Western Illinois University
Traditional Program
2009-10
Print Report Card
Program Information
Name of Institution: Western Illinois University
Institution/Program Type: Traditional
Academic Year: 2009-10
State: Illinois
Address: 1 University Circle
Western Illinois University
Macomb, IL, 61455
Contact Name: Dr. Rori Carson
Phone: 309-298-1690
Email: RR-Carson@wiu.edu
Is your institution a member of a Teacher Quality Enhancement (TQE) partnership grant: No
TQE partnership name or grant number, if applicable:
Section I.a Program Admission
For each element listed below, check if it is required for admission into any of your initial
teacher certification program(s) at either the undergraduate or postgraduate level.
Element
Undergraduate Postgraduate
Application
Yes
Yes
Fee/Payment
No
No
Transcript
Yes
Yes
Fingerprint check
Yes
Yes
Background check
Yes
Yes
Experience in a classroom or working with children
No
No
Minimum number of courses/credites/semester hours completed
Yes
Yes
Minimum high school GPA
No
No
Minimum undergraduate GPA
Yes
Yes
Minimum GPA in content area coursework
Yes
Yes
Minimum GPA in professional education coursework
No
No
Minimum ACT score
No
No
Minimum SAT score
No
No
Minimum GRE score
No
No
Minimum basic skills test score
Yes
Yes
Subject area/academic content test or other subject matter
verification
No
No
Minimum Miller Analogies test score
No
No
Recommendation(s)
No
No
Essay or personal statement
Yes
Yes
Interview
No
No
Resume
No
No
Bechelor's degree or higher
No
No
Job offer from school/district
No
No
Personality test (e.g.,Myers-Briggs Assessment)
No
No
Other (specify: 3 Nat'l Registry Checks & Tech Competency
Assessment )
Yes
Yes
Provide a link to your website where additional information about admissions requirements can
be found:
www.wiu.edu/cpep
Indicate when students are formally admitted into your initial teacher certification program:
Sophomore year
Does your initial teacher certification program conditionally admit students? Yes
Please provide any additional about or exceptions to the admissions information provided above:
Minimum grade of "C" in ENG 180 & 280, COMM 241 (speech), and a general education math
course.
Section I.b Program 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.
Total number of students enrolled in 2009-10:
1385
Unduplicated number of males enrolled in 2009-10:
412
Unduplicated number of females enrolled in 2009-10: 973
2009-10
Number enrolled
Ethnicity
Hispanic/Latino of any race:
78
Race
American Indian or Alaska Native:
6
Asian:
12
Black or African American:
63
Native Hawaiian or Other Pacific Islander:
0
White:
Two or more races:
1153
73
Section I.c Supervised Experience
Provide the following information about supervised clinical experience in 2009-10.
Average number of clock hours required prior to student teaching
200
Average number of clock hours required for student teaching
560
Number of full-time equivalent faculty in supervised clinical experience during this
academic year
10
Number of full-time equivalent adjunct faculty in supervised clinical experience during
this academic year (IHE and PreK-12 staff)
531
Number of students in supervised clinical experience during this academic year
340
Please provide any additional information about or descriptions of the supervised clinical
experiences:
Section I.d Teachers Prepared
Provide the number of teachers prepared, by academic major and subject area prepared to teach
in 2009-10. (§205(b)(1)(H))
Academic major
Agriculture
Number prepared
10
Art
6
Bilingual
6
Biology
3
Early Childhood
Elementary Ed
English
Foreign Lang-Spanish
History/Soc Sci
Mathematics
20
172
17
5
22
4
Music
11
PE
31
PHysics
SPED
TOTAL
Subject area
340
Agriculture
1
32
340
Number prepared
340
10
Art
6
Bilingual
6
Biology
3
Early Childhood
Elementary Ed
English
Foreign Lang-Spanish
History/Soc Sci
Mathematics
20
172
17
5
22
4
Music
11
PE
31
Physics
1
SPED
32
TOTAL
340
Section I.e Program Completers
Provide the total number of initial teacher certification preparation program completers in each
of the following academic years:
2009-10: 340
2008-09: 309
2007-08: 331
Section II. Annual Goals
Each institution of higher education (IHE) that conducts a traditional teacher preparation
program (including programs that offer any ongoing professional development programs) or
alternative routes to state certification or licensure 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. IHEs that do not have a teacher preparation program in one or more
of the areas listed below can enter NA for the area(s) in which the IHE does not have that
program.
Teacher shortage
area
Mathematics
Goal for increasing prospective teachers trained
Academic year: 2009-10
Goal: Increase candidates 20%
Goal met? No
Description of strategies used to achieve goal:
We have standing procedures.
We have standing committees.
We have faculty who keep informed about the needs and developments of
math education and STEM fields.
We visit high schools and work with teachers and students.
We bring high school students to he campus for various events/contests
(ICTM, AMC).
We bring teacher of K-14 to the campus for an annual meeting focused on
the teaching of mathematics.
Description of steps to improve performance in meeting goal or lessons
learned in meeting goal:
We interviewed our exiting students to learn about their ideas in relation to
the program and teacher preparation.
We decided to create a new course in Euclidean Geometry (a subject they
would teach).
We offered through our High School Visitation Program to visit schools and
promote our program (we did visit some).
We advertised our Graduate Program and that, because of its flexibility, it
offers a branch for pursuit of teaching option.
Each spring we hold our Annual WIU Mathematics Teachers Conference on
campus. In March 2011, we invited and encouraged area teachers to bring
their high achieving high school students to attend the conference.
Science
Academic year: 2009-10
Goal: Maintain enrollments
Goal met? Yes
Description of strategies used to achieve goal:
Strategies Used: We initially contacting local teachers through e-mail and
U.S. mail to ask them to encourage their good students to major in science
ed. Each Department has a data base of teachers in schools within the WIU
region (schools within approximately 1.5 hours drive of Macomb, IL). In
addition, university administrators distributed handouts about the
opportunities to teachers as they attended other events on campus including
the annual Chemistry and Physics Demonstration Show, the regional WYSE
competition, and the Science Olympiad.
Description of steps to improve performance in meeting goal or lessons
learned in meeting goal:
1. Increase enrollment through school classroom visits while taking
equipment to the schools to help students engage in physics
experimentation.
2. Increase familiarity with WIU through the use of the Secondary Physics
Instrumentation Laboratory by regional high schools physics classes coming
to WIU.
3. Provide Summer Research Experiences for Science Students and
Educators.
4. Continue to host a yearly event designed to introduce students to a vast
array of topics within the field of Biology as well as to engage in
competitions related to the field of Biology.
Special education
Academic year: 2009-10
Goal: Increase SPE/ELED enrollm
Goal met? Yes
Description of strategies used to achieve goal:
1. Highlighted benefits of dual certification in special and elementary
education during recruiting events.
2. Created schedule that included one additional semester of coursework
beyond special education certification to earn dual certification.
3. Streamlined early field observations in dual program.
4. Created publications describing benefits and required coursework in dual
program.
Description of steps to improve performance in meeting goal or lessons
learned in meeting goal:
1. Changed structure of student teaching from 8-4-4 weeks to 8-8 weeks,
with experiences in elementary
Instruction of
Academic year: 2009-10
limited English
proficient students Goal: Increase prog enrollment
Goal met? Yes
Description of strategies used to achieve goal:
• Each year, approximately 100% of candidates in this program received
some form of financial assistance.
• Pre-service teachers were eligible for tuition reimbursement for up to
$2000 per semester plus a monthly stipend of $300.
• In-service teachers participating in coursework leading to bilingual/ESL
endorsements were eligible for $450 per course taken at WIU.
• Students participated in national bilingual education conference and field
trips to exemplary schools.
• Recruitment on campus in education courses that all education majors
enroll in.
• Recruitment at area high schools.
• Fliers to area schools announcing availability of courses and funding.
• Bilingual majors hosted over 60 area school students on campus/college
tour.
• Follow up phone calls and letters to students who visited campus for
Discover Western.
• ELL seminars to mainstream education majors
Description of steps to improve performance in meeting goal or lessons
learned in meeting goal:
Continue to seek state and federal funding to support candidates in the
program.
NA
Academic year: 2009-10
Goal: NA
Goal met?
Description of strategies used to achieve goal:
NA
Description of steps to improve performance in meeting goal or lessons
learned in meeting goal:
NA
Provide any additional comments, exceptions and explanations below:
Section II. Assurances
Please indicate whether your institution is in compliance with the following assurances.
Training provided to prospective teachers responds to the identified needs of the local
educational agencies or States where the institution’s graduates are likely to teach, based on past
hiring and recruitment trends.
Yes
Training provided to prospective teachers is closely linked with the needs of schools and the
instructional decisions new teachers face in the classroom.
Yes
Prospective special education teachers receive coursework in core academic subjects and receive
training in providing instruction in core academic subjects.
Yes
General education teachers receive training in providing instruction to children with disabilities.
Yes
General education teachers receive training in providing instruction to limited English proficient
students.
Yes
General education teachers receive training in providing instruction to children from low-income
families.
Yes
Prospective teachers receive training on how to effectively teach in urban and rural schools, as
applicable.
Yes
Describe your institution’s most successful strategies in meeting the assurances listed above:
During this year we fully implemented an instructional program to develop the skills in
instructing limited English proficient students.
Section III. Assessment Rates
Assessment code - Assessment name
Test Company
Group
State
State
Number Avg. Number Pass Average
Average
taking scaled passing rate pass
scaled
tests score tests (%) rate
score
(%)
170 -AGRICULTURAL EDUCATION
Evaluation Systems group of Pearson
Other enrolled students
2
100
260
170 -AGRICULTURAL EDUCATION
Evaluation Systems group of Pearson
All program completers, 2009-10
10
100
263
170 -AGRICULTURAL EDUCATION
Evaluation Systems group of Pearson
All program completers, 2008-09
5
100
261
170 -AGRICULTURAL EDUCATION
Evaluation Systems group of Pearson
All program completers, 2007-08
4
100
263
262
10 100
101 -APT: BIRTH TO GRADE 3
Evaluation Systems group of Pearson
All program completers, 2009-10
21
267
21 100
100
268
101 -APT: Birth to Grade 3
Evaluation Systems group of Pearson
All program completers, 2008-09
18
268
18 100
100
267
101 -APT: Birth to Grade 3
Evaluation Systems group of Pearson
All program completers, 2007-08
18
264
18 100
100
267
103 -APT: GRADES 6-12
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
10
265
10 100
97
266
96
265
103 -APT: GRADES 6-12
Evaluation Systems group of Pearson
Other enrolled students
3
103 -APT: GRADES 6-12
Evaluation Systems group of Pearson
All program completers, 2009-10
43
262
43 100
100
267
103 -APT: Grades 6-12
Evaluation Systems group of Pearson
All program completers, 2008-09
47
266
47 100
100
267
103 -APT: Grades 6-12
Evaluation Systems group of Pearson
All program completers, 2007-08
54
264
54 100
100
267
104 -APT: GRADES K-12
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
45
260
42
93
95
261
104 -APT: GRADES K-12
Evaluation Systems group of Pearson
Other enrolled students
12
254
11
92
94
261
104 -APT: GRADES K-12
Evaluation Systems group of Pearson
All program completers, 2009-10
159
261
158
99
99
264
104 -APT: Grades K-12
Evaluation Systems group of Pearson
All program completers, 2008-09
111
261
111 100
100
264
104 -APT: Grades K-12
Evaluation Systems group of Pearson
All program completers, 2007-08
108
260
108 100
100
264
102 -APT: GRADES K-9
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
16
260
16 100
97
264
102 -APT: GRADES K-9
Evaluation Systems group of Pearson
Other enrolled students
10
258
90
95
264
102 -APT: GRADES K-9
Evaluation Systems group of Pearson
All program completers, 2009-10
125
262
125 100
100
267
102 -APT: Grades K-9
Evaluation Systems group of Pearson
All program completers, 2008-09
122
263
122 100
100
266
102 -APT: Grades K-9
Evaluation Systems group of Pearson
All program completers, 2007-08
154
264
154 100
100
267
71
258
71 100
99
264
722
259
98
265
096 -BASIC SKILLS
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
096 -BASIC SKILLS
Evaluation Systems group of Pearson
Other enrolled students
9
690
96
096 -BASIC SKILLS
Evaluation Systems group of Pearson
All program completers, 2009-10
344
260
344 100
100
265
096 -BASIC SKILLS
Evaluation Systems group of Pearson
All program completers, 2008-09
292
260
292 100
100
265
096 -BASIC SKILLS
Evaluation Systems group of Pearson
All program completers, 2007-08
321
260
321 100
100
264
107 -EARLY CHILDHOOD
EDUCATION
Evaluation Systems group of Pearson
Other enrolled students
10
264
10 100
88
254
107 -EARLY CHILDHOOD
EDUCATION
Evaluation Systems group of Pearson
All program completers, 2009-10
20
257
20 100
100
257
107 -Early Childhood Education
Evaluation Systems group of Pearson
All program completers, 2008-09
18
258
18 100
100
258
107 -Early Childhood Education
Evaluation Systems group of Pearson
All program completers, 2007-08
18
256
18 100
100
258
110 -ELEMENTARY/MIDDLE GRADES
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
35
261
35 100
98
263
110 -ELEMENTARY/MIDDLE GRADES
Evaluation Systems group of Pearson
Other enrolled students
69
262
66
96
94
262
110 -ELEMENTARY/MIDDLE GRADES
Evaluation Systems group of Pearson
All program completers, 2009-10
178
261
178 100
100
265
110 -Elementary/Middle Grades
Evaluation Systems group of Pearson
All program completers, 2008-09
127
262
127 100
100
264
110 -Elementary/Middle Grades
Evaluation Systems group of Pearson
All program completers, 2007-08
163
262
163 100
100
264
99
266
111 -ENGLISH LANGUAGE ARTS
Evaluation Systems group of Pearson
All enrolled students who have completed
5
all nonclinical courses
111 -ENGLISH LANGUAGE ARTS
Evaluation Systems group of Pearson
Other enrolled students
6
95
265
111 -ENGLISH LANGUAGE ARTS
Evaluation Systems group of Pearson
All program completers, 2009-10
18
265
18 100
100
267
111 -ENGLISH LANGUAGE ARTS
Evaluation Systems group of Pearson
All program completers, 2008-09
24
264
24 100
100
268
111 -ENGLISH LANGUAGE ARTS
Evaluation Systems group of Pearson
All program completers, 2007-08
13
266
13 100
100
267
127 -FOREIGN LANGUAGE: FRENCH
Evaluation Systems group of Pearson
All program completers, 2007-08
1
100
272
135 -FOREIGN LANGUAGE: SPANISH
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
2
98
265
135 -FOREIGN LANGUAGE: SPANISH
Evaluation Systems group of Pearson
Other enrolled students
2
91
263
135 -FOREIGN LANGUAGE: SPANISH
Evaluation Systems group of Pearson
All program completers, 2009-10
5
99
264
135 -FOREIGN LANGUAGE: SPANISH
Evaluation Systems group of Pearson
All program completers, 2008-09
1
100
265
135 -FOREIGN LANGUAGE: SPANISH
Evaluation Systems group of Pearson
All program completers, 2007-08
2
100
267
155 -LEARNING BEHAVIOR
SPECIALIST I
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
13
263
13 100
100
267
155 -LEARNING BEHAVIOR
SPECIALIST I
Evaluation Systems group of Pearson
Other enrolled students
24
261
23
97
266
96
155 -LEARNING BEHAVIOR
SPECIALIST I
Evaluation Systems group of Pearson
All program completers, 2009-10
42
263
42 100
100
269
155 -Learning Behavior Specialist I
Evaluation Systems group of Pearson
All program completers, 2008-09
39
262
39 100
100
268
155 -Learning Behavior Specialist I
Evaluation Systems group of Pearson
All program completers, 2007-08
31
264
31 100
100
268
115 -MATHEMATICS
Evaluation Systems group of Pearson
Other enrolled students
6
92
261
115 -MATHEMATICS
Evaluation Systems group of Pearson
All program completers, 2009-10
4
100
267
115 -Mathematics
Evaluation Systems group of Pearson
All program completers, 2008-09
4
100
265
115 -Mathematics
Evaluation Systems group of Pearson
All program completers, 2007-08
10
100
265
255
10 100
143 -MUSIC
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
1
100
268
143 -MUSIC
Evaluation Systems group of Pearson
Other enrolled students
8
98
269
143 -MUSIC
Evaluation Systems group of Pearson
All program completers, 2009-10
11
268
11 100
100
270
143 -MUSIC
Evaluation Systems group of Pearson
All program completers, 2008-09
10
275
10 100
100
270
143 -MUSIC
Evaluation Systems group of Pearson
All program completers, 2007-08
15
269
15 100
100
269
99
256
144 -PHYSICAL EDUCATION
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
8
144 -PHYSICAL EDUCATION
Evaluation Systems group of Pearson
Other enrolled students
18
253
16
89
84
251
144 -PHYSICAL EDUCATION
Evaluation Systems group of Pearson
All program completers, 2009-10
31
255
31 100
100
255
144 -Physical Education
Evaluation Systems group of Pearson
All program completers, 2008-09
37
257
37 100
100
255
144 -Physical Education
Evaluation Systems group of Pearson
All program completers, 2007-08
44
255
44 100
100
254
105 -SCIENCE: BIOLOGY
Evaluation Systems group of Pearson
Other enrolled students
5
95
259
105 -SCIENCE: BIOLOGY
Evaluation Systems group of Pearson
All program completers, 2009-10
3
100
261
105 -Science: Biology
Evaluation Systems group of Pearson
All program completers, 2008-09
4
100
261
105 -Science: Biology
Evaluation Systems group of Pearson
All program completers, 2007-08
7
100
262
106 -SCIENCE: CHEMISTRY
Evaluation Systems group of Pearson
Other enrolled students
1
87
256
106 -SCIENCE: CHEMISTRY
Evaluation Systems group of Pearson
All program completers, 2008-09
2
100
259
116 -SCIENCE: PHYSICS
Evaluation Systems group of Pearson
All program completers, 2009-10
1
100
264
116 -SCIENCE: PHYSICS
Evaluation Systems group of Pearson
All program completers, 2008-09
2
100
266
116 -SCIENCE: PHYSICS
Evaluation Systems group of Pearson
All program completers, 2007-08
1
100
268
114 -SOCIAL SCIENCE: HISTORY
Evaluation Systems group of Pearson
8
99
261
All enrolled students who have completed
all nonclinical courses
114 -SOCIAL SCIENCE: HISTORY
Evaluation Systems group of Pearson
Other enrolled students
7
95
261
114 -SOCIAL SCIENCE: HISTORY
Evaluation Systems group of Pearson
All program completers, 2009-10
23
260
23 100
100
262
114 -Social Science: History
Evaluation Systems group of Pearson
All program completers, 2008-09
15
265
15 100
100
261
114 -Social Science: History
Evaluation Systems group of Pearson
All program completers, 2007-08
18
257
18 100
100
260
163 -SPECIAL ED. GENERAL
CURRICULUM TEST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
13
253
13 100
94
255
163 -SPECIAL ED. GENERAL
CURRICULUM TEST
Evaluation Systems group of Pearson
Other enrolled students
24
254
21
88
92
255
163 -SPECIAL ED. GENERAL
CURRICULUM TEST
Evaluation Systems group of Pearson
All program completers, 2009-10
42
255
42 100
99
257
163 -SPECIAL ED. GENERAL
CURRICULUM TEST
Evaluation Systems group of Pearson
All program completers, 2008-09
39
255
39 100
99
257
163 -SPECIAL ED. GENERAL
CURRICULUM TEST
Evaluation Systems group of Pearson
All program completers, 2007-08
31
256
31 100
100
258
145 -VISUAL ARTS
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
1
97
262
145 -VISUAL ARTS
Evaluation Systems group of Pearson
Other enrolled students
3
95
263
145 -VISUAL ARTS
Evaluation Systems group of Pearson
All program completers, 2009-10
6
145 -VISUAL ARTS
Evaluation Systems group of Pearson
All program completers, 2008-09
10
145 -Visual Arts
Evaluation Systems group of Pearson
All program completers, 2007-08
9
262
10 100
100
267
100
264
100
264
Section III. Summary Rates
Group
State
Number Number Pass
Average
taking passing rate
pass rate
tests
tests (%)
(%)
All program completers, 2009-10
354
353 100
99
All program completers, 2008-09
298
298 100
100
All program completers, 2007-08
335
335 100
100
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. Technology
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 how your program 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 how your program 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 our program continue to have several opportunities, both in classes and field
experiences, prior to student teaching where they are instructed on and allowed to practice how
to integrate technology into the curricula and their instruction and how to use technology to
improve student academic achievement. Additionally, our candidates are required to successfully
complete a teacher work sample during their clinical experience where they have to document
improvements in student academic achievement and the use of technology to do the following:
1. Describe the instructional technologies the candidate plans to use in their unit. They:
- Identify the specific instructional technologies that theywill use during the implementation of
the unit.
- Discuss how the use of these instructional technologies has the potential to positively impact
student learning.
2. Analyze and interpret student learning and performance: The teacher candidate uses
assessment data collected from all students in the class to analyze student learning and
performance and communicate this information about student progress and achievement. They:
- Describe the results of student learning and performance, using visual representations and
narrative based on their summative assessments.
- Provide one or more examples of the learning objectives where students were most successful
and utilize their data to explain why.
- Provide one or more examples of the learning objectives where students were least successful
and utilize their data to explain why.
- Describe the successful adaptations they made throughout the unit to help individual students
achieve learning objectives.
- Analyze all student data to explain progress and achievement toward lesson objectives and
Illinois Learning Standard benchmarks.
- Provide an interpretation of their results and discuss the implications.
All candidates in our program are required to successfully complete a class and major
assignment using the principles of universal design for learning. They are evaluated on their
ability to provide for adaptations to lesson plans that are thoughtful and/or creative, appropriate
and complete in the following major areas:
- Equitable Use
- Flexible Use
- Perceptible Information
- Tolerance for Error
- Size and Space
- Appropriate Assessment Modifications
Section VI. Teacher Training
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
Yes
Provide a description of how your program 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 of our general education teachers are required to successfully complete a 3 SH course
entitled "The Exceptional Individual" which includes training related to participation as a
member of individualized education program teams and a 1 SH course entitled "Classroom
Adaptations". In addition, candidates are required to plan and implement multiple lessons that
appropriately address the needs of diverse individuals in a general education classroom.
All of our general education teacher education candidates are also required to successfully
complete a series of five 90 minute on-line modules that address foundational knowledge and
appropriate pedagogy concerning how to effectively teach students who are limited English
proficient.
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 how your program 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.
All of our special education teacher education candidates are required to successfully complete
36 SH of specific Special Education coursework which includes training related to participation
as a member of individualized education program teams, 34 SH of content-specific coursework
like math and reading, and 27 SH of pedagogical coursework like "Learning and Instruction" and
"Multicultural and Social Foundations of Education". In addition, the candidates participate in
over 200 clock hours of field experiences within the public schools and agencies and over 600
clock hours of clinical experiences in public schools.
All of our special education teacher education candidates are required to successfully complete a
series of five 90 minute on-line modules that address foundational knowledge and appropriate
pedagogy concerning how to effectively teach students who are limited English proficient.
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
Western Illinois University
Traditional Program
2009-10
Contact Us - Glossary - Log out
Title II, Higher Education Act
OMB Control No.: 1840-0744 (exp. 9/30/2012)