Students who are in the Early Childhood Education/Elementary Education combined programs demonstrate content and cumulative grade point averages above a 3.50 for the 2 years in which data are presented. No Praxis II scores are available because no test is available for students completing Early Childhood Education. The number of students who were in student teaching or for whom first–year follow–up data were collected was very low. It does appear that for these individuals, they either met the standard or had very high scores in meeting the standard. High grade point averages is considered to be one of the two primary data sources to document that this standard is being met. 2. Content Area See Tables 1-6 from Content Area #1 above (first 8 tables in that section) Table 7 Responses from First Year Administrator Survey: Application of content Indicator Endorsement Rare Occasional Frequent Consistent Information Total 5.1 The teacher 2014-15 candidate Early Childhood 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 understands Education how to connect Early Childhood 0.00% 1 14.29% 3 42.86% 3 42.86% 7 concepts across 2015-2016 Rare Occasional Frequent Consistent Total disciplines Early Childhood 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2 Education 1802, Elementary Childhood 0 0.00% 0 0.00% 1 100.00% 0.00% 1 Education 1830, Elementary 5.2 The teacher 2014-2015 Rare Occasional Frequent Consistent candidate uses Early Childhood 0 0.00% 0.00% 0 0.00% 1 100.00% 1 differing Education perspectives to 2015-2016 Rare Occasional Frequent Consistent Total
Students who are in the Early Childhood Education/Elementary Education combined programs demonstrate content and cumulative grade point averages above a 3.50 for the 2 years in which data are presented. No Praxis II scores are available because no test is available for students completing Early Childhood Education. The number of students who were in student teaching or for whom first–year follow–up data were collected was very low. It does appear that for these individuals, they either met the standard or had very high scores in meeting the standard. High grade point averages is considered to be one of the two primary data sources to document that this standard is being met. 2. Content Area See Tables 1-6 from Content Area #1 above (first 8 tables in that section) Table 7 Responses from First Year Administrator Survey: Application of content Indicator Endorsement Rare Occasional Frequent Consistent Information Total 5.1 The teacher candidate understands how to connect concepts across disciplines 2014-15 Early Childhood Education 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Early Childhood 0.00% 1 14.29% 3 42.86% 3 42.86% 7 2015-2016 Rare Occasional Frequent Consistent Total Early Childhood Education 1802, Elementary 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2 Childhood Education 1830, Elementary 0 0.00% 0 0.00% 1 100.00% 0.00% 1 5.2 The teacher candidate uses differing perspectives to 2014-2015 Rare Occasional Frequent Consistent Early Childhood Education 0 0.00% 0.00% 0 0.00% 1 100.00% 1 2015-2016 Rare Occasional Frequent Consistent Total