |
0 |
1 |
1 |
2 |
|
Secured employment not in Ag or teaching |
1 |
0 |
1 |
1 |
1 |
|
Seeking advanced degree |
0 |
0 |
0 |
1 |
2 |
|
Did not secure employment |
1 |
0 |
1 |
0 |
0 |
This data reflects good job placement for teaching agriculture in Utah and the region. With a shortage of agriculture teachers in the region and the nation for over 50 years, these data are positive. While we would like to see 100% job placement in agriculture teaching, some graduates are not able to jump into teaching immediately due to life situations while some students find better paying jobs elsewhere. The only recommendation from this data is to continue our relationship with the state board of education, agriculture teachers in Utah, CTE directors in Utah, and other stakeholders in the region in providing positive experiences and highly qualified job candidates to fill teaching positions within the state and region.