1.1.a

1.1.a Content Knowledge for Teacher Candidates

Summarize processes for development and outcomes from key assessments based on candidates'
demonstration of the content knowledge delineated in professional, state, and institutional
standards.

All initial undergraduate candidates must complete the university's required LACC (Liberal Arts Core
Curriculum) and content courses related to their major. The LACC includes 3 tiers of interdisciplinary
content and applied practice courses. While we do not monitor individual course performance, the EPP
expects all applicants to our program to have a GPA of 3.0. We also require all candidates
(undergraduate and graduate) to pass select courses in English, History, Sciences, Mathematics and Arts
with a grade of C or higher. These practices ensure that all of our candidates have a strong and diverse
content knowledge.

Content knowledge of our teacher candidates (both initial and advanced) is specifically measured at four
distinct points in their progress through the teacher education program: At entry, admission to student
teaching, during student teaching and program exit.

For the initial candidates, content knowledge at program entry is measured by their overall GPA and
successful completion of basic skills assessment (such as Praxis I in Reading, Writing and Mathematics)
or an approved waiver based on SAT, ACT or GRE scores. From Spring 2014, our required entry GPA
was increased to 3.00 (from 2.70) to align with the CAEP recommendations and to enhance the caliber
of our incoming candidates. Faculty arrived at this decision after extensive review of literature on GPA
and candidate learning. In order to accommodate candidates in the Connecticut State Colleges &
University System (CSCU), a phase in period was developed, whereby the prior minimum GPA of 2.70
was accepted for a short period. See CARE entry data (in exhibits) for the average GPA of admitted
candidates, also disaggregated by program. In Fall 2014, 96% of the applicants were admitted into the
program with an average GPA of 3.56; in Spring 2015, 94% of the applicants were admitted with an
average GPA of 3.38; in Fall 2015, 95% of the applicants were admitted with an average GPA of 3.39;
and in Spring 2016, 99% of the applicants were admitted with an average GPA of 3.46. Additionally,
Praxis I scores on Reading, Writing and Mathematics validate the content competency in these three
areas of all our candidates. Average scores on each of these tests further demonstrate the strength of each
of the cohorts.

Aligned with university practices, other nationally normed, standardized tests (e.g., ACT, SAT, GRE)
are optional for program admission and qualifying scores may be submitted in lieu of the Praxis I. In Fall
2014, 18% of the applicants received this waiver, 41% in Spring 2015, 31% in Fall 2015 and 27% in
Spring 2016. Together these two measures validate the content knowledge background of all our
candidates.

At admission to student teaching, content knowledge of our candidates continue to be monitored by
program-specific assessments embedded within specific courses and their program GPA. No candidate is
retained in the program should they receive a grade less than C in any certification course or should their
overall GPA drop below 3.00. From Fall 2015 through Spring 2016, 10 candidates were dismissed from
the program for not meeting these requirements and 2 candidates were issued a warning for a low
semester GPA of less than 3.00. These processes are overseen by CARE (Committee for Admission &
Retention in Education). These measures ensure that our candidates maintain the depth and breadth of
their content background but also serve to alert the EPP about candidates and content areas that need to
be reinforced and supported.

During student teaching, candidates are evaluated on a number of competencies, including their abilities
to support content area literacy and numeracy skills (item 3.9). See exhibits for the Student Teaching
Evaluation Instrument. Data from three semesters (Fall 2014, Spring 2015, Fall 2015) of student
teaching evaluations indicate that our candidates have a mean score of 3 or higher, signaling their
performance at the proficiency levels.

At exit, content knowledge is measured by candidate performance in the state-licensure exams. See
exhibits for tables of the first attempt and best attempt passing rates of our various programs. First
attempt passing rates of our candidates has not been strong. The EPP is very concerned about our
candidates' abilities to successfully demonstrate their content knowledge in licensure exams. The EPP
discussed these results at the May 2016 retreat and will be making intentional plans in August 2016 to
support our candidates. One strategy is to provide specific licensure test review and critical analysis
sessions throughout the program.

Advanced candidates follow a similar structure for evaluation and monitoring of their content
knowledge. At entry, all candidates are expected to hold an overall undergraduate GPA of 3.0 (2.70 for
Educational Technology candidates). At midpoint, content knowledge is measured via program-specific
assessments. We are in the process of transitioning to a new Advanced program that will include more
specificity on content knowledge. At entry, advanced candidates will be asked to demonstrate evidence
of their content knowledge, by way of their professional recommendations.

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