University of Northern Iowa Traditional Program
2014Title II Reports

Complete Report Card

AY 2012-13

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.

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?

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.

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:
Asian: 15 
Black or African American: 41 
Native Hawaiian or Other Pacific Islander:
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 
Teacher Education - English/Language Arts  28 
Teacher Education - Foreign Language   
Teacher Education - Health 
Teacher Education - Family and Consumer Sciences/Home Economics    
Teacher Education - Technology Teacher Education/Industrial Arts  
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 
Teacher Education - Social Science   25 
Teacher Education - Social Studies  16 
Teacher Education - Technical Education   
Teacher Education - Computer Science   
Teacher Education - Biology 
Teacher Education - Chemistry 
Teacher Education - Drama and Dance   
Teacher Education - French 
Teacher Education - German 
Teacher Education- History  19 
Teacher Education - Physics 
Teacher Education - Spanish  12 
Teacher Education - Speech 
Teacher Education - Geography   
Teacher Education - Latin   
Teacher Education - Psychology   
Teacher Education - Earth Science 
Teacher Education - English as a Second Language 
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 
Teacher Education - English/Language Arts  28 
Teacher Education - Foreign Language   
Teacher Education - Health 
Teacher Education - Family and Consumer Sciences/Home Economics    
Teacher Education - Technology Teacher Education/Industrial Arts  
Teacher Education - Mathematics  24 
Teacher Education - Music   12 
Teacher Education - Physical Education and Coaching  28 
Teacher Education - Reading   12 
Teacher Education - Science 
Teacher Education - Social Science   25 
Teacher Education - Social Studies  16 
Teacher Education - Technical Education   
Teacher Education - Computer Science   
Teacher Education - Biology 
Teacher Education - Chemistry 
Teacher Education - Drama and Dance   
Teacher Education - French 
Teacher Education - German 
Teacher Education - History  19 
Teacher Education - Physics 
Teacher Education - Spanish  12 
Teacher Education - Speech 
Teacher Education - Geography   
Teacher Education - Latin   
Teacher Education - Psychology   
Teacher Education - Earth Science 
Teacher Education - English as a Second Language 
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 
     
ETS0135 -ART CONTENT AND ANALYSIS 
Educational Testing Service (ETS) 
Other enrolled students 
     
ETS0135 -ART CONTENT AND ANALYSIS 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
ETS0235 -BIOLOGY CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All enrolled students who have completed all noncl 
     
ETS0235 -BIOLOGY CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
ETS0101 -BUSINESS ED CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
ETS0245 -CHEMISTRY CONTENT KNOWLEDGE II 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
ETS0571 -EARTH AND SPACE SCIENCES - CK 
Educational Testing Service (ETS) 
Other enrolled students 
     
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  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 
     
ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
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 
     
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 
     
ETS0361 -ENGLISH TO SPEAKERS OF OTHER LANGUAGES II 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
ETS5174 -FRENCH WORLD LANGUAGE (CD) 
Educational Testing Service (ETS) 
All enrolled students who have completed all noncl 
     
ETS5174 -FRENCH WORLD LANGUAGE (CD) 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
ETS0435 -GENERAL SCI CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
ETS0023 -INTERDIS EARLY CHILD EDUC 
Educational Testing Service (ETS) 
All enrolled students who have completed all noncl 
     
ETS0023 -INTERDIS EARLY CHILD EDUC 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
ETS0061 -MATHEMATICS CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All enrolled students who have completed all noncl 
     
ETS0061 -MATHEMATICS CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
Other enrolled students 
     
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 
     
ETS0114 -MUSIC CONTENT & INSTRUCTION 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
ETS0095 -PHYSICAL ED CONTENT AND DESIGN 
Educational Testing Service (ETS) 
All enrolled students who have completed all noncl 
     
ETS0095 -PHYSICAL ED CONTENT AND DESIGN 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
ETS0265 -PHYSICS CONTENT KNOWLEDGE II 
Educational Testing Service (ETS) 
Other enrolled students 
     
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 
     
ETS0621 -PRINC LEARNING AND TEACHING EARLY CHILD II 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
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 
     
ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All enrolled students who have completed all noncl 
11  163  82 
ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
Other enrolled students 
     
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 
     
ETS5195 -SPANISH WORLD LANGUAGE (CD) 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
ETS0221 -SPEECH COMMUNICATIONS 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
ETS0051 -TECHNOLOGY EDUCATION II 
Educational Testing Service (ETS) 
Other enrolled students 
     
ETS0051 -TECHNOLOGY EDUCATION II 
Educational Testing Service (ETS) 
All program completers, 2012-13 
     
ETS0941 -WORLD AND U.S. HISTORY CK 
Educational Testing Service (ETS) 
All enrolled students who have completed all noncl 
     
ETS0941 -WORLD AND U.S. HISTORY CK 
Educational Testing Service (ETS) 
Other enrolled students 
     
ETS0941 -WORLD AND U.S. HISTORY CK 
Educational Testing Service (ETS) 
All program completers, 2012-13 
10  158  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

Complete Report Card

AY 2012-13

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