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2015
Edinboro University of PA
Traditional Program
Complete Report Card
AY 2013-14
Institution Information
Name of Institution: Edinboro University of PA
Institution/Program Type: Traditional
Academic Year: 2013-14
State: Pennsylvania
Address: 310 Scotland Road
330 Butterfield Hall
Edinboro, PA, 16444
Contact Name: Dr. Alan Biel
Phone: 814-732-2724
Email: abiel@edinboro.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?
Art Education No Biology and Special Education 7-12 No Chemistry and Special Education 7-12 No Comprehensive English and Special Education 7-12 No Early Childhood and Special Education No Early Childhood Education No Earth Space Science and Special Education 7-12 No Health and Physical Ed No Mathematics and Special Education 7-12 No Mid Lvl - Eng/Lang/Reading No Mid Lvl - Eng/Lang/Reading No Mid Lvl - English/Language Arts and Special
Education No Mid Lvl - Math and Science No Mid Lvl - Math and Special Education No Mid Lvl - Math/Enghlish and Special Education No Mid Lvl - Math/Science and Special Education No Mid Lvl - Math/Social Studies and Special Education No Mid Lvl - Mathematics No Mid Lvl - Science No Mid Lvl - Science and Special Education No Mid Lvl - Science/English and Special Education No Mid Lvl - Science/Social Studies and Special
Education No Mid Lvl - Social Studies No Mid Lvl - Social Studies and Special Education No Mid Lvl -Math&Eng/Lang/Read No Mid Lvl -Math&SocialStudies No Mid Lvl- Sci &Eng/Lang/Read No Mid Lvl- Sci &SocialStudies No Music Education No Physics and Special Education 7-12 No Secondary - Biology No Secondary - Chemistry No Secondary - Comprehensive English No Secondary - Earth Space Science No Secondary - General Science No Secondary - Mathematics No Secondary - Physics No Secondary - Social Studies No Social Studies and Special Education 7-12 No Total number of teacher preparation programs: 38
Section I.b Admissions
Indicate when students are formally admitted into your initial teacher certification program:
Other 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.edinboro.edu
Please provide any additional comments about or exceptions to the admissions information provided above:
Undergraduate Students:
If you are an undergraduate student you should apply for candidacy when you meet the following criteria:
• have completed at least 48 credits
• have a minimum 2.8 QPA
• have passed Praxis I tests (PPST: Reading, PPST: Writing, and PPST: Math) or PAPA Reading, Writing, and Math or CORE Reading, Writing, and Math
• have completed English 101 and 102, an English Literature course, and two Math courses at the 100 level or above (either MATH 104 or MATH 110, cannot use both)
• have completed SEDU271
• have completed SPED210
• have completed ECED110 and ECED120 (if in curriculum)
• have completed HPE133 (HPE majors only)
• have completed HPE133 (HPE majors only)
• have completed either HPE220, HPE225, or HPE230(HPE majors only)
• Graduate with the required 3.0 QPA
• HAVE OBTAINED REQUIRED CLEARANCES AND SUBMITTED A COPY TO THE DEAN'S OFFICE
Graduate Students:
IF YOU ALREADY POSSESS A BACCALAUREATE DEGREE and are pursuing an initial teacher certification, you must meet the following standards:
• HAVE OBTAINED REQUIRED CLEARANCES AND SUBMITTED A COPY TO THE DEAN'S OFFICE
• have at least a 3.0 QPA at the undergraduate level OR have an overall QPA of 3.0 at the post-baccalaureate level with a minimum of 9 credits
• Maintain a 3.0 QPA
ADDITIONALLY, BOTH UNDERGRADUATE AND GRADUATE STUDENTS MUST:
• Graduate with the required 3.0 QPA.
• Successfully complete the program for which they are applying (including all required courses for their major).
• Earn a “C” grade or higher in all education courses and for courses in general education that are required for the major.
• Successfully complete all field experiences.
• Obtain current criminal, child abuse, FBI fingerprinting clearances, and Act126 Child Mandated Reporting, per University policy.
• Purchase liability insurance.
• Have current TB tests per University policy.
• RENEW all clearances and TB tests BEFORE student teaching, to be current throughout the entire student teaching experience.
• HAVE TAKEN OR SCHEDULED all Praxis II/PECT tests BEFORE student teaching.
• Attend a mandatory student teaching meeting the semester prior to completing student teaching.
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 Yes Fingerprint check Yes Yes Background check Yes 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 No Recommendation(s) Yes Yes Essay or personal statement No No Interview No No Other No No What is the minimum GPA required for admission into the program?
2.8
What was the median GPA of individuals accepted into the program in academic year 2013-14
3.45
What is the minimum GPA required for completing the program?
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
3.56
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?
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 Yes Fingerprint check Yes Yes Background check Yes 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 No No Subject area/academic content test or other subject matter verification No No Recommendation(s) Yes Yes Essay or personal statement No No Interview No No Other No No What is the minimum GPA required for admission into the program?
3
What was the median GPA of individuals accepted into the program in academic year 2013-14
3.8
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
3.87
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:
570 Unduplicated number of males enrolled in 2013-14:
137 Unduplicated number of females enrolled in 2013-14: 433 2013-14
Number enrolled
2013-14
Number enrolled
Ethnicity
Hispanic/Latino of any race:
2 Race
American Indian or Alaska Native:
0 Asian:
6 Black or African American:
8 Native Hawaiian or Other Pacific Islander:
0 White:
548 Two or more races:
6 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
150 Average number of clock hours required for student teaching
600 Average number of clock hours required for mentoring/induction support
0 Number of full-time equivalent faculty supervising clinical experience during this academic year
32 Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff) 520 Number of students in supervised clinical experience during this academic year
382 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 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 49 Teacher Education - Early Childhood Education 71 Teacher Education - Elementary Education Teacher Education - Junior High/Intermediate/Middle School Education 34 Teacher Education - Secondary Education 39 Teacher Education - Multiple Levels Teacher Education - Agriculture Teacher Education - Art 21 Teacher Education - Business Teacher Education - English/Language Arts 12 Teacher Education - Foreign Language Teacher Education - Health 19 Teacher Education - Family and Consumer Sciences/Home Economics Teacher Education - Technology Teacher Education/Industrial Arts Teacher Education - Mathematics 14 Teacher Education - Music 10 Teacher Education - Physical Education and Coaching 19 Teacher Education - Reading 5 Teacher Education - Science Teacher Education/General Science 11 Teacher Education - Social Science Teacher Education - Social Studies 28 Teacher Education - Technical Education Teacher Education - Computer Science Teacher Education - Biology 2 Teacher Education - Chemistry 1 Teacher Education - Drama and Dance Teacher Education - Drama and Dance Teacher Education - French Teacher Education - German 1 Teacher Education- History Teacher Education - Physics Teacher Education - Spanish 2 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 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 Teacher Education - Special Education 49 Teacher Education - Early Childhood Education 71 Teacher Education - Elementary Education Teacher Education - Junior High/Intermediate/Middle School Education 34 Teacher Education - Secondary Education 39 Teacher Education - Agriculture Teacher Education - Art 21 Teacher Education - Business Teacher Education - English/Language Arts 12 Teacher Education - Foreign Language Teacher Education - Health 19 Teacher Education - Family and Consumer Sciences/Home Economics Teacher Education - Technology Teacher Education/Industrial Arts Teacher Education - Mathematics 14 Teacher Education - Music 10 Teacher Education - Physical Education and Coaching 19 Teacher Education - Reading 5 Teacher Education - Science 11 Teacher Education - Social Science Teacher Education - Social Studies 28 Teacher Education - Technical Education Teacher Education - Computer Science Teacher Education - Biology 2 Teacher Education - Chemistry 1 Teacher Education - Drama and Dance Teacher Education - French Teacher Education - German 1 Teacher Education - History Teacher Education - Physics Teacher Education - Spanish Teacher Education - Speech 2 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:
2013-14: 177
2012-13: 254
2011-12: 281
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
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?
1
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:
Expansion of online programs to increase certifications in shortage areas for under-served populations. Pursuing grant opportunities to increase enrollment and
support those who major in STEM education fields.
Provide any additional comments, exceptions and explanations below:
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?
1
Provide any additional comments, exceptions and explanations below:
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?
1
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?
1
Did your program meet the goal for prospective teachers set in science 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:
Expansion of online programs to increase certifications in shortage areas for under-served populations. Plans are underway to target potential candidates in the STEM
areas, which would include science.
Provide any additional comments, exceptions and explanations below:
Academic year 2014-15
Is your program preparing teachers in science in 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?
1
Provide any additional comments, exceptions and explanations below:
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?
1
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?
1
Did your program meet the goal for prospective teachers set in special education 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:
Expansion of online programs to increase certifications in shortage areas for under-served populations. Recently received PDE approval for SPED 7-12 programs for
all secondary and middle-level certifications.
Provide any additional comments, exceptions and explanations below:
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?
1
Provide any additional comments, exceptions and explanations below:
Academic year 2015-16
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?
1
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
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?
No
How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2013-14?
Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2013-14?
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 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?
1
Provide any additional comments, exceptions and explanations below:
Recently received PDE approval to certify students in this area.
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?
1
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:
All programs of study are aligned to the PDE competencies for that certification in addition to meeting the standards necessary for National Recognition and NCATE
All programs of study are aligned to the PDE competencies for that certification in addition to meeting the standards necessary for National Recognition and NCATE
accreditation. Rigorous programs of study for all secondary programs include all the same specialization courses as a major in that subject area. Initial certification
programs include all 4 stages of field and include experiences working with diverse populations in both rural and urban areas. All prospective general education
teachers are required to take at least 2 courses in special education and have at least 60 hours of preparation focused on ELL. We now have approved programs in
Early Childhood/Special Ed, Middle Level/Special Ed, and Secondary Special Ed. All programs have a dual focus on content and pedagogy.
In addition to program requirements, students are required to have at least one diverse placement in either field or student teaching, giving them experience with
diverse populations in urban areas. Opportunities such as the Philadelphia Urban Experience allows for cultural immersion for field students in an urban environment.
The University also places field students and student teachers in Professional Development Schools including urban centers such as Pfeiffer Burleigh K-8, Roosevelt
Middle School, and East High School of the School District of the City of Erie, The Charter School of Excellence (Perseus House) in Erie, and Cambridge Springs
Elementary of the rural PENNCREST school district. Tutoring opportunities, reading clinics, Wilderness Quest camp, College for Every Student visits, and campus
visitation days for Roosevelt and Perseus House students, to name a few, are all examples of the types of opportunities available to Edinboro candidates as they
prepare to teach. These opportunities continue to expand even in non-PDS locations including Erie RISE and JFK charter schools.
Course outlines have been modified to include new developments in education such as the Common Core standards and the new PA teacher evaluation system. Based
on the needs and requests of the school districts, Edinboro created new technology courses to provide students with methods and means for using instructional
technology for teaching and learning. Additionally, students learn theoretical and practical foundations of classroom management as well as the identification,
prevalence, and learning characteristics of students with special needs. The University continues to meet with local administrators through our EPAC advisor board.
Also, as a response to a local school district request, we have added before and after school programming for a local elementary school including literacy and math
instruction.
Section III Assessment Pass Rates
Assessment code - Assessment name
Test Company
Group
Number Avg. Number Pass
taking scaled passing rate
tests
score
tests (%)
ETS5134 -ART CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students 10 167 10 100 ETS5134 -ART CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 17 163 14 82 ETS5134 -ART CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13 21 166 17 81 ETS5134 -ART CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 12 163 11 92 ETS0133 -ART CONTENT KNOWLEDGE (DISCONTINUED) Educational Testing Service (ETS) Other enrolled students ETS0133 -ART CONTENT KNOWLEDGE (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2011-12 1 16 174 ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students 4 ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 3 ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13 7 ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 9 ETS0245 -CHEMISTRY CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students 2 ETS0245 -CHEMISTRY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 1 ETS0245 -CHEMISTRY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13 3 ETS0245 -CHEMISTRY CONTENT KNOWLEDGE Educational Testing Service (ETS) 3 All program completers, 2011-12 16 100 All program completers, 2011-12 ETS5732 -CORE ACADEMIC SKILLS FOR ED: MATH Educational Testing Service (ETS) Other enrolled students 2 ETS5712 -CORE ACADEMIC SKILLS FOR ED: READING Educational Testing Service (ETS) Other enrolled students 2 ETS5722 -CORE ACADEMIC SKILLS FOR ED: WRITING Educational Testing Service (ETS) Other enrolled students 2 ETS0020 -EARLY CHILDHOOD EDUCATION Educational Testing Service (ETS) All program completers, 2012-13 37 635 37 100 ETS0020 -EARLY CHILDHOOD EDUCATION Educational Testing Service (ETS) All program completers, 2011-12 38 633 38 100 ETS5571 -EARTH AND SPACE SCIENCES - CK Educational Testing Service (ETS) Other enrolled students 2 ETS5571 -EARTH AND SPACE SCIENCES - CK Educational Testing Service (ETS) All program completers, 2012-13 1 ETS5571 -EARTH AND SPACE SCIENCES - CK Educational Testing Service (ETS) All program completers, 2011-12 1 ETS0353 -ED OF EXCEPTIONAL STUDENTS CORE CK(DISCONTINUED) Educational Testing Service (ETS) Other enrolled students 1 ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT Educational Testing Service (ETS) Other enrolled students 12 164 4 33 ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT Educational Testing Service (ETS) All program completers, 2012-13 114 177 103 90 ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT Educational Testing Service (ETS) All program completers, 2011-12 141 177 126 89 ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students 5 ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 7 ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13 15 177 15 100 ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 14 183 14 100 ETS5038 -ENGLISH LANGUAGE ARTS: CK Educational Testing Service (ETS) Other enrolled students 4 ETS5038 -ENGLISH LANGUAGE ARTS: CK Educational Testing Service (ETS) All program completers, 2012-13 1 ETS5511 -FUNDAMENTAL SUBJECTS Educational Testing Service (ETS) Other enrolled students 28 168 26 93 ETS5511 -FUNDAMENTAL SUBJECTS Educational Testing Service (ETS) All program completers, 2013-14 62 170 60 97 ETS5511 -FUNDAMENTAL SUBJECTS Educational Testing Service (ETS) 186 171 182 98 All program completers, 2012-13 All program completers, 2012-13 ETS5511 -FUNDAMENTAL SUBJECTS Educational Testing Service (ETS) All program completers, 2011-12 211 170 ETS5183 -GERMAN WORLD LANGUAGE Educational Testing Service (ETS) Other enrolled students 1 ETS5183 -GERMAN WORLD LANGUAGE Educational Testing Service (ETS) All program completers, 2013-14 1 ETS5183 -GERMAN WORLD LANGUAGE Educational Testing Service (ETS) All program completers, 2012-13 2 ETS5183 -GERMAN WORLD LANGUAGE Educational Testing Service (ETS) All program completers, 2011-12 1 ETS5856 -HEALTH AND PE Educational Testing Service (ETS) Other enrolled students 5 210 100 ETS5856 -HEALTH AND PE Educational Testing Service (ETS) All program completers, 2013-14 18 164 18 100 ETS5856 -HEALTH AND PE Educational Testing Service (ETS) All program completers, 2012-13 16 165 16 100 ETS5856 -HEALTH AND PE Educational Testing Service (ETS) All program completers, 2011-12 30 167 30 100 ETS0061 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students 1 ETS0061 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 4 ETS0061 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13 9 ETS0061 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 10 157 ETS5161 -MATHEMATICS: CK Educational Testing Service (ETS) Other enrolled students 6 ETS5049 -MIDDLE SCHOOL ENGLISH LANGUAGE ARTS Educational Testing Service (ETS) All program completers, 2012-13 6 ETS5049 -MIDDLE SCHOOL ENGLISH LANGUAGE ARTS Educational Testing Service (ETS) All program completers, 2011-12 1 ETS0069 -MIDDLE SCHOOL MATHEMATICS (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2011-12 1 ETS0439 -MIDDLE SCHOOL SCIENCE Educational Testing Service (ETS) All program completers, 2012-13 4 ETS0439 -MIDDLE SCHOOL SCIENCE Educational Testing Service (ETS) All program completers, 2011-12 3 ETS5089 -MIDDLE SCHOOL SOCIAL STUDIES Educational Testing Service (ETS) All program completers, 2012-13 2 ETS5089 -MIDDLE SCHOOL SOCIAL STUDIES Educational Testing Service (ETS) All program completers, 2011-12 1 ETS0113 -MUSIC CONTENT KNOWLEDGE 3 10 100 ETS0113 -MUSIC CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students ETS0113 -MUSIC CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 3 10 166 ETS0113 -MUSIC CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13 9 ETS0113 -MUSIC CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 9 ETS5156 -PA 4-8 CORE SUBJ CONC ENG LANG ARTS Educational Testing Service (ETS) Other enrolled students 6 ETS5156 -PA 4-8 CORE SUBJ CONC ENG LANG ARTS Educational Testing Service (ETS) All program completers, 2013-14 3 ETS5158 -PA 4-8 CORE SUBJ CONC MATHEMATICS Educational Testing Service (ETS) Other enrolled students 6 ETS5158 -PA 4-8 CORE SUBJ CONC MATHEMATICS Educational Testing Service (ETS) All program completers, 2013-14 3 ETS5158 -PA 4-8 CORE SUBJ CONC MATHEMATICS Educational Testing Service (ETS) All program completers, 2012-13 1 ETS5159 -PA 4-8 CORE SUBJ CONC SCIENCE Educational Testing Service (ETS) Other enrolled students 3 ETS5159 -PA 4-8 CORE SUBJ CONC SCIENCE Educational Testing Service (ETS) All program completers, 2013-14 10 161 ETS5159 -PA 4-8 CORE SUBJ CONC SCIENCE Educational Testing Service (ETS) All program completers, 2012-13 1 ETS5157 -PA 4-8 CORE SUBJ CONC SOCIAL STUDIES Educational Testing Service (ETS) Other enrolled students 2 ETS5157 -PA 4-8 CORE SUBJ CONC SOCIAL STUDIES Educational Testing Service (ETS) All program completers, 2013-14 5 ETS5157 -PA 4-8 CORE SUBJ CONC SOCIAL STUDIES Educational Testing Service (ETS) All program completers, 2012-13 1 ETS5154 -PA 4-8 CORE SUBTEST ENG LANG ARTS SOC STUDIES Educational Testing Service (ETS) Other enrolled students 8 ETS5154 -PA 4-8 CORE SUBTEST ENG LANG ARTS SOC STUDIES Educational Testing Service (ETS) All program completers, 2013-14 21 166 ETS5154 -PA 4-8 CORE SUBTEST ENG LANG ARTS SOC STUDIES Educational Testing Service (ETS) All program completers, 2012-13 3 ETS5155 -PA 4-8 CORE SUBTEST MATH AND SCIENCE Educational Testing Service (ETS) Other enrolled students 8 ETS5155 -PA 4-8 CORE SUBTEST MATH AND SCIENCE Educational Testing Service (ETS) All program completers, 2013-14 21 176 ETS5155 -PA 4-8 CORE SUBTEST MATH AND SCIENCE Educational Testing Service (ETS) All program completers, 2012-13 3 ETS5153 -PA 4-8 CORE SUBTEST PEDAGOGY 8 9 90 9 90 20 95 20 95 ETS5153 -PA 4-8 CORE SUBTEST PEDAGOGY Educational Testing Service (ETS) Other enrolled students ETS5153 -PA 4-8 CORE SUBTEST PEDAGOGY Educational Testing Service (ETS) All program completers, 2013-14 ETS5153 -PA 4-8 CORE SUBTEST PEDAGOGY Educational Testing Service (ETS) All program completers, 2012-13 8 21 175 21 100 3 ESP0001 -PAPA - MODULE 1 READING Evaluation Systems group of Pearson Other enrolled students 108 238 103 95 ESP0001 -PAPA - MODULE 1 READING Evaluation Systems group of Pearson All program completers, 2013-14 15 245 15 100 ESP0001 -PAPA - MODULE 1 READING Evaluation Systems group of Pearson All program completers, 2012-13 2 ESP0002 -PAPA - MODULE 2 MATH Evaluation Systems group of Pearson Other enrolled students 108 240 105 97 ESP0002 -PAPA - MODULE 2 MATH Evaluation Systems group of Pearson All program completers, 2013-14 15 239 14 93 ESP0002 -PAPA - MODULE 2 MATH Evaluation Systems group of Pearson All program completers, 2012-13 2 ESP0003 -PAPA - MODULE 3 WRITING Evaluation Systems group of Pearson Other enrolled students 108 238 106 98 ESP0003 -PAPA - MODULE 3 WRITING Evaluation Systems group of Pearson All program completers, 2013-14 15 235 15 100 ESP0003 -PAPA - MODULE 3 WRITING Evaluation Systems group of Pearson All program completers, 2012-13 2 ESP0006 -PECT PREK-4 - MODULE 1 Evaluation Systems group of Pearson Other enrolled students 63 217 48 76 ESP0006 -PECT PREK-4 - MODULE 1 Evaluation Systems group of Pearson All program completers, 2013-14 69 229 64 93 ESP0006 -PECT PREK-4 - MODULE 1 Evaluation Systems group of Pearson All program completers, 2012-13 12 235 10 83 ESP0007 -PECT PREK-4 - MODULE 2 Evaluation Systems group of Pearson Other enrolled students 57 205 40 70 ESP0007 -PECT PREK-4 - MODULE 2 Evaluation Systems group of Pearson All program completers, 2013-14 69 219 60 87 ESP0007 -PECT PREK-4 - MODULE 2 Evaluation Systems group of Pearson All program completers, 2012-13 12 230 10 83 ESP0008 -PECT PREK-4 - MODULE 3 Evaluation Systems group of Pearson Other enrolled students 61 203 34 56 ESP0008 -PECT PREK-4 - MODULE 3 Evaluation Systems group of Pearson All program completers, 2013-14 69 221 60 87 ESP0008 -PECT PREK-4 - MODULE 3 Evaluation Systems group of Pearson All program completers, 2012-13 12 222 9 75 ESP0015 -PECT SPEC ED 7-12 - MODULE 1 1 ESP0015 -PECT SPEC ED 7-12 - MODULE 1 Evaluation Systems group of Pearson Other enrolled students 1 ESP0011 -PECT SPEC ED PREK-8 - MODULE 1 Evaluation Systems group of Pearson Other enrolled students 40 221 26 65 ESP0011 -PECT SPEC ED PREK-8 - MODULE 1 Evaluation Systems group of Pearson All program completers, 2013-14 47 235 38 81 ESP0011 -PECT SPEC ED PREK-8 - MODULE 1 Evaluation Systems group of Pearson All program completers, 2012-13 10 235 9 90 ESP0012 -PECT SPEC ED PREK-8 - MODULE 2 Evaluation Systems group of Pearson Other enrolled students 38 222 24 63 ESP0012 -PECT SPEC ED PREK-8 - MODULE 2 Evaluation Systems group of Pearson All program completers, 2013-14 47 227 33 70 ESP0012 -PECT SPEC ED PREK-8 - MODULE 2 Evaluation Systems group of Pearson All program completers, 2012-13 10 231 8 80 ETS5265 -PHYSICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13 1 ETS5265 -PHYSICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 3 ETS0730 -PRAXIS I MATHEMATICS Educational Testing Service (ETS) Other enrolled students 176 178 167 95 ETS0730 -PRAXIS I MATHEMATICS Educational Testing Service (ETS) All program completers, 2013-14 151 180 149 99 ETS0730 -PRAXIS I MATHEMATICS Educational Testing Service (ETS) All program completers, 2012-13 230 180 228 99 ETS0730 -PRAXIS I MATHEMATICS Educational Testing Service (ETS) All program completers, 2011-12 264 180 264 100 ETS0710 -PRAXIS I READING Educational Testing Service (ETS) Other enrolled students 179 177 165 92 ETS0710 -PRAXIS I READING Educational Testing Service (ETS) All program completers, 2013-14 151 178 150 99 ETS0710 -PRAXIS I READING Educational Testing Service (ETS) All program completers, 2012-13 232 179 230 99 ETS0710 -PRAXIS I READING Educational Testing Service (ETS) All program completers, 2011-12 264 179 264 100 ETS0720 -PRAXIS I WRITING Educational Testing Service (ETS) Other enrolled students 175 175 166 95 ETS0720 -PRAXIS I WRITING Educational Testing Service (ETS) All program completers, 2013-14 152 176 151 99 ETS0720 -PRAXIS I WRITING Educational Testing Service (ETS) All program completers, 2012-13 230 176 228 99 ETS0720 -PRAXIS I WRITING Educational Testing Service (ETS) All program completers, 2011-12 265 176 265 100 ETS5421 -PROFESSIONAL SCHOOL COUNSELOR 1 ETS5421 -PROFESSIONAL SCHOOL COUNSELOR Educational Testing Service (ETS) Other enrolled students 1 ETS0860 -SAFETYDRIVER EDUCATION Educational Testing Service (ETS) Other enrolled students 1 ETS0401 -SCHOOL PSYCHOLOGIST Educational Testing Service (ETS) Other enrolled students 1 ETS5354 -SE CORE KNOWLEDGE & APPLICATIONS Educational Testing Service (ETS) All program completers, 2012-13 45 172 45 100 ETS5354 -SE CORE KNOWLEDGE & APPLICATIONS Educational Testing Service (ETS) All program completers, 2011-12 44 172 44 100 ETS0951 -SOCIAL SCIENCE Educational Testing Service (ETS) Other enrolled students 2 ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students 5 ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 19 169 17 89 ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13 17 168 14 82 ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 21 171 21 100 ETS5195 -SPANISH WORLD LANGUAGE Educational Testing Service (ETS) All program completers, 2013-14 2 ETS5195 -SPANISH WORLD LANGUAGE Educational Testing Service (ETS) All program completers, 2012-13 2 ETS5195 -SPANISH WORLD LANGUAGE Educational Testing Service (ETS) All program completers, 2011-12 1 ETS5330 -SPEECH LANGUAGE PATHOLOGY Educational Testing Service (ETS) All program completers, 2013-14 18 676 18 100 ETS5330 -SPEECH LANGUAGE PATHOLOGY Educational Testing Service (ETS) All program completers, 2012-13 15 680 15 100 Section III Summary Pass Rates
Group
Number Number Pass
taking passing rate
tests
tests (%)
All program completers, 2013-14 195 154 79 All program completers, 2012-13 259 232 90 All program completers, 2011-12 273 260 95 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)?
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.
Edinboro University requires specific courses providing methods and means for using instructional technology to solve teaching-learning problems. Students interact
with technology including computers, Ipads, and Smartboards to learn the skills necessary to successfully use this technology in the classroom. All students learn the
instructional use and implications of apps, blogs, online videos (e.g. Youtube) and other free resources, video (e.g. IMovie) and music production (e.g. Garageband), as
well as other more standard resources such as Word, Powerpoint, and Publisher. Students are also introduced to content specific technology such as graphic design
programs for Art Education, heart rate monitors for HPE, and computer-interfaced probes for Science Education. In all cases, students are asked to design content
specific lessons using technology to aid in student learning and are asked to ground those lessons in theory and base those lessons on national and state standards.
Evidence of candidate proficiency in technology is obtained through the use of the newly designed Technology Assessment based on the ISTE standards for teachers,
as well as through other assessments used throughout field and student teaching.
Students are introduced to Excel and gradebook programs as a way to organize data, but more importantly as they progress through their program, they are
introduced to the analysis of assessment data for making instructional decisions. As part of their capstone experience, students are asked to complete a pre- post-test
instructional assessment, and they are asked to use technology to display and analyze the data, culminating in a reflection on how this impacts teaching and learning.
Evidence of this can be found in the assessment of the Instructional Assessment Plan, an assessment aligned with all INTASC standards as well as many PDE
competencies.
Students are required to use what technology is available to them throughout their field placements and the use of this technology is assessed by the University
Supervisor. Ipads and laptops are available for student teachers and other technology can be borrowed from Technology and Communications when necessary.
Evidence of this can be seen in the Classroom Observation rubric, the Teacher Candidate Performance Profile, and the PDE 430 forms. The first two assessments are
completed by both University Supervisor as well as Cooperating Teacher.
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
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.
Edinboro University is in complete alignment with the requirements of Chapter 49-2 and requires that all students be prepared to teach students with special needs
as well as students who primary language is not English. Separate courses in Special Education are required. In addition, Special education and ELL topics and
competencies are infused throughout the programs of study but are especially prevalent in Instructional Techniques and Content Literacy/Literacy courses.
Edinboro University provides courses which introduce the candidates to effective teaching strategies for children with special needs, learning disabilities,
emotional/behavior disorders, hearing impairments, visual impairments, physical disabilities, other health impairments, communication disorders, traumatic brain
injury, as well as children who are gifted and/or talented. Coursework also covers the causes, characteristics, diagnosis, treatment, and educational provisions for
children with special needs and includes units on cultural diversity, current legal and educational issues, and students whose other language is English. Additionally,
courses address the identification, prevalence, and learning characteristics of students with exceptionalities. Special emphasis is placed on classroom
accommodations, instructional modifications and adaptations for P-12 inclusion classrooms for the purpose of creating effective learning environments for all
students. Legal mandates and requirements are addressed as well as special considerations of high stakes testing and assessments. Furthermore, students examine
the process of developing Individualized Education Plans (IEPs) for exceptional students, and receive supervised practice in completing state IEP forms. Students learn
the best practice for collaborating with all members of the IEP team and emphasize the role of the family. Students learn strategies for encouraging parents’ active
participation in designing their children's programs and in monitoring their ongoing school performance.
participation in designing their children's programs and in monitoring their ongoing school performance.
All students are required to complete the course Multiculturalism in American Schools which focuses a large amount of class time on ELL and includes virtual
observations of ELL classroom situations. Further, all students are required to complete a “diverse” field or student teaching placement. Many of these diverse
placements include experiences with ELL and Special Needs students.
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.
In addition to the course work described above, Edinboro University’s program, approved through the Pennsylvania Department of Education, is nationally accredited.
This national recognition by NCATE and Council for Exceptional Children ensures a rigorous program of study, appropriate content and pedagogical content
knowledge, diverse field experiences, and positive impact on P-12 student learning. The rigors of these accreditations enable Edinboro University to graduate highly
qualified special education teachers. Strategies to teach students with limited English language proficiency is embedded into several courses and an ELL program has
been approved for 2013- 2014. A 7-12 Special Education program has recently been developed and is on course to begin Fall 2014.
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.
AY 2013-14
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