Highlights of the Lincoln University Department of Education's performance data include:
Annual Reporting Measures:
- Praxis II: Education Department graduates have maintained a 100% Praxis pass rate for Title II Reporting since 2002.
- DESE First-Year Teacher Survey (Teacher Responses): 100% of Lincoln Education Department graduates who completed the DESE First-Year Teacher Survey from 2009-2013 rated the overall quality of the preparation they received at Lincoln as "Fair" or better, with 85% rating the preparation they received as either "Good" or "Very Good" (the two highest choices given).
- DESE First-Year Teacher Survey (Principal Responses): 100% of the prinicipals of Lincoln Education Department graduates who completed the the DESE First-Year Teacher Survey from 2009-2013 rated the overall quality of the professional education program the teacher completed as "Fair" or better,with 87% rating the preparation as either "Good" or "Very Good" (the two highest choices given).
Lincoln University Department of Education Student Teacher Evaluation Data:
The following table shows the mean scores and standard deviations for items on the Student Teacher Evaluation form that is completed by each candidate's' cooperating teacher. The items on the evaluation form are aligned to the Missouri Standards for the Preparation of Educators (MoSPE) and were first administered during the Spring 2013 semester. A four-point scale is used on the evaluation. The items below are only the items that appearared on both the Spring 2013 and Fall 2013 iterations of the form.
|Item||Spring 2013 (24 student teacher evaluations)||Fall 2013 (23 student teacher evaluations)|
|1C1) Content knowledge and Academic Language: Demonstrates knowledge of the academic language of the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri.||3.75||.44||3.75||.44|
|1C4) Interdisciplinary instruction: Can create and implement interdisciplinary lessons that are aligned with standards.||3.70||.47||3.68||.48|
|2C1) Cognitive, Social, Emotional and Physical Development: Identifies child/adolescent developmental stages and uses this knowledge to adapt instruction.||3.74||.54||3.74||.45|
|2C5) Prior Experiences, Learning Styles, Multiple Intelligences, Strengths, and Needs: Can plan learning activities to address a student's prior experiences, multiple intelligences, strengths and needs in order to positively impact learning.||3.71||.46||3.79||.56|
|3C1) Implementation of Curriculum Standards: Understands the components and organization of an effective curriculum, is able to create aligned learning experiences, can locate national and state standards, and is able to align them to learning outcomes.||3.67||.46||3.67||.51|
|7C1) Effective Use of Assessments: Has knowledge of the development, use and analysis of formal and informal assessments.||3.75||.48||3.77||.64|
|1C2) Student Engagement in Subject Matter: Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.||3.67||.44||3.74||.43|
|1C3) Disciplinary Research and Inquiry Methodologies: Understands how to engage students in the methods of inquiry and research in his or her respective discipline.||3.63||.56||3.77||.54|
|2C3) Theory of Learning: Applies knowledge of learning theory in aspects of instructional design.||3.71||.49||3.70||.53|
|4C1) Instructional Strategies Leading to Student Engagement in Problem Solving and Critical Thinking: Can demonstrate knowledge of researched-based models of critical thinking and problem-solving, including various types of instructional strategies, to support student engagement in higher level thinking skills.||3.58||.50||3.57||.73|
|4C2) Appropriate Use of Instructional Resources to Enhance Student Learning: Demonstrates knowledge of current instructional resources to support complex thinking and technological skills.||3.79||.41||3.70||.63|
|4C3) Cooperative, Small Group and Independent Learning: Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning.||3.63||.49||3.65||.65|
|8C1) Self-Assessment and Improvement: Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students.||3.79||.41||3.77||.53|
|2C4) Differentiated Learning Design: Recognizes diversity and the impact it has on education.||3.71||.46||3.78||.42|
|2C6) Language, Culture, Family and Knowledge of Community Values: Demonstrates an understanding that instruction should be connected to students' family, culture, and community.||3.63||.58||3.83||.39|
|5C3) Classroom, School, and Community Culture: Recognizes and identifies the impact of classroom, school and community culture on student relationships, classroom environment and learning.||3.67||.76||3.83||.39|