W I L M I N G T O N
U N I V E R S I T Y
COLLEGE OF EDUCATION May 26, 2022
In response to House Bill 207: AN ACT TO AMEND TITLE 14 OF THE DELAWARE CODE RELATING TO EDUCATOR LICENSURE, CERTIFICATION, EVALUATION, PROFESSIONAL DEVELOPMENT, AND PREPARATION PROGRAM: In place of a performance assessment requirement, requires that educator preparation programs assess prospective educators' ability to apply pedagogical skills to meet student needs and requires the Department to establish a committee of stakeholders to gather input and make recommendations on how to assess the pedagogical skills of program participants, Wilmington University presents the following.
Content and pedagogical knowledge for WilmU candidates in initial programs are developed through relevant professional activities that directly apply to the specialized field of learning. Each course has a capstone event known as the Structured External Assignment (SEA), which has a common rubric assessment that is held constant for all sections of the same course, providing instructors a standard means of evaluation as candidates' demonstrating competency as they progress through their programs. While one measure of candidate performance includes the SEA, programs also include various assessment measures such as portfolios, standardized content assessments, performance assessments, and clinical observations and evaluations. These ongoing measures occur throughout the program providing a comprehensive depiction of candidate mastery in "their proficiencies to understand and apply pedagogical knowledge and skills appropriate to their professional field of specialization" in their initial program. Below are compendia submitted as part of our CAEP Self-Study where we were awarded the Frank Murray Leadership Recognition for Continuous Improvement for flawless accreditation review that demonstrated and promoted equity in student learning resulting in excellence in teacher preparation. The CAEP accreditation process evaluates the performance of providers and focuses particularly on whether candidates will be prepared, by completion, for the challenging responsibilities that educators face in America’s classrooms.
These compendia support WilmU's claim that its initial program candidates demonstrate (a) understanding of the 10 InTASC Standards at appropriate progression levels (b) use of research and evidence (c) application of content and pedagogical knowledge (d) skills and commitment that afford all P-12 students access to rigorous college- and career-ready standards, and (e) modeling and application of technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice.
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