The Indiana Professional Standards Board (IPSB) requires that the

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The Indiana Professional Standards Board (IPSB) requires that the





    September 18, 2001

    The Indiana Professional Standards Board (IPSB) requires that the School of Education’s (SOE) Unit Assessment System (UAS) include “evidence that the conceptual framework(s) for the unit’s programs incorporate all IPSB standards.” In addition, the IPSB requires that the narrative describing this evidence also include “a description of the mechanism(s) used by the unit (SOE, in this case) to assure that all IPSB standards are included in all programs.” The mapping subcommittee’s report delineates both the efforts made to this point and the results of the analysis of mapping data.

    Program Evaluation Efforts

    The following table summarizes the efforts the SOE Elementary Education faculty undertook to determine the degree of alignment between the IPSB standards and the Elementary Education Block Program at Purdue University:

Date Effort Participants

    Sept. 29, 2000 Elementary Education (ELED) faculty All ELED faculty; faculty in related

    charged with mapping the alignment of the areas; EDCI support staff

    new Block ELED program with IPSB


Dec. 8, 2000 Update on progress on IPSB standards ELED faculty


Jan. 26, 2001 ELED faculty meeting where all program All ELED faculty; faculty in related

    areas developed holistic map of alignment of areas; EDCI support staff

    Block ELED program and IPSB standards.

Mar. 30, 2001 Update on holistic mapping task. ELED faculty

Aug. 14, 2001 EDCI retreat: ELED faculty reviewed All ELED faculty; EDCI support

    mapping documents and provided final staff

    updates. ELED mapping subcommittee was


Sept. 17, 2001 ELED mapping subcommittee reviewed ELED mapping subcommittee

    information to summarize findings and

    determined how well ELED Block program

    meets IPSB standards in order to produce

    final report.

    Results of Program Evaluation

    Based on extensive analysis of the Elementary Education Block Program, the ELED faculty and the mapping subcommittee found that the Elementary Education Program provided adequate levels of experience for ELED students to address a vast majority of

    the IPSB Standards.

    Using the mapping data generated by ELED faculty (outlined above), the mapping subcommittee found several areas of concern where the Elementary Education Block Program may not provide students with adequate levels of experience necessary to address particular IPSB Standards. These areas of concern are summarized below:

    Teachers of Early Childhood

    Developmental Standards

Area of Concern Standards and Indicators

     Standard #2

    Early Childhood Development Performance Indicators 5, 7

     Knowledge Indicators 1, 2

     Disposition Indicator 1

     Standard #3

    Historical and Philosophical Foundations Knowledge Indicator 2

    of Education Disposition Indicator 1

Special Needs and English Language Standard #4

    Learners Knowledge Indicators 8, 10

Family, Culture, and Community Standard #5

     Performance Indicators 5, 7, 9

Assessment Standard #6

     Performance Indicator 4

    Knowledge Indicator 5

Professionalism (e.g., legal/ethical issues) Standard #7

     Performance Indicators 2, 8, 9

     Knowledge Indicators 1, 5

Health and Safety Standard #8

     Performance Indicators 11, 12

     Knowledge Indicators 7, 8, 10, 11

     Disposition Indicator 8

    Teachers of Middle Childhood

    Developmental Standards

Area of Concern Standards and Indicators

    Professionalism (e.g., legal/ethical issues) Standard #2

     Performance Indicator 4

Assessment (Student Self-Assessment) Standard #4

     Knowledge Indicator 4

Legal Issues Related to Learning Standard #7

    Environment Knowledge Indicator 4

Professional Development Standard #8

     Knowledge Indicator 3

     Disposition Indicator 1

It must be noted thatbased on mapping data generated by the ELED facultythe

    mapping subcommittee concluded that the Elementary Education Program provided adequate levels of experience for ELED students to address all of the Generalist

    Standards for Teachers of Early and Middle Childhood (IPSB Content Standards).

    General Issues Regarding UAS Mapping Guides

    Although it is not under the purview of the mapping subcommittee to recommend changes in curriculum or coursework, the group does not consider that the gaps in the mapping guides warrant the creation of new courses, but rather that these areas of concern could be addressed under current curriculum areas or within existing courses.

    The subcommittee also found that some artifacts listed as evidence in the UAS Mapping Guides require further clarification. Consistent criteria need to be used to determine what constitutes an “artifact,” and all three documents need to be edited to reflect that analysis. For example, the subcommittee suggested that lectures do not represent evidence of meeting a performance standard, nor do paper and pencil tests reflect evidence of acquiring an appropriate disposition.

    In addition, the guides need to be edited to delete extraneous remarks and typographical errors and to assure correspondence between artifacts listed and notations in the artifact column.

IPSB Mapping Subcommittee: Charles Elster, Maribeth Schmitt, Phillip VanFossen,

    and Tammy Younts

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