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2015
Pacific University
Traditional Program
Complete Report Card
AY 2013-14
Institution Information
Name of Institution: Pacific University
Institution/Program Type: Traditional
Academic Year: 2013-14
State: Oregon
Address: 2043 College Way
Forest Grove, OR, 97116
Contact Name: Lynda Tilley
Phone: 503-352-1438
Email: till6480@pacificu.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)
No
If yes, provide the following:
Award year:
Grantee name:
Project name:
Grant number:
List partner districts/LEAs:
List other partners:
Project Type:
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?
ECE/Elem No Elem/ML No English to Speakers of Other Languages No MS/HS No Multiple Subjects No Reading No Special Education No Total number of teacher preparation programs: 7
Section I.b Admissions
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Section I.b Admissions
Indicate when students are formally admitted into your initial teacher certification program:
Other Varies by program - see below
Does your initial teacher certification program conditionally admit students?
No
Provide a link to your website where additional information about admissions requirements can be found:
http://www.pacificu.edu/coe/admission/index.cfm
Please provide any additional comments about or exceptions to the admissions information provided above:
We require all candidates to have their fingerprints processed for a background clearance prior to entry in K-12 schools. It is not required for admission into the
program.
Undergraduate students are formally admitted into our initial teacher certification program during their junior year.
Graduate students are admitted after completion of a bachelor degree program.
Candidates who wish to pursue a subject area endorsement must have at least a minor's worth of credits in that area.
Experience working with children is not an admissions requirement. However, it is highly recommended.
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 Yes No Fingerprint check Yes No Background check Yes No Minimum number of courses/credits/semester hours completed Yes Yes Minimum GPA Yes Yes Minimum GPA in content area coursework No No Minimum GPA in professional education coursework No Yes Minimum ACT score No No Minimum SAT score No No Minimum basic skills test score No Yes Subject area/academic content test or other subject matter verification No Yes Recommendation(s) Yes No Essay or personal statement Yes No Interview Yes No Other Civil rights testing
No Yes What is the minimum GPA required for admission into the program?
2.75
What was the median GPA of individuals accepted into the program in academic year 2013-14
3.39
What is the minimum GPA required for completing the program?
2.75
What was the median GPA of individuals completing the program in academic year 2013-14
3.45
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))
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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?
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 Postgraduate level.
Element
Required for Entry Required for Exit
Transcript Yes No Fingerprint check Yes No Background check Yes No Minimum number of courses/credits/semester hours completed No Yes Minimum GPA Yes Yes Minimum GPA in content area coursework Yes No Minimum GPA in professional education coursework No Yes Minimum ACT score No No Minimum SAT score No No Minimum basic skills test score Yes No Subject area/academic content test or other subject matter verification Yes Yes Recommendation(s) Yes No Essay or personal statement Yes No Interview Yes No Other Civil rights testing
No Yes What is the minimum GPA required for admission into the program?
2.75
What was the median GPA of individuals accepted into the program in academic year 2013-14
3.39
What is the minimum GPA required for completing the program?
3
What was the median GPA of individuals completing the program in academic year 2013-14
3.45
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 2013-14:
8 Unduplicated number of males enrolled in 2013-14:
0 Unduplicated number of females enrolled in 2013-14: 8 2013-14
Number enrolled
Ethnicity
Hispanic/Latino of any race:
1 Race
American Indian or Alaska Native:
0 Asian:
0 Black or African American:
0 Native Hawaiian or Other Pacific Islander:
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Native Hawaiian or Other Pacific Islander:
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0 White:
7 Two or more races:
0 Section I.d Supervised Clinical Experience
Provide the following information about supervised clinical experience in 2013-14.
Average number of clock hours of supervised clinical experience required prior to student teaching
90 Average number of clock hours required for student teaching
720 Average number of clock hours required for mentoring/induction support
0 Number of full-time equivalent faculty supervising clinical experience during this academic year
13 Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff) 10 Number of students in supervised clinical experience during this academic year
69 Please provide any additional information about or descriptions of the supervised clinical experiences:
Interns in the special education program complete 1440 hours in their student teaching experience.
Our expectation is that university supervisors meet with our mentor teachers to explain Pacific University's student teaching requirements. We do not have a formal
mentoring program. The state, however, requires that mentors have at least 3 years of teaching experience prior to hosting student teachers in their classrooms.
Section I.e Teachers Prepared by Subject Area
Please provide the number of teachers prepared by subject area for academic year 2013-14. 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 23 Teacher Education - Early Childhood Education 23 Teacher Education - Elementary Education 31 Teacher Education - Junior High/Intermediate/Middle School Education 9 Teacher Education - Secondary Education 16 Teacher Education - Multiple Levels 38 Teacher Education - Agriculture Teacher Education - Art Teacher Education - Business Teacher Education - English/Language Arts 6 Teacher Education - Foreign Language 1 Teacher Education - Health 2 Teacher Education - Family and Consumer Sciences/Home Economics Teacher Education - Technology Teacher Education/Industrial Arts Teacher Education - Mathematics 10 Teacher Education - Music 1 Teacher Education - Physical Education and Coaching Teacher Education - Reading Teacher Education - Science Teacher Education/General Science 5 Teacher Education - Social Science Teacher Education - Social Studies 4 Teacher Education - Technical Education Teacher Education - Computer Science Teacher Education - Biology 7 Teacher Education - Chemistry 1 Teacher Education - Drama and Dance 1 Teacher Education - French Teacher Education - German Teacher Education- History https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2015
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Teacher Education - Physics 3 Teacher Education - Spanish 1 Teacher Education - Speech Teacher Education - Geography Teacher Education - Latin Teacher Education - Psychology Teacher Education - Earth Science Teacher Education - English as a Second Language 13 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 2013-14. 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 3 Teacher Education - Special Education Teacher Education - Early Childhood Education 31 Teacher Education - Elementary Education 36 Teacher Education - Junior High/Intermediate/Middle School Education 31 Teacher Education - Secondary Education 28 Teacher Education - Agriculture Teacher Education - Art Teacher Education - Business Teacher Education - English/Language Arts 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 Teacher Education - Music Teacher Education - Physical Education and Coaching Teacher Education - Reading Teacher Education - Science Teacher Education - Social Science Teacher Education - Social Studies 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 Teacher Education - Physics Teacher Education - Spanish Teacher Education - Speech Teacher Education - Geography Teacher Education - Latin Teacher Education - Psychology https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2015
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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:
2013-14: 65
2012-13: 87
2011-12: 122
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 2013-14
Did your program prepare teachers in mathematics in 2013-14?
Yes
How many prospective teachers did your program plan to add in mathematics in 2013-14?
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How many prospective teachers did your program plan to add in mathematics in 2013-14?
14
Did your program meet the goal for prospective teachers set in mathematics in 2013-14?
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:
We have increased our focus on STEM education with NSF Noyce Scholarship Grant. In addition, we are creating an initiative with local school districts to offer onsite
STEM teacher licensure coursework.
Provide any additional comments, exceptions and explanations below:
Though the mitigating factors for hiring teachers in Oregon remain, we are hopeful that we can continue to attract people who want to become math teachers. We
now have two scholarship programs that help us attract and retain potential math teachers: the NSF Noyce Scholarship grants ($15,000) and the NPD ELSTEM
scholarships ($5,000). The combination of these two can provide up to $20,000 for a person to become a math teacher embedded in a highly diverse school district.
Academic year 2014-15
Is your program preparing teachers in mathematics in 2014-15?
Yes
How many prospective teachers did your program plan to add in mathematics in 2014-15?
10
Provide any additional comments, exceptions and explanations below:
We have two scholarship programs that help us attract and retain potential math teachers: the NSF Noyce Scholarship grants ($15,000) and the NPD ELSTEM
scholarships ($5,000). The combination of these two can provide up to $20,000 for a person to become a math teacher embedded in a highly diverse school district.
This is the last year of our NSF Noyce Scholarship grant program. However, we have reapplied and hope to continue recruiting math teachers with the help of this
federal grant program. We are optimistic that we can slightly increase the number of math endorsed teachers given this program and the fact that Oregon school
districts are now starting to hire teachers for positions that were reduced during the recession.
Academic year 2015-16
Will your program prepare teachers in mathematics in 2015-16?
Yes
How many prospective teachers does your program plan to add in mathematics in 2015-16?
10
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 2013-14
Did your program prepare teachers in science in 2013-14?
Yes
How many prospective teachers did your program plan to add in science in 2013-14?
15
Did your program meet the goal for prospective teachers set in science in 2013-14?
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:
Again, the ability to maintain the same number of prepared science teachers as the year before will be a huge accomplishment given Oregon’s mitigating factors to
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Again, the ability to maintain the same number of prepared science teachers as the year before will be a huge accomplishment given Oregon’s mitigating factors to
attract people into teaching.
Academic year 2014-15
Is your program preparing teachers in science in 2014-15?
Yes
How many prospective teachers did your program plan to add in science in 2014-15?
15
Provide any additional comments, exceptions and explanations below:
We have two scholarship programs that help us attract and retain potential science teachers: the NSF Noyce Scholarship grants ($15,000) and the NPD ELSTEM
scholarships ($5,000). The combination of these two can provide up to $20,000 for a person to become a math teacher embedded in a highly diverse school district.
This is the last year of our NSF Noyce Scholarship grant program. However, we have reapplied and hope to continue recruiting science teachers with the help of this
federal grant program.
Academic year 2015-16
Will your program prepare teachers in science in 2015-16?
Yes
How many prospective teachers does your program plan to add in science in 2015-16?
10
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 2013-14
Did your program prepare teachers in special education in 2013-14?
Yes
How many prospective teachers did your program plan to add in special education in 2013-14?
22
Did your program meet the goal for prospective teachers set in special education in 2013-14?
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:
There are no signs that Oregon’s support of K-12 education will increase. In fact, local school districts have recently announced that they will once again be reducing
their teaching force due to declining budgets. Thus, we have set a stretch goal of maintaining the number of special education teachers that we prepare.
Academic year 2014-15
Is your program preparing teachers in special education in 2014-15?
Yes
How many prospective teachers did your program plan to add in special education in 2014-15?
20
Provide any additional comments, exceptions and explanations below:
There are signs that Oregon school districts are beginning to rehire teachers to the 5000 teaching positions that have been reduced over the past five years. Thus, we
are hopeful that we will be able to attract and retain additional special education teachers during 2014-15.
Academic year 2015-16
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Will your program prepare teachers in special education in 2015-16?
Yes
How many prospective teachers does your program plan to add in special education in 2015-16?
20
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 2013-14
Did your program prepare teachers in instruction of limited English proficient students in 2013-14?
Yes
How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2013-14?
15
Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2013-14?
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:
We received a $1.2 million dollar National Professional Development grant through the federal Department of Education to prepare current and future math and
science teachers to be highly qualified to teach second-language learners. These funds will go towards scholarships to allow these teachers to earn the Oregon
teaching English-as-a-second language (ESOL) endorsement to their teaching licenses. In 2013-14 our first cohort of students should finish their programs, increasing
the total number of teachers prepared to instruct limited English proficient students.
Academic year 2014-15
Is your program preparing teachers in instruction of limited English proficient students in 2014-15?
Yes
How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2014-15?
15
Provide any additional comments, exceptions and explanations below:
We are in the second year of our $1.2 million dollar National Professional Development grant through the federal Department of Education to prepare current and
future math and science teachers to be highly qualified to teach second-language learners. These funds go towards scholarships to allow these teachers to earn the
Oregon teaching English-as-a-second language (ESOL) endorsement to their teaching licenses. In 2014-15 a new cohort of 20 students will start their programs,
increasing the total number of teachers prepared to instruct limited English proficient students. Additionally, we have started a Bachelor of Education program in
partnership with the most diverse school district in Oregon that will prepare early childhood and elementary educators with both a multiple subject endorsement and
an ESOL endorsement.
Academic year 2015-16
Will your program prepare teachers in instruction of limited English proficient students in 2015-16?
Yes
How many prospective teachers does your program plan to add in instruction of limited English proficient students in 2015-16?
20
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
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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:
We continue to take a clinical approach to student teaching. Every graduate completes 20-24 weeks of full-time practice in diverse settings. As part of this clinical
practice, candidates produce two work samples, documenting their ability to be effective teachers, including the ability of students learning under their care. In
addition, candidates now take an action research approach to investigating their own practices. This allows them to work on their weaknesses and develop strategies
for meeting the needs of a wide continuum of students.
In addition, we have now forged some very strong collaborative partnerships with local school districts that have taken our already strong relationships to a deeper
level. In those districts we have teams of mentor teachers working with teams of student teachers in a collaborative approach that has led to an emphasis upon
increased k-12 student learning. The experienced teachers are growing in their ability to collaborate with one another while the emerging teachers are experiencing
the strongest model for their future success in helping students learn.
We have completely redesigned our Master of Arts in Teaching program to better prepare general educators to meet the learning needs of limited English proficient
learners and students with disabilities. This new curriculum is being used in 2014-15 in one of our programs and will be implemented into all of our MAT cohorts
starting 2015-16. Furthermore, our special education program has been modified to better prepare them to teach core academic subjects. Finally, we have created
partnerships with local school districts whereby our candidates and local school teachers collaborate in helping k-12 students learn at deep levels.
Section III Assessment Pass Rates
Assessment code - Assessment name
Test Company
Group
Number Avg. Number Pass
taking scaled passing rate
tests
score
tests (%)
NT503 -ART Evaluation Systems group of Pearson Other enrolled students 2 NT503 -ART Evaluation Systems group of Pearson All program completers, 2013-14 1 NT503 -ART Evaluation Systems group of Pearson All program completers, 2012-13 2 NT305 -BIOLOGY Evaluation Systems group of Pearson Other enrolled students 5 NT305 -BIOLOGY Evaluation Systems group of Pearson All program completers, 2013-14 5 NT305 -BIOLOGY Evaluation Systems group of Pearson All program completers, 2012-13 9 098 -CBEST Evaluation Systems group of Pearson Other enrolled students 11 147 10 91 098 -CBEST Evaluation Systems group of Pearson All program completers, 2013-14 18 159 18 100 098 -CBEST 47 162 47 100 Evaluation Systems group of Pearson https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2015
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NT306 -CHEMISTRY Evaluation Systems group of Pearson All program completers, 2013-14 1 5730 -COMPUTERIZED PPST MATHEMATICS Educational Testing Service (ETS) Other enrolled students 8 5730 -COMPUTERIZED PPST MATHEMATICS Educational Testing Service (ETS) All program completers, 2013-14 20 184 20 100 5730 -COMPUTERIZED PPST MATHEMATICS Educational Testing Service (ETS) All program completers, 2012-13 21 182 21 100 5710 -COMPUTERIZED PPST READING Educational Testing Service (ETS) Other enrolled students 8 5710 -COMPUTERIZED PPST READING Educational Testing Service (ETS) All program completers, 2013-14 20 183 20 100 5710 -COMPUTERIZED PPST READING Educational Testing Service (ETS) All program completers, 2012-13 21 181 21 100 5720 -COMPUTERIZED PPST WRITING Educational Testing Service (ETS) Other enrolled students 8 5720 -COMPUTERIZED PPST WRITING Educational Testing Service (ETS) All program completers, 2013-14 20 179 20 100 5720 -COMPUTERIZED PPST WRITING Educational Testing Service (ETS) All program completers, 2012-13 20 178 20 100 5301 -COMPUTERIZED READING SPECIALIST Educational Testing Service (ETS) All program completers, 2013-14 1 5330 -COMPUTERIZED SPEECH LANGUAGE PATHOLOGY Educational Testing Service (ETS) All program completers, 2013-14 1 NT102 -ELEMENTARY EDUCATION SUBTEST 1 Evaluation Systems group of Pearson Other enrolled students 5 NT102 -ELEMENTARY EDUCATION SUBTEST 1 Evaluation Systems group of Pearson All program completers, 2013-14 30 254 29 97 NT102 -ELEMENTARY EDUCATION SUBTEST 1 Evaluation Systems group of Pearson All program completers, 2012-13 17 250 17 100 NT103 -ELEMENTARY EDUCATION SUBTEST 2 Evaluation Systems group of Pearson Other enrolled students 5 NT103 -ELEMENTARY EDUCATION SUBTEST 2 Evaluation Systems group of Pearson All program completers, 2013-14 30 259 30 100 NT103 -ELEMENTARY EDUCATION SUBTEST 2 Evaluation Systems group of Pearson All program completers, 2012-13 17 257 17 100 NT301 -ENGLISH Evaluation Systems group of Pearson Other enrolled students 6 NT301 -ENGLISH Evaluation Systems group of Pearson All program completers, 2013-14 6 NT301 -ENGLISH Evaluation Systems group of Pearson 7 All program completers, 2012-13 https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2015
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NT507 -ENGLISH TO OTHER LANGUAGES Evaluation Systems group of Pearson All program completers, 2013-14 11 264 NT507 -ENGLISH TO OTHER LANGUAGES Evaluation Systems group of Pearson All program completers, 2012-13 5 004 -ESOL I Evaluation Systems group of Pearson All program completers, 2012-13 1 005 -ESOL II Evaluation Systems group of Pearson All program completers, 2012-13 1 11 100 NT003 -ESSENTIAL ACADEMIC SKILLS - MATHEMATICS Evaluation Systems group of Pearson Other enrolled students 13 252 12 92 NT003 -ESSENTIAL ACADEMIC SKILLS - MATHEMATICS Evaluation Systems group of Pearson All program completers, 2013-14 18 270 18 100 NT003 -ESSENTIAL ACADEMIC SKILLS - MATHEMATICS Evaluation Systems group of Pearson All program completers, 2012-13 2 NT001 -ESSENTIAL ACADEMIC SKILLS - READING Evaluation Systems group of Pearson Other enrolled students 13 254 12 92 NT001 -ESSENTIAL ACADEMIC SKILLS - READING Evaluation Systems group of Pearson All program completers, 2013-14 18 272 18 100 NT001 -ESSENTIAL ACADEMIC SKILLS - READING Evaluation Systems group of Pearson All program completers, 2012-13 2 NT002 -ESSENTIAL ACADEMIC SKILLS - WRITING Evaluation Systems group of Pearson Other enrolled students 13 240 12 92 NT002 -ESSENTIAL ACADEMIC SKILLS - WRITING Evaluation Systems group of Pearson All program completers, 2013-14 18 255 18 100 NT002 -ESSENTIAL ACADEMIC SKILLS - WRITING Evaluation Systems group of Pearson All program completers, 2012-13 2 NT402 -FRENCH Evaluation Systems group of Pearson Other enrolled students 1 NT311 -GENERAL SCIENCE Evaluation Systems group of Pearson All program completers, 2013-14 4 NT311 -GENERAL SCIENCE Evaluation Systems group of Pearson All program completers, 2012-13 2 NT505 -HEALTH Evaluation Systems group of Pearson All program completers, 2013-14 2 001 -LANGUAGE ARTS SOCIAL SCIENCE ARTS Evaluation Systems group of Pearson Other enrolled students 3 001 -LANGUAGE ARTS SOCIAL SCIENCE ARTS Evaluation Systems group of Pearson All program completers, 2013-14 15 263 15 100 001 -LANGUAGE ARTS SOCIAL SCIENCE ARTS Evaluation Systems group of Pearson All program completers, 2012-13 55 261 55 100 NT304 -MATHEMATICS Evaluation Systems group of Pearson Other enrolled students NT304 -MATHEMATICS 2 10 246 10 100 https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2015
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10 246 NT304 -MATHEMATICS Evaluation Systems group of Pearson All program completers, 2012-13 3 002 -MATHEMATICS SCIENCE HEALTH AND PE Evaluation Systems group of Pearson Other enrolled students 3 10 100 002 -MATHEMATICS SCIENCE HEALTH AND PE Evaluation Systems group of Pearson All program completers, 2013-14 15 265 15 100 002 -MATHEMATICS SCIENCE HEALTH AND PE Evaluation Systems group of Pearson All program completers, 2012-13 55 265 55 100 NT201 -MIDDLE GRADES ENGLISH LANGUAGE ARTS Evaluation Systems group of Pearson Other enrolled students 2 NT201 -MIDDLE GRADES ENGLISH LANGUAGE ARTS Evaluation Systems group of Pearson All program completers, 2013-14 4 NT201 -MIDDLE GRADES ENGLISH LANGUAGE ARTS Evaluation Systems group of Pearson All program completers, 2012-13 4 NT204 -MIDDLE GRADES GENERAL SCIENCE Evaluation Systems group of Pearson All program completers, 2013-14 2 NT204 -MIDDLE GRADES GENERAL SCIENCE Evaluation Systems group of Pearson All program completers, 2012-13 1 NT203 -MIDDLE GRADES MATHEMATICS Evaluation Systems group of Pearson Other enrolled students 1 NT203 -MIDDLE GRADES MATHEMATICS Evaluation Systems group of Pearson All program completers, 2013-14 4 NT203 -MIDDLE GRADES MATHEMATICS Evaluation Systems group of Pearson All program completers, 2012-13 7 NT202 -MIDDLE GRADES SOCIAL SCIENCE Evaluation Systems group of Pearson Other enrolled students 4 NT202 -MIDDLE GRADES SOCIAL SCIENCE Evaluation Systems group of Pearson All program completers, 2013-14 1 NT202 -MIDDLE GRADES SOCIAL SCIENCE Evaluation Systems group of Pearson All program completers, 2012-13 5 NT504 -MUSIC Evaluation Systems group of Pearson Other enrolled students 1 NT504 -MUSIC Evaluation Systems group of Pearson All program completers, 2013-14 1 NT308 -PHYSICS Evaluation Systems group of Pearson All program completers, 2013-14 4 0730 -PPST: MATHEMATICS Educational Testing Service (ETS) Other enrolled students 3 0730 -PPST: MATHEMATICS Educational Testing Service (ETS) All program completers, 2013-14 3 0730 -PPST: MATHEMATICS 8 Educational Testing Service (ETS) https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2015
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Educational Testing Service (ETS) All program completers, 2012-13 https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2015
0710 -PPST: READING Educational Testing Service (ETS) Other enrolled students 4 0710 -PPST: READING Educational Testing Service (ETS) All program completers, 2013-14 3 0710 -PPST: READING Educational Testing Service (ETS) All program completers, 2012-13 8 0720 -PPST: WRITING Educational Testing Service (ETS) Other enrolled students 3 0720 -PPST: WRITING Educational Testing Service (ETS) All program completers, 2013-14 3 0720 -PPST: WRITING Educational Testing Service (ETS) All program completers, 2012-13 8 008 -PROTECTING CIVIL RIGHTS IN EDUCATION Evaluation Systems group of Pearson Other enrolled students 33 279 32 97 008 -PROTECTING CIVIL RIGHTS IN EDUCATION Evaluation Systems group of Pearson All program completers, 2013-14 70 284 70 100 008 -PROTECTING CIVIL RIGHTS IN EDUCATION Evaluation Systems group of Pearson All program completers, 2012-13 88 283 88 100 NT303 -SOCIAL SCIENCE Evaluation Systems group of Pearson Other enrolled students 6 NT303 -SOCIAL SCIENCE Evaluation Systems group of Pearson All program completers, 2013-14 6 NT303 -SOCIAL SCIENCE Evaluation Systems group of Pearson All program completers, 2012-13 8 NT401 -SPANISH Evaluation Systems group of Pearson Other enrolled students 1 NT401 -SPANISH Evaluation Systems group of Pearson All program completers, 2012-13 1 NT601 -SPECIAL EDUCATION Evaluation Systems group of Pearson All program completers, 2013-14 15 268 15 100 NT601 -SPECIAL EDUCATION Evaluation Systems group of Pearson All program completers, 2012-13 15 260 15 100 0330 -SPEECH LANGUAGE PATHOLOGY Educational Testing Service (ETS) All program completers, 2013-14 1 197 -WEST-B MATHEMATICS Evaluation Systems group of Pearson All program completers, 2013-14 1 196 -WEST-B READING Evaluation Systems group of Pearson All program completers, 2013-14 1 198 -WEST-B WRITING Evaluation Systems group of Pearson All program completers, 2013-14 1 Section III Summary Pass Rates
Number Number Pass
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Group
Number Number Pass
taking passing rate
tests
tests (%)
All program completers, 2013-14 71 70 99 All program completers, 2012-13 90 89 99 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
NCATE
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
No
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.
Candidates in the teacher preparation programs receive instruction in the use of the following tools for instruction:
Visual media and design, concept mapping, copyright law and Fair Use for Educators, web design (curricular), movie-making and podcasting, presentations and SMART
Boards, tablets (iPads), geospatial imaging, gaming and virtual manipulatives, and classroom response systems (a.k.a. clickers).
The courses that prepare teachers to use are grounded in the ISTE National Educational Technology Standards for Teachers:
• Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
• Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
• Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and format.
• Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the
appropriate documentation of sources.
Candidates use software programs such as Excel to gather data about student learning during their 18 weeks of student teaching, synthesize and analyze this data to
report student learning gains as part of a work sample report, and have experiences using data collection software used by a school district during their student
teaching experience. We now strategically include sophisticated strategies to manage and evaluate data as we teach assessment principles. These approaches show
up in their action research papers and their work samples.
Candidates in all of our authorization levels are taught the principles of universal design for learning in their general and specific content methods courses. These
principles then show up in their designed learning units that they teach during their 18-week clinical teaching experiences. Two work samples of their teaching
effectiveness are evaluated for their ability to not only plan for instruction along these design principles but also as to their ability to have students learn. In addition,
candidates are held accountable to their ability to modify instruction to meet the needs of the wide range of learners in their classrooms.
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
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Yes
teach students who are limited English proficient effectively
Yes
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.
Candidates in the general education program learn to teach students with disabilities through elements of their program that focus on learning communities. In
critical perspectives and the inquiry strand, they learn about issues of race, culture, disabilities, gender, and the complexities of learning English when it is not your
first language; methods courses and developmental psychology courses, in which candidates learn how to plan for, adjust, and assess learning for students with
disabilities, as well as learn how to become part of the IEP team; and, then have an opportunity to put this learning into action during an 18 week minimum student
teaching experience. Changes were made in some programs to include faculty teams who integrated strategies to teach students with limited English proficiency, how
to effectively serve as a member of an individualized education program team, and strategies for teaching students with a range of disabilities including those who
are talented and gifted.
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
Yes
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.
Candidates in the special education program learn to teach students with disabilities through multiple courses in their program. In these courses they get extensive
training related to teaching students with disabilities. In their learning community courses they also explore issues of race, culture, disabilities, gender, and the
complexities of learning English when it is not your first language. Special education candidates take a specific course on managing a student caseload that includes
training on leading the IEP process. Of course, they also have the opportunity to put this learning into action during their 18-week student teaching experience or
their year-long internship. The program was redesigned last year in order to pay even more attention to teaching students with limited proficiency in English.
Candidates demonstrate their competency to teach students through two work samples that reveal their effectiveness as educators. In addition, candidates correlate
their applied learning through portfolios in which they demonstrate their ability to meet the standards for the special education endorsements.
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
This is a United States Department of Education computer system.
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AY 2013-14
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