Student Learning. OBJECTIVE Evaluator Teacher Initials indicate completion Pre-Conference and Approval Date: SLO must be submitted by the first working day of October and finalized by the last working day in October. (Optional) Mid-Year Review Date: Student Growth Discussed —Date: Xxxx the appropriate growth rating below. STUDENT GROWTH RATING Based on final assessment data, the student growth rating is: < 65% attained > or = 65%, but < 85% attained > or = 85% attained HIGH EXPECTED LOW FORMAL OBSERVATION –observations attached Evaluator Teacher Initials indicate completion PROFESSIONAL PRACTICE RATING Total Score: # of Components: Average Score: Based on Average Score: Unsatisfactory (1.00-1.49) Basic (1.50-2.49) Proficient (2.50-3.49) Distinguished (3.50-4.00) DISTINGUISHED PROFICIENT BASIC UNSATISFACTORY SUMMATIVE TEACHER PERFORMAN CE Combining Professional Practice Rating and Student Growth Rating, the Overall Professional Practice Rating is: LOW EXPECTED HIGH DISTINGUISHED PROFICIENT BASIC UNSATISFACTORY EXCEEDS EXPECTATIONS MEETS EXPECTATIONS BELOW EXPECTATIONS OVAL INDICATES RATING IS SUBJECT TO REVIEW SIGNATURES: The signature of the teacher shall not imply that the teacher agrees with the evaluation, but merely indicates that the evaluation has been discussed. We have discussed the evaluation. EVALUATOR: DATE: TEACHER: DATE: APPENDIX F South Dakota School Counselor Evaluation Name: Position: School: Year: Please refer to the School Counselors’ Level of Performance Rubric for the following: U= Unsatisfactory B = Basic P = ProficientD = Distinguished Domain 1: Planning and Preparation U B P D 1a: Demonstrating knowledge of counseling theory and techniques 1b: Demonstrating knowledge of child and adolescent development 1c: Establishing goals for the counseling program appropriate to the setting and the students served. 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district 1e: Planning the counseling program, integrated with the regular school program 1f: Developing a plan to evaluate the counseling program Domain 1 – Comments: (evidence of strengths and areas of improvement) Domain 2: The Environment U B P D 2a: Creating an environment of respect and rapport 2b: Establishing a culture for productive communication 2c: Managing routines and procedures 2d: Establishing standards of conduct and contributing to the culture for student behavior throughout the school. 2e: Organizing physical space Domain ...
Student Learning. A. Program Activities Activities will be accomplished in accordance with the student’s Learning Plan & Participation Guidelines, reviewed and agreed upon by the STUDENT, SJSU and Learning Site prior to the start of the experience. The STUDENT will:
Student Learning. The curriculum revision is the result of strategic planning sessions conducted by the SAHE instructional faculty in Spring 2007. Using professional standards for competencies of student affairs professionals as proposed by the American College Personnel Association and the Council for the Advancement of Standards in Higher Education, the faculty determined how best to meet professional standards through the SAHE curriculum. This revision will bring the SAHE program in line with current best practices in student affairs professional preparation programs. The elimination of the requirement for coursework in behavioral sciences results from its lack of usefulness in admission decisions. This requirement is a holdover from the SAHE program’s previous alignment with the former Department of Counseling; its inclusion in the SAHE admission standards was reasonable in alliance with the other programs in counseling. With our shift to the ELAF department and our shift in focus away from counseling and toward administration, the coursework that undergraduates complete as part of a general education program are sufficient prerequisites for success in the SAHE program. Proposed Catalog Copy: Master of Science—Student Affairs and Higher Education (39 semester hours minimum) CIP Code: 131102 Major Code: The master’s degree program in Student Affairs Administration is designed to provide professional training for entry positions in the student affairs field at university, college, and two-year post-secondary levels. Focus areas of performance include residence halls, student development, management, admissions, financial aid, student activities, student health promotion, career development, non- traditional student populations, and other areas. A corollary purpose is to provide a foundation for advanced work in this field and the closely related fields of counseling, guidance, and higher education. The program is offered on-campus and as distance education, although SAHE 533, SAHE 641, and SAHE 652 or their equivalent must be taken in a traditional classroom.
Student Learning. How have the results of student outcomes assessment and program or accreditation review been used on the proposed change? How will this change increase student learning and program effectiveness? Given the many pressures placed on the financial sector due to legislative mandate, it is important that educational institutions respond to the needs of the financial services industry. Preparing college graduates for careers in financial services requires a broad based education grounded in a commitment to liberal learning. By completing a degree in financial services, the student builds upon the foundation provided by general education requirements with a business core and twenty-seven hours of course work in the major. The major requires all students to complete an overview of financial services with specific course work in the areas of banking, investments, and insurance with a focus on ethical decision making. Students in the major then declare a track in one of the four areas associated with financial services: accounting, banking, insurance, and investments. The creation of this major allows the College of Business at Indiana State University to meet its goal of creating a special focus on the emerging needs of the financial services industry. Providing students with a broad understanding of the industry, yet with specific and detailed background in one of the sectors of the industry, allows the College of Business to produce future business leaders for this dynamic industry. This program is supported by the Networks Financial Institute initiative and by the college corporate advisory board. Statements of support from the financial services industry are attached as an appendix to this proposal. In this appendix are statements from Xxxxxxxxx Xxxx, Executive Director of Networks Financial Institute; Xxxxxx Xxxxxxxxx, retired insurance company executive; Xxxxxxx Xxxxxxxxxx, Partner, Xxxxx & Xxxxxxx and B&D Consulting, and Chair of Financial Services Practice; Xxxx Xxxxxx, retired Insurance Commissioner, NAIC President, and insurance company president and CEO; Xxxxx Xxxxxx, President, Xxxxxx Consulting LLC, and Chairman of the Board of Trustees, ISU Foundation. Xxx Xxxx of NFI said "Indiana State University is in a prime position to increase its leadership role in developing qualified employees for this dynamic, growing sector. With proven success in core financial areas including finance, accounting and insurance, ISU can assure its continued leadership role ...
Student Learning. The proposed changes will achieve several goals. The program meets the accreditation standards set forth by the National Association of lndustrial Technology (NAIT). It will allow us better articulation opportunities with two-year schools. It includes content input from our industrial advisory board that will better help students in the program pass the SME and NAIT certification exams and above all will create a program that will better serve students and employers. Student outcomes assessment from alumni surveys, internship and employer surveys have identified necessary skills for a successful functioning professional in manufacturing management. Our 2004 reaccreditation by NAIT of both programs suggested some changes that would increase student learning and program effectiveness. Proposed Catalog Copy: Advanced Manufacturing Management Major (73 semester hours)\ CIP Code: 150613 Major Code: Required courses: Electronics and Computer Technology (12 hours): 160—3 hrs; 280—3 hrs; 281—3 hrs; 480—3 hrs or 444—3 hrs. Manufacturing (12 hours): 225—3 hrs; 370—3 hrs; 371—3 hrs; 376—3 hrs. Mechanical Engineering Technology (9 hours): 103—3 hrs; 203—3 hrs; 329—3 hrs. Technology Management (24 hours): 131—2 hrs; 351—3 hrs; 374—3 hrs, 430—1 hr; 471—3 hrs; 473—3 hrs; 478—3 hrs; 492—3 hrs; 497—3 hrs. Directed Electives (6 hours): Health 318—3 hrs; Physical Science—3 hrs. Directed Basic Studies: Mathematics 111—3 hrs or Mathematics 115—3 hrs. and Mechanical Engineering Technolgoy 215—3 hrs.; Technology Management 195—3 hrs. Preferred effective term: Fall 2008 COLLEGE OF TECHNOLOGY: Technology Management Packaging Technology Major (74 semester hours) CIP Code: 150612 Major Code: D933 Brief Summary: The revisions to this program are primarily due to prefix changes made when the College of Technology was reorganized. Some of the courses previously required in the program were eliminated because the material is covered adequately in other courses. Student Learning: The changes made will enhance student learning and program effectiveness. Proposed Catalog Copy: Packaging Major (65 semester hours) CIP Code: 150612 Major Code: Required courses: Packaging (24 hours): 180—3 hrs.; 280—3 hrs.; 380—3 hrs.; 381—3 hrs.; 482—3 hrs.; 484—3 hrs.; 486—3 hrs.; 489—3 hrs. Manufacturing (3 hours): 370—3 hrs. or 371—3 hrs. or 372—3 hrs. Mechanical Engineering Technology (9 hours): 103—3 hrs.; 329—3 hrs.; 333—3 hrs. Technology Management (21 hours): 131—2 hrs.; 351—3 hrs.; 429—3 hrs.; 430—1 ...
Student Learning. This is a new program, therefore no specific outcomes assessments are available. The purpose of this program is to provide didactic and skill preparation for post-professional education in allied health care fields. This program will enhance the use of current university resources to fit a need for students. Consistent input from students and faculty indicates an underserved population of students seeking post-professional education in allied health care fields, yet do not fit into any current program and therefore extend their education by 12-18 months to acquire pre-requisite coursework. This pre-professional program includes courses specifically devised to provide a foundation in allied health care and requisite hands-on skills in addition to the pre-requisites required for professional health care programs. Unlike pre-medicine which requires students to declare a major and add up to 63 additional credits dependant on the major chosen, the applied medicine studies program provides directed studies to meet the foundation knowledge needs and pre-requisite coursework. Students who seek to enter allied health care fields are often a mismatch for pre-medicine where the coursework is often more science-based versus the patient-based courses which will better prepare allied health professionals. Pre-medicine students seeking allied health care programs could possibly be eliminated based on grade point average, when more pointed coursework would have allowed these students to enter post-professional programs. In addition the current pre-medicine program does not provide all the pre-requisite coursework needed for allied health care fields such as physical therapy, physician assistant or occupational therapy (e.g. Nutrition, Pathophysiology, Abnormal Psychology, Biostatistics, Kinesiology). The applied medicine studies curriculum would provide 27-42 credits of pre-requisite coursework (dependant on post-professional allied health care program) specifically for post-professional programs that students would otherwise have to take in addition to current majors and/or pre-medicine courses, extending their education several semesters. Likewise, the pre-medicine program required 23 credits of coursework which are not pre-requisites for post-professional programs in allied medicine and therefore not productive for students in the pursuit of post-professional education in allied health care fields. The applied medicine studies program is intended to provide a 4-year pr...
Student Learning. 1. The teacher diagnoses students……………….
Student Learning. 3.1. Students are empowered to be self-reflective, set individual learning goals, and articulate goals with others.
Student Learning. On the Exit survey we conducted, students recommended a name change so that more people (employers, prospective students, and parents) understood what the major was. Students will have a better understanding of their field of study and will be better able to secure employment because employers are more familiar with the Public Health title. Student recruitment will also be enhanced. Proposed Catalog Copy: Health Sciences Major (63-73 semester hours) CIP Code: 511504 Major Code: The objectives of this degree program are to prepare health educators to help maintain and improve the health, well-being, and quality of life of people; to prepare students to become health teachers; and to prepare students to pursue graduate education in a variety of related fields. Students completing the community health promotion concentration must earn a minimum of a “C” grade in all required major courses (core, content, culminating experience, professional and foundation courses). Students completing the school health education concentration must earn a minimum of a “C” grade in the core, content, and in the culminating experience courses. Students completing the school health concentration must be thoroughly familiar with the requirements for admission to the Teacher Education Program and the teaching curriculum. Refer to the College of Education and the Department of Curriculum, Instruction, and Media Technology in this catalog. All students must maintain a 2.5 GPA in both the major courses and in their overall GPA to graduate. Health Sciences Core Courses (30 hours): 111—3 hrs.; 221—3 hrs.; 340—3 hrs.; 392—3 hrs.; 401—3 hrs.; 402—3 hrs..; 403—3 hrs..; 406— 3 hrs.; 480—3 hrs.; Family and Consumer Sciences 201--3hrs. Public Health Promotion Concentration (33-34 hours) Health, Safety, and Environmental Health Sciences courses: 210—3 hrs.; 212—3 hrs.; 341—3 hrs.; 360—3 hrs.; 393—2 hrs.; 424—3 hrs.; 428—3 hrs.; 491—3 hrs. Other required courses: Athletic Training 210-2hrs. and Physical Education 220-2hrs. or Biology 112— 3 hrs. and 112L—1 hr. or Life Sciences 231—2 hrs. and 231L—1 hr. or 241—2 hrs. and 241L—1 hr.; Physical Education 180—1 hr.; Psychology 101—3 hrs.; 362—3 hrs. or 368—3 hrs. School Health Education Concentration (41- 43 hours) Health, Safety, and Environmental Health Sciences courses: 211—2 hrs.; 211L—1 hr.; 313—3 hrs. Other required courses: Life Sciences 231—2 hrs and 231L—1 hr. and 241—2 hrs. and 241L—1 hr. or Athletic Training 210--2hrs. and Physical Educat...
Student Learning. PLAN (SLP)
