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 |
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.
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?
No
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.
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?
30
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?
30
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?
30
Provide any additional comments, exceptions and explanations below:
Section II Annual Goals - Science
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 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?
4
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?
8
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?
8
Provide any additional comments, exceptions and explanations below:
Section II Annual Goals - Special Education
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 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?
No
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
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 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?
No
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?
NA
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?
No
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?
No
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.
Supporting Files