Institution Information

Name of Institution:	University of Northern Iowa
Institution/Program Type:	Traditional
Academic Year:	2012-13
State:	Iowa

Address:	611 Schindler Education Center

	Cedar Falls, IA, 50614


Contact Name:	Dr. Robert Boody
Phone:	319-273-6198
Email:	Robert.Boody@uni.edu

Is your institution a member of an HEA Title II Teacher Quality Partnership (TQP) grant awarded by the U.S. Department of Education? (http://www2.ed.gov/about/offices/list/oii/tqp/index.html)

Yes

If yes, provide the following:

Award year: 2010

Grantee name: Mary Herring & Nadene Davidson

Project name: UNI TQP (subcontract)

Grant number: Y13-064

List partner districts/LEAs:
CAL Community School District
HLV Community School District
Midland Community School District
Springville Community School District
West Fork Community School District
Montezuma Community School District
Laurens-Marathon Community School District
West Bend-Mallard Community School District
Turkey Valley Community School District

List other partners:
Iowa Department of Education

Project Type: Both Residency and Pre-baccalaureate

Section I.a Program Information

List each teacher preparation program included in your traditional route. Indicate if your program or programs participate in a Teacher Quality Partnership Grant awarded by the U.S. Department of Education as described at http://www2.ed.gov/about/offices/list/oii/tqp/index.html.

Teacher Preparation Programs	Teacher Quality Partnership Grant Member?
All Science	Yes
Art Education	Yes
Biology	Yes
Business	Yes
Chemistry	Yes
Communication-Theatre	Yes
Early Childhood Education	Yes
Earth Science	Yes
Elementary Education	Yes
English	Yes
History	Yes
Mathematics	Yes
Middle Level Education Dual	Yes
Middle/Junior High Science	Yes
Music Education	Yes
Physical Education	Yes
Physics	Yes
Social Studies	Yes
Technology Education	Yes
TESOL/Modern Language	Yes
TESOL: Teaching English to Speakers of Other Languages	Yes
World Languages & Cultures--Spanish	Yes
Total number of teacher preparation programs: 22

Section I.b Admissions

Indicate when students are formally admitted into your initial teacher certification program:
Sophomore year or transfer

Does your initial teacher certification program conditionally admit students?
Yes

Provide a link to your website where additional information about admissions requirements can be found:
http://www.uni.edu/teached

Please provide any additional comments about or exceptions to the admissions information provided above:

Section I.b Undergraduate Requirements

Please provide the following information about your teacher preparation program's entry and exit requirements. (§205(a)(1)(C)(i))

Are there initial teacher certification programs at the undergraduate level?

Yes

If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Undergraduate level.

Element	Required for Entry	Required for Exit
Transcript	No	No
Fingerprint check	No	Yes
Background check	No	Yes
Minimum number of courses/credits/semester hours completed	Yes	Yes
Minimum GPA	Yes	Yes
Minimum GPA in content area coursework	Yes	Yes
Minimum GPA in professional education coursework	Yes	Yes
Minimum ACT score	No	No
Minimum SAT score	No	No
Minimum basic skills test score	Yes	Yes
Subject area/academic content test or other subject matter verification	No	Yes
Recommendation(s)	No	No
Essay or personal statement	No	No
Interview	No	No
Other	Data not reported	Data not reported

What is the minimum GPA required for admission into the program?

2.5

What was the median GPA of individuals accepted into the program in academic year 2012-13

3.28

What is the minimum GPA required for completing the program?

2.5

What was the median GPA of individuals completing the program in academic year 2012-13

3.49

Please provide any additional comments about the information provided above:

Section I.b Postgraduate Requirements

Please provide the following information about your teacher preparation program's entry and exit requirements. (§205(a)(1)(C)(i))

Are there initial teacher certification programs at the postgraduate level?

If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Postgraduate level.

Element	Required for Entry	Required for Exit
Transcript	Data not reported	Data not reported
Fingerprint check	Data not reported	Data not reported
Background check	Data not reported	Data not reported
Minimum number of courses/credits/semester hours completed	Data not reported	Data not reported
Minimum GPA	Data not reported	Data not reported
Minimum GPA in content area coursework	Data not reported	Data not reported
Minimum GPA in professional education coursework	Data not reported	Data not reported
Minimum ACT score	Data not reported	Data not reported
Minimum SAT score	Data not reported	Data not reported
Minimum basic skills test score	Data not reported	Data not reported
Subject area/academic content test or other subject matter verification	Data not reported	Data not reported
Recommendation(s)	Data not reported	Data not reported
Essay or personal statement	Data not reported	Data not reported
Interview	Data not reported	Data not reported
Other	Data not reported	Data not reported

What is the minimum GPA required for admission into the program?

What was the median GPA of individuals accepted into the program in academic year 2012-13

What is the minimum GPA required for completing the program?

What was the median GPA of individuals completing the program in academic year 2012-13

Please provide any additional comments about the information provided above:

Section I.c Enrollment

Provide the number of students in the teacher preparation program in the following categories. Note that you must report on the number of students by ethnicity and race separately. Individuals who are non-Hispanic/Latino will be reported in one of the race categories. Also note that individuals can belong to one or more racial groups, so the sum of the members of each racial category may not necessarily add up to the total number of students enrolled.

For the purpose of Title II reporting, an enrolled student is defined as a student who has been admitted to a teacher preparation program, but who has not completed the program during the academic year being reported. An individual who completed the program during the academic year being reported is counted as a program completer and not an enrolled student.

Additional guidance on reporting race and ethnicity data.

Total number of students enrolled in 2012-13:	2275
Unduplicated number of males enrolled in 2012-13:	646
Unduplicated number of females enrolled in 2012-13:	1629

2012-13	Number enrolled
Ethnicity
Hispanic/Latino of any race:	51
Race
American Indian or Alaska Native:	6
Asian:	15
Black or African American:	41
Native Hawaiian or Other Pacific Islander:	1
White:	2134
Two or more races:	27

Section I.d Supervised Clinical Experience

Provide the following information about supervised clinical experience in 2012-13.

Average number of clock hours of supervised clinical experience required prior to student teaching	90
Average number of clock hours required for student teaching	640
Average number of clock hours required for mentoring/induction support	9
Number of full-time equivalent faculty supervising clinical experience during this academic year	45
Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff)	5
Number of students in supervised clinical experience during this academic year	2081

Please provide any additional information about or descriptions of the supervised clinical experiences:

Section I.e Teachers Prepared by Subject Area

Please provide the number of teachers prepared by subject area for academic year 2012-13. For the purposes of this section, number prepared means the number of program completers. "Subject area" refers to the subject area(s) an individual has been prepared to teach. An individual can be counted in more than one subject area. If no individuals were prepared in a particular subject area, please leave that cell blank. (§205(b)(1)(H))

Subject Area	Number Prepared
Education - General
Teacher Education - Special Education	10
Teacher Education - Early Childhood Education	95
Teacher Education - Elementary Education	343
Teacher Education - Junior High/Intermediate/Middle School Education	58
Teacher Education - Secondary Education
Teacher Education - Multiple Levels
Teacher Education - Agriculture
Teacher Education - Art	11
Teacher Education - Business	8
Teacher Education - English/Language Arts	28
Teacher Education - Foreign Language
Teacher Education - Health	1
Teacher Education - Family and Consumer Sciences/Home Economics
Teacher Education - Technology Teacher Education/Industrial Arts	4
Teacher Education - Mathematics	24
Teacher Education - Music	12
Teacher Education - Physical Education and Coaching	28
Teacher Education - Reading	12
Teacher Education - Science Teacher Education/General Science	5
Teacher Education - Social Science	25
Teacher Education - Social Studies	16
Teacher Education - Technical Education
Teacher Education - Computer Science
Teacher Education - Biology	7
Teacher Education - Chemistry	3
Teacher Education - Drama and Dance
Teacher Education - French	1
Teacher Education - German	1
Teacher Education- History	19
Teacher Education - Physics	2
Teacher Education - Spanish	12
Teacher Education - Speech	2
Teacher Education - Geography
Teacher Education - Latin
Teacher Education - Psychology
Teacher Education - Earth Science	2
Teacher Education - English as a Second Language	9
Teacher Education - Bilingual, Multilingual, and Multicultural Education
Education - Other Specify:

Section I.e Teachers Prepared by Academic Major

Please provide the number of teachers prepared by academic major for academic year 2012-13. For the purposes of this section, number prepared means the number of program completers. "Academic major" refers to the actual major(s) declared by the program completer. An individual can be counted in more than one academic major. If no individuals were prepared in a particular academic major, please leave that cell blank. (§205(b)(1)(H))

Academic Major	Number Prepared
Education - General
Teacher Education - Special Education	10
Teacher Education - Early Childhood Education	95
Teacher Education - Elementary Education	343
Teacher Education - Junior High/Intermediate/Middle School Education	58
Teacher Education - Secondary Education
Teacher Education - Agriculture
Teacher Education - Art	11
Teacher Education - Business	8
Teacher Education - English/Language Arts	28
Teacher Education - Foreign Language
Teacher Education - Health	1
Teacher Education - Family and Consumer Sciences/Home Economics
Teacher Education - Technology Teacher Education/Industrial Arts	4
Teacher Education - Mathematics	24
Teacher Education - Music	12
Teacher Education - Physical Education and Coaching	28
Teacher Education - Reading	12
Teacher Education - Science	5
Teacher Education - Social Science	25
Teacher Education - Social Studies	16
Teacher Education - Technical Education
Teacher Education - Computer Science
Teacher Education - Biology	7
Teacher Education - Chemistry	3
Teacher Education - Drama and Dance
Teacher Education - French	1
Teacher Education - German	1
Teacher Education - History	19
Teacher Education - Physics	2
Teacher Education - Spanish	12
Teacher Education - Speech	2
Teacher Education - Geography
Teacher Education - Latin
Teacher Education - Psychology
Teacher Education - Earth Science	2
Teacher Education - English as a Second Language	9
Teacher Education - Bilingual, Multilingual, and Multicultural Education
Education - Curriculum and Instruction
Education - Social and Philosophical Foundations of Education
Liberal Arts/Humanities
Psychology
Social Sciences
Anthropology
Economics
Geography and Cartography
Political Science and Government
Sociology
Visual and Performing Arts
History
Foreign Languages
Family and Consumer Sciences/Human Sciences
English Language/Literature
Philosophy and Religious Studies
Agriculture
Communication or Journalism
Engineering
Biology
Mathematics and Statistics
Physical Sciences
Astronomy and Astrophysics
Atmospheric Sciences and Meteorology
Chemistry
Geological and Earth Sciences/Geosciences
Physics
Business/Business Administration/Accounting
Computer and Information Sciences
Other Specify:

Section I.f Program Completers

Provide the total number of teacher preparation program completers in each of the following academic years:

2012-13: 644

2011-12: 566

2010-11: 428

Section II Annual Goals - Mathematics

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in mathematics in each of three academic years.

Academic year 2012-13

Did your program prepare teachers in mathematics in 2012-13?

Yes

How many prospective teachers did your program plan to add in mathematics in 2012-13?

Did your program meet the goal for prospective teachers set in mathematics in 2012-13?

Yes

Description of strategies used to achieve goal, if applicable:

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

Provide any additional comments, exceptions and explanations below:

Academic year 2013-14

Is your program preparing teachers in mathematics in 2013-14?

Yes

How many prospective teachers did your program plan to add in mathematics in 2013-14?

Provide any additional comments, exceptions and explanations below:

Although we do not have specific numerical goals, we have noticed an increase in the last 1.5 to 2 years. Before that our numbers were very up and down. One year we would have as few as 6 and the next year 20. It appears to be staying around 30 each year now.

Academic year 2014-15

Will your program prepare teachers in mathematics in 2014-15?

Yes

How many prospective teachers does your program plan to add in mathematics in 2014-15?

Provide any additional comments, exceptions and explanations below:

Section II Annual Goals - Science

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in science in each of three academic years.

Academic year 2012-13

Did your program prepare teachers in science in 2012-13?

Yes

How many prospective teachers did your program plan to add in science in 2012-13?

Did your program meet the goal for prospective teachers set in science in 2012-13?

Yes

Description of strategies used to achieve goal, if applicable:

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

Provide any additional comments, exceptions and explanations below:

Science teaching majors numbers fluctuate from year to year. 2011-12 was a large group.

Academic year 2013-14

Is your program preparing teachers in science in 2013-14?

Yes

How many prospective teachers did your program plan to add in science in 2013-14?

Provide any additional comments, exceptions and explanations below:

The Physics Department has started school visits by faculty for overall recruitment to physics.

The Science Education Faculty Chair has started to send personal letters to high school students indicating to UNI Admissions an interest in science teaching. The letter also contains explanatory and promotional materials. In addition, a new multi-major brochure is being developed and printed.

Academic year 2014-15

Will your program prepare teachers in science in 2014-15?

Yes

How many prospective teachers does your program plan to add in science in 2014-15?

Provide any additional comments, exceptions and explanations below:

Section II Annual Goals - Special Education

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in special education in each of three academic years.

Academic year 2012-13

Did your program prepare teachers in special education in 2012-13?

Yes

How many prospective teachers did your program plan to add in special education in 2012-13?

165

Did your program meet the goal for prospective teachers set in special education in 2012-13?

Description of strategies used to achieve goal, if applicable:

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

Provide any additional comments, exceptions and explanations below:

Academic year 2013-14

Is your program preparing teachers in special education in 2013-14?

Yes

How many prospective teachers did your program plan to add in special education in 2013-14?

180

Provide any additional comments, exceptions and explanations below:

Academic year 2014-15

Will your program prepare teachers in special education in 2014-15?

Yes

How many prospective teachers does your program plan to add in special education in 2014-15?

180

Provide any additional comments, exceptions and explanations below:

Section II Annual Goals - Instruction of Limited English Proficient Students

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in instruction of limited English proficient students in each of three academic years.

Academic year 2012-13

Did your program prepare teachers in instruction of limited English proficient students in 2012-13?

How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2012-13?

Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2012-13?

Description of strategies used to achieve goal, if applicable:

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

Provide any additional comments, exceptions and explanations below:

Academic year 2013-14

Is your program preparing teachers in instruction of limited English proficient students in 2013-14?

How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2013-14?

Provide any additional comments, exceptions and explanations below:

Academic year 2014-15

Will your program prepare teachers in instruction of limited English proficient students in 2014-15?

How many prospective teachers does your program plan to add in instruction of limited English proficient students in 2014-15?

Provide any additional comments, exceptions and explanations below:

Section II Assurances

Please certify that your institution is in compliance with the following assurances. (§205(a)(1)(A)(iii), §206(b)) Note: Be prepared to provide documentation and evidence for your responses, when requested, to support the following assurances.

Preparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and recruitment trends.
Yes

Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom.
Yes

Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects.
Yes

Prospective general education teachers are prepared to provide instruction to students with disabilities.
Yes

Prospective general education teachers are prepared to provide instruction to limited English proficient students.
Yes

Prospective general education teachers are prepared to provide instruction to students from low-income families.
Yes

Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable.
Yes

Describe your institution’s most successful strategies in meeting the assurances listed above:

Our professional development school, new research and development school, and opportunities for clinical experiences nationally and internationally have given us somewhat unique opportunities to strengthen preparation in the above areas.

Section III Assessment Pass Rates

Assessment code - Assessment name Test Company Group	Number taking tests	Avg. scaled score	Number passing tests	Pass rate (%)
ETS0135 -ART CONTENT AND ANALYSIS Educational Testing Service (ETS) All enrolled students who have completed all noncl	2
ETS0135 -ART CONTENT AND ANALYSIS Educational Testing Service (ETS) Other enrolled students	2
ETS0135 -ART CONTENT AND ANALYSIS Educational Testing Service (ETS) All program completers, 2012-13	4
ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all noncl	4
ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13	3
ETS0101 -BUSINESS ED CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13	5
ETS0245 -CHEMISTRY CONTENT KNOWLEDGE II Educational Testing Service (ETS) All program completers, 2012-13	1
ETS0571 -EARTH AND SPACE SCIENCES - CK Educational Testing Service (ETS) Other enrolled students	1
ETS0014 -ELEM ED CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all noncl	125	167	113	90
ETS0014 -ELEM ED CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students	12	164	8	67
ETS0014 -ELEM ED CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13	70	165	65	93
ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT Educational Testing Service (ETS) Other enrolled students	1
ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT Educational Testing Service (ETS) All program completers, 2012-13	5
ETS0044 -ENG LANG LIT COMP CONTENT & ANALYSIS Educational Testing Service (ETS) All enrolled students who have completed all noncl	13	173	10	77
ETS0044 -ENG LANG LIT COMP CONTENT & ANALYSIS Educational Testing Service (ETS) Other enrolled students	2
ETS0044 -ENG LANG LIT COMP CONTENT & ANALYSIS Educational Testing Service (ETS) All program completers, 2012-13	14	178	14	100
ETS0361 -ENGLISH TO SPEAKERS OF OTHER LANGUAGES II Educational Testing Service (ETS) Other enrolled students	6
ETS0361 -ENGLISH TO SPEAKERS OF OTHER LANGUAGES II Educational Testing Service (ETS) All program completers, 2012-13	4
ETS5174 -FRENCH WORLD LANGUAGE (CD) Educational Testing Service (ETS) All enrolled students who have completed all noncl	1
ETS5174 -FRENCH WORLD LANGUAGE (CD) Educational Testing Service (ETS) All program completers, 2012-13	1
ETS0435 -GENERAL SCI CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13	3
ETS0023 -INTERDIS EARLY CHILD EDUC Educational Testing Service (ETS) All enrolled students who have completed all noncl	6
ETS0023 -INTERDIS EARLY CHILD EDUC Educational Testing Service (ETS) All program completers, 2012-13	6
ETS0061 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all noncl	7
ETS0061 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students	1
ETS0061 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13	12	166	12	100
ETS0114 -MUSIC CONTENT & INSTRUCTION Educational Testing Service (ETS) All enrolled students who have completed all noncl	8
ETS0114 -MUSIC CONTENT & INSTRUCTION Educational Testing Service (ETS) All program completers, 2012-13	5
ETS0095 -PHYSICAL ED CONTENT AND DESIGN Educational Testing Service (ETS) All enrolled students who have completed all noncl	9
ETS0095 -PHYSICAL ED CONTENT AND DESIGN Educational Testing Service (ETS) All program completers, 2012-13	8
ETS0265 -PHYSICS CONTENT KNOWLEDGE II Educational Testing Service (ETS) Other enrolled students	1
ETS0624 -PRINC LEARNING AND TEACHING 7-12 II Educational Testing Service (ETS) All enrolled students who have completed all noncl	50	175	49	98
ETS0624 -PRINC LEARNING AND TEACHING 7-12 II Educational Testing Service (ETS) Other enrolled students	13	177	13	100
ETS0624 -PRINC LEARNING AND TEACHING 7-12 II Educational Testing Service (ETS) All program completers, 2012-13	79	176	75	95
ETS0621 -PRINC LEARNING AND TEACHING EARLY CHILD II Educational Testing Service (ETS) All enrolled students who have completed all noncl	8
ETS0621 -PRINC LEARNING AND TEACHING EARLY CHILD II Educational Testing Service (ETS) All program completers, 2012-13	8
ETS0622 -PRINC LEARNING AND TEACHING K-6 II Educational Testing Service (ETS) All enrolled students who have completed all noncl	127	177	118	93
ETS0622 -PRINC LEARNING AND TEACHING K-6 II Educational Testing Service (ETS) Other enrolled students	12	174	10	83
ETS0622 -PRINC LEARNING AND TEACHING K-6 II Educational Testing Service (ETS) All program completers, 2012-13	125	177	119	95
ETS0390 -PSYCHOLOGY Educational Testing Service (ETS) All program completers, 2012-13	1
ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all noncl	11	163	9	82
ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students	1
ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13	11	171	10	91
ETS5195 -SPANISH WORLD LANGUAGE (CD) Educational Testing Service (ETS) Other enrolled students	3
ETS5195 -SPANISH WORLD LANGUAGE (CD) Educational Testing Service (ETS) All program completers, 2012-13	3
ETS0221 -SPEECH COMMUNICATIONS Educational Testing Service (ETS) All program completers, 2012-13	2
ETS0051 -TECHNOLOGY EDUCATION II Educational Testing Service (ETS) Other enrolled students	1
ETS0051 -TECHNOLOGY EDUCATION II Educational Testing Service (ETS) All program completers, 2012-13	2
ETS0941 -WORLD AND U.S. HISTORY CK Educational Testing Service (ETS) All enrolled students who have completed all noncl	5
ETS0941 -WORLD AND U.S. HISTORY CK Educational Testing Service (ETS) Other enrolled students	2
ETS0941 -WORLD AND U.S. HISTORY CK Educational Testing Service (ETS) All program completers, 2012-13	10	158	9	90

Section III Summary Pass Rates

Group	Number taking tests	Number passing tests	Pass rate (%)
All program completers, 2012-13	223	209	94

Section IV Low-Performing

Provide the following information about the approval or accreditation of your teacher preparation program.

Is your teacher preparation program currently approved or accredited?
Yes

If yes, please specify the organization(s) that approved or accredited your program:
State

Is your teacher preparation program currently under a designation as "low-performing" by the state (as per section 207(a) of the HEA of 2008)?
No

Section V Use of Technology

Provide the following information about the use of technology in your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request.

Does your program prepare teachers to:

integrate technology effectively into curricula and instruction
Yes
use technology effectively to collect data to improve teaching and learning
Yes
use technology effectively to manage data to improve teaching and learning
Yes
use technology effectively to analyze data to improve teaching and learning
Yes

Provide a description of the evidence that your program uses to show that it prepares teachers to integrate technology effectively into curricula and instruction, and to use technology effectively to collect, manage, and analyze data in order to improve teaching and learning for the purpose of increasing student academic achievement. Include a description of the evidence your program uses to show that it prepares teachers to use the principles of universal design for learning, as applicable. Include planning activities and a timeline if any of the four elements listed above are not currently in place.

All teaching candidates are required to take an approved course in technology applied to teaching. Opportunities to use and apply technology to support learning are also integrated into methods and clinical experience courses. All candidates complete a teacher work sample or edTPA in student teaching that demonstrates how they have impacted student learning including supportive evidence. Coursework and experiences are designed to support this culminating work sample. A number of our faculty have participated in universal design workshops and have integrated and are modeling the principles into their courses.

Section VI Teacher Training

Provide the following information about your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request.

Does your program prepare general education teachers to:

teach students with disabilities effectively
Yes
participate as a member of individualized education program teams
Yes
teach students who are limited English proficient effectively
No

Provide a description of the evidence your program uses to show that it prepares general education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place.

All students have required coursework to support their understanding and competence in teaching students with disabilities effectively. We have begun to integrate instructional material to better support candidates in teaching students who are limited English proficient and some faculty have received training and experience to improve preparation for this population. We also have a faculty team working to develop additional instructional materials to support and model best practices in effective teaching for these populations. Finally, we will add a TESOL program certificate of 18 hours which will meet state ELL endorsement requirements and potentially increase our numbers of teachers prepared with ELL preparation.

Does your program prepare special education teachers to:

teach students with disabilities effectively
Yes
participate as a member of individualized education program teams
Yes
teach students who are limited English proficient effectively
No

Provide a description of the evidence your program uses to show that it prepares special education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place.

As indicated above, our faculty have begun work to improve our preparation for all teaching candidates in the area of teaching students who are limited English proficient effectively. We have targeted this area as a priority for improvement.

Section VII Contextual Information

Please use this space to provide any additional information that describes your teacher preparation program(s). You may also attach information to this report card. The U.S. Department of Education is especially interested in any evaluation plans or interim or final reports that may be available.

Complete Report Card

Supporting Files

Complete Report Card