1.1.c

1.1.c Professional and Pedagogical Knowledge and Skills for Teacher Candidates

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

Professional and pedagogical knowledge and skills is evident in Domains 2, 3, 4, 5 and 6 of the
Connecticut Common Core of Teaching. Seven specific indicators from these domains serve as evidence
for meeting the expectations of professional and pedagogical knowledge and skills. These have been
integrated into methods course3, field and clinical experiences to enhance candidates' continued
reflection of their own professional growth. The seven indicators cover a gamut of knowledge and skills
ranging from determining appropriate standards of behavior for all students, establishing routines and
transitions that are supportive of students' learning and the class climate, designing academic and
behavioral interventions (beyond instructional practices) that address and support all students, varying
the roles of students and teachers to foster independence and interdependence amongst peers,
understanding the legal rights of families and students, and continuously reflecting on the Connecticut's
Code of Professional Responsibilities for Teachers. These indicators are interwoven through all
coursework and field work and also show strong connections to NCATE and CAEP standards, as
evidenced in assessments, rubrics and even course syllabi (see sample course syllabi in Overview
exhibits with course outcomes, assignments and rubrics). During field work, initial candidates
demonstrate their developing competence of professional and pedagogical knowledge during their field
experiences, both during pre-student teaching (explained earlier) and student teaching.
Seven items from the student teaching instrument are used to specifically assess candidates' professional
and pedagogical knowledge. These are namely: 2.4 (fostering appropriate standards of behavior), 2.5
(effectively managing routines and transitions), 3.7 (designing academic/behavioral interventions), 4.4
(varying roles to develop independence and interdependence of learners), 5.6 (supporting students'
progress by communicating expectations), 6.7 (understanding legal rights), 6.11 (conducting themselves
as professionals). Of these items, pre-student teaching evaluations look at 2.4 (fostering appropriate
standards of behavior), 6.7 (understanding legal rights), 6.11 (conducting themselves as professionals).

Pre-student teaching data from Fall 2014, Spring 2015 and Fall 2015 indicate that our candidates showed
limited proficiency in item 2.4 (fostering appropriate standards of behavior) in Fall 2014 but proficiency
in all other items for all three data cycles. This positive trend is further emphasized in student teaching.
Data from three semesters (Fall 14, Spring 15, Fall 15) indicate that our candidates scored at proficient
level or close to it in all items during all three semesters. In fact, the only item where the mean score was
less than 3 was item 3.7 with mean scores of 2.86 and 2.96 in Fall 14 and Spring 15 respectively. At the
May 16 retreat, EPP faculty discussed ways to enhance the content and practice of designing academic
and behavioral interventions within our coursework, and to include greater focus and practice in
classroom management during Core I, II and III experiences (see relevant sections in the Clinical
handbook). During student teaching, individual data from all these items are carefully evaluated with
reflections and comments offered to the student teacher candidate by the cooperating teacher and the
university supervisor. In particular, it is to be noted that Indicator 6.11 is considered of the highest value
and no candidate is allowed to progress through student teaching unless they demonstrate meeting this
standard at the proficient level. Our candidates had a mean score of 3.75 or higher on all three semesters.

Advanced candidates also are expected to demonstrate proficiency in professional and pedagogical
knowledge and skills as appropriate to their subject matter and field of study. It is embedded in core and
advanced curriculum courses and measured during their capstone seminar at the end of the program.
Data on the item related to designing and developing curriculum was examined to gather evidence of our
candidates' competency related to professional and pedagogical knowledge and skills. Data (first attempt
scores) demonstrates that our candidates perform at acceptable levels, with most of them scoring at the
target level or at the acceptable. The few who received a score of 1 (unacceptable) were counseled and
allowed to revise and re-submit. In the newly designed Advanced program, professional and pedagogical
knowledge and skills will be integrated within the Action Research project. It will be embedded with the
concentration of courses related to the advanced candidates' field of study but will allow for EPP-wide
comparison of data since all candidates will be completing the same project.

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