Program Report for the Preparation of Social Studies
Teachers
National Council for Social Studies (NCSS)
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
COVER SHEET
1. Institution Name
Edinboro University of Pennsylvania
2. State
Pennsylvania
3. Date submitted
MM
DD YYYY
09
/ 15
/ 2010
4. Report Preparer's Information:
Name of Preparer:
Dr. Charles Cross
Phone:
Ext.
( 814 ) 732 - 2710
E-mail:
ccross@edinboro.edu
5. NCATE Coordinator's Information:
Name:
Dr. Lisa Brightman
Phone:
Ext.
( 814 ) 732 - 1328
E-mail:
lbrightman@edinboro.edu
6. Name of institution's program
Middle and Secondary Social Studies
7. NCATE Category
Social Studies Education
8. Grade levels(1) for which candidates are being prepared
Grades 7-12
(1) e.g. K-12, 7-12, 9-12
9. Program Type
j Advanced Teaching
k
l
m
n
i First teaching license
j
k
l
m
n
j Other School Personnel
k
l
m
n
j Unspecified
k
l
m
n
10. Degree or award level
i Baccalaureate
j
k
l
m
n
j Post Baccalaureate
k
l
m
n
j Master's
k
l
m
n
j Post Master's
k
l
m
n
j Specialist or C.A.S.
k
l
m
n
j Doctorate
k
l
m
n
j Endorsement only
k
l
m
n
11. Is this program offered at more than one site?
j Yes
k
l
m
n
i No
j
k
l
m
n
12. If your answer is "yes" to above question, list the sites at which the program is offered
13. Title of the state license for which candidates are prepared
7-12 Social Studies
14. Program report status:
i Initial Review this cycle, Continuing Recognition
j
k
l
m
n
j Response to One of the Following Decisions: Further Development Required, Recognition with
k
l
m
n
Probation, or Not Nationally Recognized
j Response to National Recognition With Conditions
k
l
m
n
15. State Licensure requirement for national recognition:
NCATE requires 80% of the program completers who have taken the test to pass the applicable
state licensure test for the content field, if the state has a testing requirement. Test information and
data must be reported in Section III. Does your state require such a test?
i
j
k
l
m
n
Yes
j No
k
l
m
n
SECTION I - CONTEXT
1. Description of any state or institutional policies that may influence the application of NCSS
standards. (Response limited to 4,000 characters)
Edinboro University of Pennsylvania is an NCATE accredited Master’s Level I Comprehensive
institution with approximately 8,000 students, 2,200 of which are enrolled in graduate and
undergraduate programs in the preparation of school personnel. There are no institutional impediments
to the acquisition of National Council for Social Studies (NCSS) recognition. In fact, the pursuit of
accreditation at every level is a specific component of Edinboro University’s strategic plan. Resources
allocated to the NCATE Unit are more than adequate to support the accreditation process.
The Pennsylvania Department of Education completed a major five-year site visit in April 2004, which
resulted in the reaccreditations of all certification programs, including Secondary Education- Social
Studies. Pennsylvania is an NCATE partner state with program standards that are closely aligned with
the standards of specialized professional associations, including the NCSS.
2. Description of the field and clinical experiences required for the program, including the
number of hours for early field experiences and the number of hours/weeks for student teaching or
internships. (Response limited to 8,000 characters)
There is an initial field experience component in SEDU 271 Education in a Multicultural Society. In this
course the initial field experience will be held. This experience provides middle and secondary teacher
education majors with their introductory field experience. The field experience is mainly observational
in nature and occurs in area public schools.
Students may not register for Secondary Education courses, with the exception of SEDU 183
Educational Technology/Computer Literacy and SEDU 271 Education in a Multicultural Society, until
they have been formally admitted to teacher candidacy.
The following courses listed below are identified as the Secondary Education Block.
SEDU 473 Instructional Techniques for Social Studies
SEDU 306 Teaching Reading in the Subject Area
SEDU 381 Measurement and Evaluation in the Middle and Secondary School
SPED 370 Adaptive & Accommodations in the Inclusive Classroom
SEDU 475 Secondary Education Field Experience
Block courses are typically taken in this major during the second semester of the junior year or the first
semester of the senior year, following the completion of at least 18 semester hours in the student's field
of specialization. The four classroom courses are taken intensively during the first nine weeks of the
semester followed by SEDU 475 Secondary Education Field Experience for the remainder of the
semester (six weeks).
SEDU 475 Secondary Education Field Experience, the second field experience, provides secondary
education majors with a pre-student teaching field experience with cooperating teachers in the public
schools. Students teach a minimum of eight full-period lessons, preferably from lessons prepared during
Secondary Education Block, and complete various professional development activities.
SEDU 495 Student Teaching, the culminating field experience, coordinated and supervised by
University faculty in the Department of Elementary, Middle and Secondary Education provides
opportunities to display competency in middle and secondary schools under the direct, daily supervision
of a qualified cooperating teacher. The experience is a semester in length. In order to be eligible for
student teaching, students must:
• maintain a 2.8 QPA,
• have earned 96 semester hours
• have taken/passed the Praxis II exam
• completed with a grade of C or better all of the Secondary Education Block classes
Selection of the sites is made with the purpose of providing students with the opportunities to experience
urban/rural/suburban and middle/high school settings. This is achieved through collaboration of the
Department of Elementary, Middle and Secondary Education and the Student Teaching Office.
3. Please attach files to describe a program of study that outlines the courses and experiences
required for candidates to complete the program. The program of study must include course titles.
(This information may be provided as an attachment from the college catalog or as a student
advisement sheet.)
Section 1 Old POS
Section 1 New POS
Section 1 Question 3 Program of Study
See Attachments panel below.
4. This system will not permit you to include tables or graphics in text fields. Therefore any
tables or charts must be attached as files here. The title of the file should clearly indicate the
content of the file. Word documents, pdf files, and other commonly used file formats are
acceptable.
5. Candidate Information
Directions: Provide three years of data on candidates enrolled in the program and completing the
program, beginning with the most recent academic year for which numbers have been tabulated.
Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate
routes, master's, doctorate) being addressed in this report. Data must also be reported separately
for programs offered at multiple sites. Update academic years (column 1) as appropriate for your
data span. Create additional tables as necessary.
Program:
Secondary Education-Social Studies
Academic Year
# of Candidates
Enrolled in the
Program
# of Program
Completers(2)
2009-2010
84
28
2008-2009
104
31
2007-2008
110
30
(2) NCATE uses the Title II definition for program completers. Program completers are persons who have met all
the requirements of a state-approved teacher preparation program. Program completers include all those who are documented
as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential,
transcript, or other written proof of having met the program's requirements.
6. Faculty Information
Directions: Complete the following information for each faculty member responsible for
professional coursework, clinical supervision, or administration in this program.
Faculty Member Name
Dennis Buckwalter
Highest Degree, Field, &
University(3)
PhD in Instructional Systems Design - Virginia Tech
Assignment: Indicate the role
Teaching Faculty Student Teaching Supervisor
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Associate Professor
g YES
b
c
d
e
f
Scholarship (6), Leadership in
Professional Associations, and Updated technology course: SEDU 731. University / Departmental Committees:
Service (7):List up to 3 major Technology Fee Committee Member NCATE Assessment Committee Member
Sabbatical Committee Member Portfolio Committee Member (Math)
contributions in the past 3
(8)
years
Teaching or other
professional experience in P12 schools(9)
Student Teaching Supervisor (Grades 7-12) - Math / Science Classroom Teacher
Middle and Secondary (9 Years)
Faculty Member Name
Kathleen Benson
Highest Degree, Field, &
University(3)
PhD in Curriculum and Instruction – University of Akron
Assignment: Indicate the role
Teaching Faculty Student Teaching Director Department Chair
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Professor
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and
Service (7):List up to 3 major
contributions in the past 3
years(8)
NMSA Article Writer (2010) / PMSA Newsletter Co-Author PMSA Presenter
(2009) / International Reading Association (2010) Chapter 49-2 Principal
Author / Professional Development Trainer PMSA Board of Directors Member
(2008 - 2010) Northwest Region PMSA Member (1992 - 2010)
Teaching or other
professional experience in P12 schools(9)
In-service Presenter School Board Member Middle School Teacher (10 Years)
High School Development Coordinator (1 Year) Reading Specialist - Title I
Teacher (3 Years)
Faculty Member Name
John Criswell
Highest Degree, Field, &
University(3)
PhD in Technology Education - West Virginia University
Assignment: Indicate the role
Teaching Faculty Student Teaching Supervisor
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Professor
b YES
c
d
e
f
g
(6)
Scholarship , Leadership in
Professional Associations, and Pennsylvania Teacher Educator Journal (Co-Editor) "Writing for the Pennsylvania
Service (7):List up to 3 major Teacher Educator" Presenter (2006 - 2008) / Developing Assessment Literacy in
Elementary and Middle Schools (Writer) - 2007
contributions in the past 3
(8)
years
Teaching or other
professional experience in P12 schools(9)
Classroom Teacher (7 Years) Elementary Principal (7 Years) Student Teacher
Supervisor (7 Years)
Faculty Member Name
Charles Cross
Highest Degree, Field, &
University(3)
PhD in Curriculum & Instruction - University of Maryland
Assignment: Indicate the role
Teaching Faculty Student Teaching Supervisor
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Professor
b YES
c
d
e
f
g
National Middle School Association Presenter (2009) National Council for Social
Scholarship , Leadership in Studies Presenter (2007) National Middle School Association Presenter (2007)
Professional Associations, and Chair of NCSS / NCATE SPA Development for NCATE Accreditation (2009 – 2010)
National Council for Social Studies Conference Proposal Reviewer (2007 – 2010)
Service (7):List up to 3 major Director of Philadelphia Urban Seminar (2007 – 2010) Member of the Teaching
contributions in the past 3
America’s Story Grant (TAS) (2003 – 2006) Social Education Manuscript
years(8)
Reviewer (1992 – 2010) President of the Pennsylvania Council for Social Studies
(2001 – 2003)
(6)
Teaching or other
professional experience in P12 schools(9)
Student Teacher Supervisor (21 Years) Councilmember of the Millcreek Township
School District Advisory Council (6 Years) Reviewer for the Millcreek Township
School District Social Studies Textbook (9 Years)
Faculty Member Name
James Dailey
Highest Degree, Field, &
University(3)
Masters in Business Administration - Gannon University
Assignment: Indicate the role
Teaching Faculty (Adjunct) Student Teaching Supervisor
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Adjunct Professor
c YES
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and
Professional Development / Act 48 (Instructor) / ASCD Member Continuing
Service (7):List up to 3 major Education (2005 - 2008) - 900 Hours Understanding by Design Education
contributions in the past 3
years(8)
Teaching or other
professional experience in P12 schools(9)
Classroom Teacher (33 Years) Post-Secondary Teacher (21 Years) Peer Coach (4
Years)
Faculty Member Name
Jo Ann Holtz
Highest Degree, Field, &
University(3)
PhD in Curriculum and Instruction - Kent State University
Assignment: Indicate the role
Teaching Faculty / Graduate Program Head Student Teaching Supervisor
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Scholarship (6), Leadership in
Professional Associations, and
Service (7):List up to 3 major
contributions in the past 3
years(8)
Professor
b YES
c
d
e
f
g
PennLake National Writing Project Co-Director (2008-present) University-Wide
Curriculum Committee (2006-2010) Graduate Council Member (1997 to present)
NW Region of PMSA Board of Director Member (1995-2008) Teaching American
History Director (2006-2009) Member of the Teaching America’s Story Grant
(TAS) (2003 – 2006) International Civics Conference Presenter (2006) NCSS
National Conference Presenter (2007) NMSA National Conference Presenter
(2007)
Teaching or other
professional experience in P12 schools(9)
Content Literacy Workshop Teacher (2 Years) Professional PDE Urban Teacher
Education Teacher (1 Year) Clinical Supervisor (1 Year) Professional In-Service at
General McLane H.S. (2 Years) Elementary / English 7-12 Certification Student
Teaching Supervisor
Faculty Member Name
Alan Karns
Highest Degree, Field, &
University(3)
Masters in Education - Westminster College
Assignment: Indicate the role
Teaching Faculty (Adjunct)
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Adjunct Professor
c YES
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and
Service (7):List up to 3 major State Conference Presenter Student Teacher Supervisor
contributions in the past 3
years(8)
Teaching or other
professional experience in P12 schools(9)
Math Teacher (7-12) - 10 Years Principal / Assistant Principal (12 Years) Director
of Curriculum (8 Years) / Superintendent (5 Years)
Faculty Member Name
Dean Maynard
Highest Degree, Field, &
University(3)
PhD in Administration Policy - University of Pittsburgh
Assignment: Indicate the role
Teaching Faculty (Adjunct)
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Adjunct Professor
c YES
d
e
f
g
(6)
Scholarship , Leadership in
Professional Associations, and
PASCD Legislative Influence Committee State Chairperson Pennsylvania
Service (7):List up to 3 major Intermediate Unit Public Relations / Influence Committee Member
contributions in the past 3
years(8)
Teaching or other
professional experience in P12 schools(9)
Superintendent of Schools (7 Years)
Faculty Member Name
Jacqueline Power
Highest Degree, Field, &
University(3)
Masters of Fine Arts - Washington University of St. Louis
Assignment: Indicate the role
Teaching Faculty Student Teaching Supervisor
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Assistant Professor
g YES
b
c
d
e
f
Scholarship (6), Leadership in
Professional Associations, and NAEA Annual Conference (2009) Art Exhibition (2007) - Monsanto and Tuscany,
Service (7):List up to 3 major
contributions in the past 3
years(8)
Italy University Senate (2 Years) Newman Student Association Advisor
Teaching or other
professional experience in P12 schools(9)
Student Teacher Supervisor (2 Years) Field Supervisor (2 Years) Field Supervisor
- Urban Experience (2008)
Faculty Member Name
Gwyneth Price
Highest Degree, Field, &
University(3)
PhD in Educational Psychology - Penn State University
Assignment: Indicate the role
Teaching Faculty / Assistant Chair Student Teaching Supervisor
of the faculty member(4)
Faculty Rank(5)
Tenure Track
(6)
Assistant Professor
b YES
c
d
e
f
g
Scholarship , Leadership in
Professional Associations, and
Service (7):List up to 3 major
contributions in the past 3
years(8)
NEERO Presenter (2 Years) / GM / EUP Presenter (2 Years) Reflective Practices
Research (2010) / PMSA Presenter (2009) Assistant Chairperson / FYE Freshman Advisor EUP Educator of Year Committee Member NCATE Assessment
System Committee Member Search Committee Chair NCATE Science SPA
Disposition Committee Member / Co-Author
Teaching or other
professional experience in P12 schools(9)
Student Teaching Supervisor / Junior Field (2 Years) PDS Urban Teaching
Educator (2009) GM / EUP Conference Training (2 Years) Science Teacher (9
Years) - Grades 8 - 12
Faculty Member Name
Kathleen Stevens
Highest Degree, Field, &
University(3)
PhD in Curriculum and Instruction - Kent State University
Assignment: Indicate the role
Teaching Faculty Student Teaching Supervisor
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Assistant Professor
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and
Teaching Faculty Student Teaching Supervisor Service Project Manager: My
Service (7):List up to 3 major Professor’s Closet (3 Years) Departmental Committee Member
contributions in the past 3
years(8)
Teaching or other
professional experience in P12 schools(9)
High School Teacher (1 Year) Elementary School Teacher (12 Years) Student
Teaching Supervisor (22 Years) Technology Educator (22 Years)
Faculty Member Name
Nicholas Stupiansky
Highest Degree, Field, &
University(3)
PhD in Curriculum - Indiana University of Bloomington
Assignment: Indicate the role
Teaching Faculty
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Professor
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and
NAEYC Summer Leadership Conference Presenter (2009) NCTM Annual
Service (7):List up to 3 major Conference Presenter (2010) NCTM Annual Conference Presenter (2009)
contributions in the past 3
years(8)
Teaching or other
professional experience in P12 schools(9)
Student Teacher Supervisor K - 6 Certification (PA) 1 - 8 Certification (OH)
Faculty Member Name
Marilyn Tuberson
Highest Degree, Field, &
University(3)
Masters in Education - Edinboro University of Pennsylvania
Assignment: Indicate the role
Teaching Faculty (Adjunct)
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Adjunct Professor
c YES
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and
International Reading Association Member (2010). Association of Curriculum and
Service (7):List up to 3 major Development Member (2010).
contributions in the past 3
years(8)
Teaching or other
professional experience in P12 schools(9)
Teaching Faculty (Adjunct)
Faculty Member Name
Thomas Roden
Highest Degree, Field, &
University(3)
PhD in Elementary Curriculum and Instruction – Indiana U. of Pennsylvania
Assignment: Indicate the role
Teaching Faculty Student Teaching Supervisor
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Associate Professor
b YES
c
d
e
f
g
(6)
Scholarship , Leadership in
Professional Associations, and
Service (7):List up to 3 major NMSA Journal (Co-Author) - 2010 GM In-Service Presenter
contributions in the past 3
years(8)
Teaching or other
professional experience in P12 schools(9)
Student Teaching Supervisor / Junior Field Communication Arts Certification (PA)
K - 12 Instructional Media Certification (PA)
Faculty Member Name
Stacie Wolbert
Highest Degree, Field, &
University(3)
Masters in Curriculum and Instruction - Indiana U. of Pennsylvania
Assignment: Indicate the role
Teaching Faculty Student Teaching Supervisor
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Scholarship (6), Leadership in
Assistant Professor
c YES
d
e
f
g
Professional Associations, and
Service (7):List up to 3 major
contributions in the past 3
years(8)
NEERD Presenter - PDS Schools / Reflection Research GM Conference
Presenter / PMSA Presenter (2009) NWPMSA Board of Directors Member Student
Teaching Practicum (2010) / PDS Steering Academic Concerns of University
Senate Dialogs Across Disciplines Committee Member Strong Vincent High
School Guest Lecturer
Teaching or other
professional experience in P12 schools(9)
Grades 5 - 8 Math Certification Grades 5 - 8 Science Certification Grades 6 - 8
Social Studies Certification PDS Internship Supervisor / Steering Committee
Member Student Teaching Supervisor
(3) e.g., PhD in Curriculum & Instruction, University of Nebraska.
(4) e.g., faculty, clinical supervisor, department chair, administrator
(5) e.g., professor, associate professor, assistant professor, adjunct professor, instructor
(6) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of
teachers and other school personnel.
Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the
application of current research findings in new settings. Scholarship further presupposes submission of one's work for
professional review and evaluation.
(7) Service includes faculty contributions to college or university activities, schools, communities, and professional
associations in ways that are consistent with the institution and unit's mission.
(8) e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school
program.
(9) Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a
PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if
any.
SECTION II - LIST OF ASSESSMENTS
In this section, list the 6-8 assessments that are being submitted as evidence for meeting the NCSS
standards. All programs must provide a minimum of six assessments. If your state does not require a
state licensure test in the content area, you must substitute an assessment that documents candidate
attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the
assessment and when it is administered in the program.
1. In this section, list the 6-8 assessments that are being submitted as evidence for meeting the
NCSS standards. All programs must provide a minimum of six assessments. If your state does not
require a state licensure test in the content area, you must substitute an assessment that documents
candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or
form of the assessment and when it is administered in the program. (Response limited to 250
characters each field)
Since the
Since the
previous
When the
Since
the
previous
previous
submission
is
Type and Name of Assessment Type or Form Assessment Is
submission
is
this
submission
is
this
of Assessment
Number of
(10)
Administered
assessment
this
assessment
(11)
Assessment
(12)
assessment Substantially changed
Not
New
Substantially
changed
Assessment
PRAXIS II#1:
Subject
Licensure
Assessment/Specialty
Prior to
assessment,
Area Test
State
student
or other
licensure test
Social
teaching
contentStudies:
based
Content
assessment
Knowledge
(required)
Grades for
Assessment
specialization
During the
courses in
Grades from
#2:
semester the
content
Social
Assessment
course is
courses
Studies
of content
being taken
(required)
(summative
assessment)
Assessment
#3:
Candidate
ability to
plan
(required)
Student
Teaching
and Junior
Field
Experience
Final
Evaluation of
Discipline
Specific
Competencies:
Planning
Section
At the
completion
of SEDU 475
Secondary
Secondary
Social
Education
Studies
Field
Competencies
Experience
Form
and SEDU
495 Student
Teaching
Assessment
#4:
Assessment
of clinical
practice
(required)
Student
Teaching
and Junior
Field
Experience
Final
Evaluation of
Discipline
Specific
Competencies:
Performance
Section
At the
completion
of SEDU 475
Secondary
Secondary
Social
Education
Studies
Field
Competencies
Experience
Form
and SEDU
495 Student
Teaching
X
X
X*
*Expanded
to assess
Planning,
Performance
and Impact
on Student
Learning
during SEDU
495 Student
Teaching
AND during
SEDU 475
Secondary
Education
Field
Experience
to serve as a
formative/summative
assessment
to help
students
prepare for
SEDU 495.
Assessment
#5:
Assessment
of candidate
effect on
student
learning
(required)
Assessment
#6:
Additional
assessment
(required)
Student
Teaching
and Junior
Field
Experience
Final
Evaluation of
Discipline
Specific
Competencies:
Student
Impact
Section
Portfolio
Assessment
X*
*Expanded
to assess
Planning,
Performance
and Impact
on Student
Learning
during SEDU
495 Student
Teaching
AND during
SEDU 475
Secondary
Education
Field
Experience
to serve as a
formative/summative
assessment
to help
students
prepare for
SEDU 495.
X*
*Expanded
to assess
Planning,
Performance
and Impact
on Student
Learning
during SEDU
495 Student
Teaching
AND during
SEDU 475
Secondary
Education
Field
Experience
to serve as a
formative/summative
assessment
to help
students
prepare for
SEDU 495.
At the
completion
of SEDU 475
Secondary
Secondary
Social
Education
Studies
Field
Competencies
Experience
Form
and SEDU
495 Student
Teaching
Portfolio
At the
completion
of SEDU 475
Secondary
Education
Field
Experience
X
Assessment
#7:
Additional
assessment
that
addresses
NCSS
standards
(optional)
Instructional
Assessment
Plan
Assessment
#8:
Additional
assessment
that
addresses
NCSS
standards
(optional)
PDE 430
Form
Pennsylvania
Statewide
Evaluation
Form for
Student
Professional
Knowledge
and Practice
Detailed
social studies During SEDU
unit plan
495 Student
planned and
Teaching
taught
X
During SEDU
495 Student
Teaching,
twice at
midterm and
the end of
the semester
X
Student
Teaching
assessment
and
evaluation
instrument
(10) Identify assessment by title used in the program; refer to Section IV for further information on appropriate
assessment to include.
(11) Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test,
portfolio).
(12) Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to
student teaching/internship, required courses [specify course title and numbers], or completion of the program).
SECTION III - RELATIONSHIP OF ASSESSMENT TO STANDARDS
For each NCSS standard on the chart below, identify the assessment(s) in Section II that
address the standard. One assessment may apply to multiple NCSS standards.
1. For each NCSS standard on the chart below, identify the assessment(s) in Section II that
address the standard. One assessment may apply to multiple NCSS standards.
NCSS STANDARD - Themes
#1 #2 #3 #4 #5 #6 #7 #8
1.1 Culture and Cultural Diversity. Candidates in social studies should
possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of culture
and cultural diversity.
1.2 Time, Continuity, and Change. Candidates in social studies should
possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of time,
continuity, and change.
1.3 People, Places, and Environment. Candidates in social studies should
possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of people,
places, and environment.
1.4 Individual Development and Identity. Candidates in social studies
should possess the knowledge, capabilities, and dispositions to organize
c g
d
e
f
g
b g
c
d
e
f
b g
c
d
e
f
b g
c
d
e
f
b g
c
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and provide instruction at the appropriate school level for the study of
individual development and identity.
1.5 Individuals, Groups and Institutions. Candidates in social studies
should possess the knowledge, capabilities, and dispositions to organize
and provide instruction at the appropriate school level for the study of
individuals, groups, and institutions.
1.6 Power, Authority, and Governance. Candidates in social studies should
possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of power,
authority and governance.
1.7 Production, Distribution, and Consumption. Candidates in social
studies should possess the knowledge, capabilities, and disposition to
organize and provide instruction at the appropriate school level for the
study of production, distribution, and consumption of goods and services.
1.8 Science, Technology and Society. Candidates in social studies should
possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of science,
technology and society.
1.9 Global Connections. Candidates in social studies should possess the
knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of global
connections and interdependence.
1.10 Civic Ideals and Practices. Candidates in social studies should possess
the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of civic ideals and
practices.
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2. SOCIAL SCIENCE DISCIPLINES
#1 #2 #3 #4 #5 #6 #7 #8
2.1 History. Candidates who are to be licensed to teach history at all
school levels should possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate school level for the
study of history.
2.2 Geography. Candidates who are to be licensed to teach geography at
all school levels should possess the knowledge, capabilities, and
dispositions to organize and provide instruction at the appropriate school
level for the study of geography.
2.3 Civics and Government. Candidates who are to be licensed to teach
civics and/or government at all school levels should possess the
knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of civics and
government.
2.4 Economics. Candidates who are to be licensed to teach economics at
all school levels should possess the knowledge, capabilities, and
dispositions to organize and provide instruction at the appropriate school
level for the study of economics.
2.5 Psychology. Candidates who are to be licensed to teach psychology at
all school levels should possess the knowledge, capabilities, and
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dispositions to organize and provide instruction at the appropriate school
level for the study of psychology
3. PROGRAMMATIC STANDARDS FOR INITIAL LICENSURE
Information is
provided in Section
I, Contextual
Information
3.1 Course or Courses on Teaching Social Studies. Institutions preparing social
studies teachers should provide and require prospective social studies teachers to
complete a course or courses dealing specifically with the nature of the social
studies and with ideas, strategies, and techniques for teaching social studies at the
appropriate licensure level.
3.2 Qualified Social Studies Faculty. Institutions preparing social studies teachers
should provide faculty in the social studies and social studies education
components of the program who are recognized as (a) exemplary teachers, (b)
scholars in the fields of social studies and social studies education, and (c)
informed about middle and secondary school classrooms and teaching.
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SECTION IV - EVIDENCE FOR MEETING STANDARDS
DIRECTIONS: Submit the following documentation for any assessments listed in Section II as new
or substantially changed since previous submission. Submit data on all assessments.
The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. Taken
as a whole, the assessments must demonstrate candidate mastery of the SPA standards. The key
assessments should be required of all candidates. Assessments and scoring guides and data charts
should be aligned with the SPA standards. This means that the concepts in the SPA standards should
be apparent in the assessments and in the scoring guides to the same depth, breadth, and specificity as
in the SPA standards. Data tables should also be aligned with the SPA standards. The data should be
presented, in general, at the same level it is collected. For example, if a rubric collects data on 10
elements [each relating to specific SPA standard(s)], then the data chart should report the data on each
of the elements rather that reporting a cumulative score..
In the description of each assessment below, the SPA has identified potential assessments that would
be appropriate. Assessments have been organized into the following three areas to be aligned with the
elements in NCATE’s unit standard 1:
• Content knowledge (Assessments 1 and 2)
• Pedagogical and professional knowledge, skills and dispositions (Assessments 3 and 4)
• Focus on student learning (Assessment 5)
Note that in some disciplines, content knowledge may include or be inextricable from professional
knowledge. If this is the case, assessments that combine content and professional knowledge may be
considered "content knowledge" assessments for the purpose of this report.
For each assessment, the compiler should prepare one document that includes the following items:
(1) A two-page narrative that includes the following:
a. A brief description of the assessment and its use in the program (one sentence may be sufficient);
b. A description of how this assessment specifically aligns with the standards it is cited for in Section
III. Cite SPA standards by number, title, and/or standard wording.
c. A brief analysis of the data findings;
d. An interpretation of how that data provides evidence for meeting standards, indicating the specific
SPA standards by number, title, and/or standard wording;
and
(2) Assessment Documentation
e. The assessment tool itself or a rich description of the assessment (often the directions given to
candidates);
f. The scoring guide for the assessment; and
g. Charts that provide candidate data derived from the assessment.
The responses for e, f, and g (above) should be limited to the equivalent of five text pages each ,
however in some cases assessment instruments or scoring guides may go beyond five pages.
Note: As much as possible, combine all of the files for one assessment into a single file. That is,
create one file for Assessment #4 that includes the two-page narrative (items a – d above), the
assessment itself (item e above), the scoring guide (item f above, and the data chart (item g above).
Each attachment should be no larger than 2 mb. Do not include candidate work or syllabi. There is a
limit of 20 attachments for the entire report so it is crucial that you combine files as much as possible.
1. CONTENT KNOWLEDGE: Data from licensure tests of content knowledge. NCSS standards
addressed in this entry should include the knowledge elements of Standards 1.1-1.10 and 2.1-2.5.13 If
your state does not require licensure tests in the content area, data from another assessment must be
presented to document candidate attainment of content knowledge. Documentation should include total
scores plus sub-scores for the state licensure test.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 1: Licensure Data
See Attachments panel below.
(13) Standards 2.1-2.5 need not be addressed for Broad Field Social Studies Programs; these standards need only
be addressed for programs that lead to teacher licensure in civics/government, economics, geography, history, or
psychology.
2. CONTENT KNOWLEDGE: Assessment of content knowledge in the social studies or the
specific social science discipline to be taught. NCSS standards addressed in this assessment could
include the knowledge elements of Standards 1.1-1.10, 2.1-2.5,14 3.1, and 3.2. Examples of assessments
include comprehensive examinations, course grades where the course is appropriate to a standard15, and
portfolio tasks.11
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 2: Course Grades
Course Grades Data
See Attachments panel below.
(14) Standards 2.1-2.5 need not be addressed for Broad Field Social Studies Programs; these standards need only
be addressed for programs that lead to teacher licensure in civics/government, economics, geography, history, or psychology.
(15) For program review purposes, there are two ways to list a portfolio as an assessment. In some programs a portfolio is
considered a single assessment and scoring criteria (usually rubrics) have been developed for the contents of the portfolio as a
whole. In this instance, the portfolio would be considered a single assessment. However, in many programs a portfolio is a
collection of candidate work—and the artifacts included are discrete items. In this case, some of the artifacts included in the
portfolio may be considered individual assessments.
3. PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS:
Assessment that demonstrates candidates can effectively plan classroom-based instruction. NCSS
standards that could be addressed in this assessment include the capabilities and dispositions to organize
and provide instruction identified in Standards 1.1-1.10, 2.1-2.516, 3.1, and 3.2. This assessment does not
need to address all standards. Examples of assessments include the evaluation of candidates’ abilities to
develop lesson or unit plans, individualized educational plans, needs assessments, or intervention plans.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Teacher Candidate Social Studies Competency Form
Assessment 3: Social Studies Planning Competency Form
See Attachments panel below.
(16) Standards 2.1-2.5 need not be addressed for Broad Field Social Studies Programs; these standards need only
be addressed for programs that lead to teacher licensure in civics/government, economics, geography, history, or psychology.
4. PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS:
Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively
in practice. NCSS standards that could be addressed in this assessment include the capabilities and
dispositions to organize and provide instruction identified in Standards 1.1-1.10 and 2.1-2.513. Only the
aspects of the assessment instrument used in student teaching or the internship specifically applicable to
social studies instruction should be submitted.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 4: Social Studies Performance Competency Form
See Attachments panel below.
(13) Standards 2.1-2.5 need not be addressed for Broad Field Social Studies Programs; these standards need only
be addressed for programs that lead to teacher licensure in civics/government, economics, geography, history, or
psychology.
5. EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate effects on
student learning. NCSS standards that could be addressed in this assessment include student learning
elements of Standards 1.1-1.10 and Standards 2-1-2.514. This assessment does not have to address every
standard. Examples of assessments include those based on student work samples, portfolio tasks and case
studies..
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 5: Social Studies Student Impact Competency Form
See Attachments panel below.
(14) Standards 2.1-2.5 need not be addressed for Broad Field Social Studies Programs; these standards need only
be addressed for programs that lead to teacher licensure in civics/government, economics, geography, history, or
psychology.
6. Additional assessment that addresses NCSS standards. Examples of assessments include
evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and
follow-up studies.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 6: Portfolio
See Attachments panel below.
7. Additional assessment that addresses NCSS standards. Examples of assessments include
evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and
follow-up studies.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 7: Instructional Assessment Plan
See Attachments panel below.
8. Additional assessment that addresses NCSS standards. Examples of assessments include
evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and
follow-up studies.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 8: PDE 430 Form
See Attachments panel below.
SECTION V - USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM
1. Evidence must be presented in this section that assessment results have been analyzed and have
been or will be used to improve candidate performance and strengthen the program. This description
should not link improvements to individual assessments but, rather, it should summarize principal
findings from the evidence, the faculty's interpretation of those findings, and changes made in (or planned
for) the program as a result. Describe the steps program faculty has taken to use information from
assessments for improvement of both candidate performance and the program, This information should
be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and
dispositions, and (3) student learning. In addition, for each assessment listed in Section II, describe why
or why not the assessment has been changed since the program was submitted previously.
(Response limited to 24,000 characters)
According to the data and information listed in Assessments 1-6 of this report, students in the Edinboro
University of Pennsylvania Secondary Education Social Studies program are attaining required content
knowledge, professional and pedagogical knowledge, skill, and dispositions and have a positive effect
on student learning and on creating environments that support learning.
Regarding achievement of content knowledge, Praxis scores and grades in Social Studies Specialization
courses indicate that a majority of our students are attaining content knowledge at an acceptable level. In
an effort to raise the Praxis II Social Studies Content Knowledge passing rate and elevate the average
raw scores that our students attain on the three different categories of the test, the Elementary, Middle
and Secondary Education Department share the test result data with the chairs of the various Social
Science Departments.
In addition to the Praxis II scores, grades in the Social Studies Specialization courses demonstrate that
Edinboro University of Pennsylvania Secondary Education Social Studies students achieve a broad
based background in social studies. Students are required to earn a C or better in specialization courses.
The Elementary, Middle and Secondary Education Department share the Assessment 2 Data Table with
the chairs of the various Social Science Departments. Such information contributes to the updating of
the Curriculum Requirements for Secondary Education-Social Studies. Faculty members from the Social
Science Departments are invited to view the displays and portfolio presentations of the students in
SEDU 475 Secondary Education Field Experience at the end of the junior field experience.
A perfect example of curricular change is reflected by the new Secondary Education Social Studies
program with the addition of more specific History course requirements in place of open social science
electives and the addition of the HIST 380 PA History. This was done in an effort to raise Praxis II
History subtest scores, as well as improve History background knowledge for planning and performance
in the classroom.
Another example of curriculum change would be the reorganization of the professional block classes.
SEDU 491 Professional Performance in the Middle and Secondary Education Classroom was eliminated
from the block. Students now take SEDU 491 the same semester they are student teaching. The benefit
from this curricular change is that students discuss and problem-solve the real issues they are facing in
the middle and high school Social Studies classrooms while they are student teaching. To replace SEDU
491 in the block, SPED 370 Adaptations and Accommodations in the Inclusive Classroom was added.
This addition provides students with an additional special education class.
To enhance our students’ performance in the professional education classroom methods courses and
field experiences, instructors in the Secondary Education Professional Block and university field
supervisors program meet to review data and collaborate on revisions of course content, required skills,
and professional, dispositions. Decisions have been made to upgrade assessment instruments, develop
common rubrics related to specific courses, develop team teaching opportunities within the Secondary
Education Professional Block, and devise more effective means for gathering and recording data. The
decision to have a five-week daily morning (approximately 8 a.m. to 11:30 a.m. based on the individual
schools’ bell schedules) junior field experience (SEDU 475) has led to improved performance in the
Social Studies student teaching (SEDU 495) experience.
The Ability to Plan, Performance/Instruction and Impact on Student Learning are addressed in the
evaluation of our students through the Discipline Specific Competencies assessment, completed by
students, cooperating teachers and university supervisors in both SEDU 475 Secondary Education Field
Experience (junior field) and again in SEDU 495 Student Teaching. These skills are also measured as
part of Portfolio Assessment and Interview, the Instructional Assessment Plan Project, and the PDE 430
Form assessment. The information compiled from Assessments 3, 6, 7, and 8 indicate that the majority
of our students in Secondary Social Studies Education achieve at Target (3) or Acceptable (2) on
Planning as it relates to NCSS Standards. The information compiled from Assessments 4, 6, 7, and 8
indicate that the majority of our students in Secondary Social Studies Education achieve at Target (3) or
Acceptable (2) on Performance/Instruction as it relates to NCSS Standards.
Impact on middle and high school student learning is addressed in all cooperating teacher, university
supervisor, and student teacher conferences, mid-term evaluations, and final evaluations through review
and feedback on lesson planning, instruction, classroom management techniques, effective assessments,
and the creation of a positive and productive classroom environment. Thus, junior field students and
student teachers are provided with formative information from which they can improve their impact on
student teaching. As seen in Assessments 5, 6, 7, and 8 the majority of our SEDU 475 Secondary
Education Field Experience students and our SEDU 495 Student Teachers achieve Target (3) or
Acceptable (2) for Impact on Student learning as it relates to the NCSS Standards.
SECTION VI - FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORTS ONLY
1. For Revised Reports: Describe what changes or additions have been made to address the
standards that were not met in the original submission. Provide new responses to questions and/or
new documents to verify the changes described in this section. Specific instructions for preparing a
Revised Report are available on the NCATE web site at
http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90
For Response to Conditions Reports: Describe what changes or additions have been made to
address the conditions cited in the original recognition report. Provide new responses to questions
and/or new documents to verify the changes described in this section. Specific instructions for
preparing a Response to Conditions Report are available on the NCATE web site at
http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90
(Response limited to 24,000 characters.)
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