Program Report for the Preparation of Secondary Mathematics Teachers
National Council of Teachers of Mathematics (NCTM)
Option C
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
COVER SHEET
1. Institution Name
Edinboro University of PA
2. State
PA
3. Date submitted
MM
DD YYYY
03
/ 15
/ 2013
4. Report Preparer's Information:
Name of Preparer:
Whitney Wesley
Phone:
Ext.
( 814 ) 732 - 1591
E-mail:
wwesley@edinboro.edu
5. NCATE Coordinator's Information:
Name:
Gwyneth Price
Phone:
Ext.
( 814 ) 732 - 1542
E-mail:
gprice@edinboro.edu
6. Name of institution's program
Secondary Education - Mathematics
7. NCATE Category
Mathematics Education
8. Grade levels(1) for which candidates are being prepared
7-12
(1) e.g. 7-12, 9-12
9. Program Type
First teaching license
i
j
k
l
m
n
10. Degree or award level
i Baccalaureate
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Post Baccalaureate
Master's
j
k
l
m
n
Post Master's
n Specialist or C.A.S.
j
k
l
m
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 Mathematics
14. Program report status:
Initial Review this cycle, Continuing Recognition
j
k
l
m
n
j
k
l
m
n
Response to One of the Following Decisions: Further Development Required or Recognition with Probation
i Response to National Recognition With Conditions
j
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 IV. Does your state require such a
test?
i Yes
j
k
l
m
n
j
k
l
m
n
No
SECTION I - CONTEXT
1. Description of any state or institutional policies that may influence the application of NCTM standards. (Response limited to
4,000 characters INCLUDING SPACES)
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 of Teachers of Mathematics (NCTM) 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 re-accreditations of all
certification programs, including Secondary Education- Mathematics. Pennsylvania is an NCATE partner state with program standards that
are closely aligned with the standards of specialized professional associations, including the NCTM.
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 INCLUDING
SPACES)
EU initial math certification candidates complete four stages of field experiences. Reflecting PDE guidelines, the SOE established four
stages of field ranging from observations to full clinical practice. Initial certificate candidates participate in a variety of observations and
exploratory activities in Stage 1 and 2 field experiences, all requiring reflective practice. Classroom observations, tutoring, community
events, and school board meetings are just a few examples of the opportunities provided through partnerships with local schools and
agencies. Specifically, all candidates are required to complete SEDU 271 Multiculturalism in American Schools which includes virtual and
on-site observations particularly focused on best practices for ELL instruction. Additionally, SPED 210, a special education course on
adaptations and accommodations and a course required to obtain candidacy, candidates again are involved in observations of and activities
within classrooms focused on students with special needs.
In Stage 3 field experiences, the teacher candidates continue to apply and reflect on their content, professional and pedagogical knowledge,
skills, and professional dispositions. Teacher candidates and interns complete coursework focused on pedagogy in conjunction with extended
field experiences in schools. Stage 3 field for Math candidates occurs during the “professional education block.” The following courses listed
below are identified as “the Block.” Students may not register for these courseswithout formally obtaining candidacy.
SEDU 471 Instructional Techniques for Math
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
These 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 fullperiod lessons, preferably from the unit plan prepared during Secondary Education Block, and complete various professional development
activities.
Prior to the capstone experience, all initial certification students must successfully complete state mandated licensure exams. Then, in the
Stage 4 experience, the candidate is fully integrated into the school program and into teaching practice. SEDU 495, Student Teaching, is
coordinated by the Office of Certification and Student Teaching and is supervised by content-specific University faculty in the Department of
Elementary, Middle and Secondary Education. This experience provides opportunities to display competency in middle and secondary
schools under the direct, daily supervision of a “highly qualified” cooperating teacher, as defined by PDE. 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 and passed the Praxis II exam
• completed with a grade of C or better all of the Secondary Education Block
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.
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.)
Secondary Education Math 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.
Stages of Field
See Attachments panel below.
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:
Academic Year
# of Candidates
Enrolled in the
Program
# of Program
Completers(2)
2011-2012
27
5
2010-2011
35
6
2009-2010
22
4
(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
Highest Degree, Field, & University
Bethany Scullin
(3)
Assignment: Indicate the role of the
faculty member (4)
Faculty Rank
(5)
Tenure Track
MED, Educational Leadership, University of South Florida
Teach two ELED 102 courses and supervises student teachers
Temporary Full Time
c YES
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and Service
Chair-Accuplacer/MyFoundations Lab Grant Pilot, Presenter-Perseus House Faculty, Committee Member-
(7):List up to 3 major contributions in the NCATE Standard 1 Committee
(8)
past 3 years
Teaching or other professional
experience in P-12 schools(9)
Teacher, 10 years-urban setting, K-8, Supervises student teachers, 2 years
Faculty Member Name
Highest Degree, Field, & University
Charles Cross
(3)
Ph.D. Curriculum and Instruction, University of Maryland
Assignment: Indicate the role of the
faculty member (4)
Teach 2 SEDU 271 Multiculturalism in American Schools, teach 1 SEDU 702 Teaching in the Contemporary
Multicultural Classroom, and supervising SEDU 495 Student Teaching
Faculty Rank(5)
Professor
Tenure Track
g YES
b
c
d
e
f
Presenter, National Middle School Association 36th Annual Conference and Exhibit, Indianapolis, Indiana,
Scholarship , Leadership in
November 7, 2009 "Right Brain Teacher in a Left Brain Classroom: Strategies to Engage All Learners. Teacher
Professional Associations, and Service
Education Program Reviewer, National Council for the Social Studies/National Council for the Accreditation of
(7)
:List up to 3 major contributions in the Teacher Education, 1999-present. Manuscript Reviewer, Social Education, official journal of NCSS, 1992(8)
past 3 years
present.
(6)
Teaching or other professional
experience in P-12 schools(9)
Supervision of student teachers 1989-present, in Iowa (Briar Cliff College), Ohio (Mount Union College), and
Pennsylvania (Edinboro University of PA for the last 16 years). High School Social Studies Teacher 19751985, Wicomico County, MD.
Faculty Member Name
Dennis E Buckwalter
Highest Degree, Field, & University(3)
Phd, curriculum and instruction, Virginia Tech
Assignment: Indicate the role of the
faculty member (4)
Teaching undergraduate and graduate courses, supervise student teachers
Faculty Rank(5)
associate
Tenure Track
b YES
c
d
e
f
g
(6)
Scholarship , Leadership in
Professional Associations, and Service
(7)
:List up to 3 major contributions in the
past 3 years(8)
Teaching or other professional
experience in P-12 schools(9)
9 years teaching physics, chemistry and math in ghigh school, Roanoke Va
Faculty Member Name
Gwyneth Price
Highest Degree, Field, & University(3)
PhD. Educational Psychology PSU
Assignment: Indicate the role of the
faculty member (4)
Unit Accreditation Coordinator. Coordinate NCATE and PDE accreditation efforts.
Faculty Rank(5)
Assistant Professor
Tenure Track
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)
National Middle School Association: Baltimore, MD - Teaching in the Woods: What a Teacher can Learn about
Adolescent Development by Participating in Wilderness Quest (November 2010) PAC-TE Planning Committee:
Member of the committee to plan future PAC-TE conferences and act as a reviewer of conference proposals.
(Fall 2010 Present) Assistant Chair: Elementary, Middle, & Secondary Education Department In charge of
Junior Field Experience and the Professional Block Courses. (Fall 2009 Fall 2011)
Teaching or other professional
experience in P-12 schools(9)
Taught Chemistry, Physics, and Physical Science to 8, 11 & 12 grades for 14 years in PA public school.
Faculty Member Name
Heather-Lee M. Baron
Highest Degree, Field, & University(3)
Ph.D., Interdisciplinary: Reading Education and Linguistics, University of Alaska Fairbanks
Assignment: Indicate the role of the
faculty member (4)
Assistant Professor; University Student Teaching Supervisor; University Field Experience Supervisor; Director
and Facilitator of Collaboratve Grant with the Perseus House Charter School; Co-Chair of the NCATE Diversity
Committee; NCTE/NCATE Reviewer
Faculty Rank(5)
Assistant Professor
Tenure Track
b YES
c
d
e
f
g
Scholarship (6), Leadership in
TESOL Core: Young Learners Certification; "The influence of positive mother-child verbal interactions on
Professional Associations, and Service
(7):List up to 3 major contributions in the adolescent mothers' literacy" (dissertation); Two chapters in Best Practices for Teaching Reading: What
Award-Winning Teachers Do by Randi Stone
past 3 years(8)
Teaching or other professional
experience in P-12 schools(9)
K-2 Reading Specialist, West Riviera Beach, FL; 7-10 Reading Teacher, Literacy Coach, K-12 ESL TeacherCoordinator, Union City, PA; University Student Teaching Supervisor; University Field Experience Supervisor;
Director and Facilitator of Collaboratve Grant with the Perseus House Charter School of Excellence; ESL
Consultant for the Perseus House Charter School of Excellence
Faculty Member Name
James Dailey
Highest Degree, Field, & University(3)
MBA-Gannon University
Assignment: Indicate the role of the
faculty member (4)
University Supervisor and Teach 2 sections of SEDU 271
Faculty Rank(5)
Full Time Temp
Tenure Track
c YES
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and Service
(7):List up to 3 major contributions in the ASCD member, Member of ELL Task Force, Conducted Training for Cooperating Teachers-Summer 2011
past 3 years(8)
Teaching or other professional
experience in P-12 schools(9)
Classroom Teacher Middle and Secondary as well as Post-Secondary -33 years 2. Served as Peer Coach for 4
years MTSD School District
Faculty Member Name
Jo Ann Holtz
Highest Degree, Field, & University(3)
Ph.D. C & I with emphasis on literacy Kent State University, Kent, Ohio
Assignment: Indicate the role of the
faculty member (4)
teach three graduate classes , Graduate Program Head for M.Ed. in Middle and Secondary Instruction
Faculty Rank
(5)
Tenure Track
Scholarship (6), Leadership in
Professional Associations, and Service
Professor
b YES
c
d
e
f
g
Director, PennLake National Writing Project; Case Study published in Henson, J. (2012). Methods for
(7):List up to 3 major contributions in the Teaching in the Diverse Middle and Secondary Classrooms. Kendel Hunt Publications; sesrve on the University
Wide Curriculum Committee
(8)
past 3 years
Teaching or other professional
experience in P-12 schools(9)
Pedagogy Director for Teaching America's History (TAH) Grant. Northwest Tri-County Intermediate Unit,
2006-2009; Consultant on Content Literacy for Lakeside High School, Ashtablula, Ohio School District, 20062007 schhol year; Presented at the National Middle School Association Annual Conference, Houston, TX (Nov.
9, 2007): Using backward design to plan lessons for the middle level classroom.
Faculty Member Name
Joseph Johnson
Highest Degree, Field, & University(3)
PhD, Science Education, State University of New York at Buffalo
Assignment: Indicate the role of the
faculty member (4)
Teaching SEDU183, SEDU594, and SEDU692 (online). Supervising 6 student teachers.
Faculty Rank(5)
Assistant Professor
Tenure Track
c YES
d
e
f
g
Science is for Me: A case study of English language learner achievement, discourse and attitudes within an
Scholarship (6), Leadership in
urban, middle school science classroom, dissertation defended July 26, 2011; Yerrick, R. & Johnson, J.
Professional Associations, and Service
(2011). Negotiating white science in rural Black America: A case for navigating the landscape of teacher
(7):List up to 3 major contributions in the knowledge domains. Cultural Studies in Science Education.; Yerrick, R. K., & Johnson, J. A. (2009). Meeting
the needs of middle grade science learners through pedagogical and technological intervention.
past 3 years(8)
Contemporary Issues in Technology and Teacher Education, 9 (3).
Teaching or other professional
experience in P-12 schools(9)
2009-2010 After school ELL assistant, West Hertel Elementary School, Buffalo, NY; 2010 Professional
development facilitator, Multimodal Multidimensional Model Project, Buffalo City School District; 2004-2007
Physics teacher, Cathedral Preparatory School; 2004 Long-term substitute science teacher, Harbor Creek
Junior High School
Faculty Member Name
Kathleen H. Benson, Ph. D.
Highest Degree, Field, & University(3)
Ph.D. Middle Level, University of Akron
Assignment: Indicate the role of the
faculty member (4)
Department Chair, Student Teaching Director, teach courses in middle level and secondary education
Faculty Rank(5)
Full Professor
Tenure Track
b YES
c
d
e
f
g
Serve as one of five members of the Leadership Team for Schools To Watch for the State of Pennsylvania.
Scholarship (6), Leadership in
Train members of STW teams for the State. Received a Professional Development grant worth over $200,000
Professional Associations, and Service
to work with Perseus House Charter School faculty and students. Students at this school where the majority
(7)
:List up to 3 major contributions in the of students are of low SES and diverse backgrounds. Presented at the National Middle School Association on
preservice field model in November 2010 the content of which was also published in the NMSA journal,
past 3 years(8)
Middle Ground.
Teaching or other professional
experience in P-12 schools(9)
Classroom teacher with middle school students for ten years. Served as a reading specialist with the
Intermediate Unit for three years. Served as a School Director in a local school district as well as for the
Intermediate Unit for 8 years. Served as a university supervisor of student teachers in P-12 schools for 20
years.
Faculty Member Name
Lisa Ciecierski
Highest Degree, Field, & University(3)
Masters Degree; Reading; Edinboro University
Assignment: Indicate the role of the
faculty member (4)
Teach 1 mid-level class, 2 ELED 102 classes, supervise student teachers
Faculty Rank(5)
Temporary
Tenure Track
c YES
d
e
f
g
(6)
Scholarship , Leadership in
coauthored article - "Using Chants and Cadences Across the Curriculum" - will be published in November
Professional Associations, and Service
(7):List up to 3 major contributions in the 2012 in Middle School Journal; NCTE presentation - November 2012; My Professor's Closet Co-chair - 2010
through 2012
past 3 years(8)
Teaching or other professional
experience in P-12 schools(9)
15 years of classroom experience; 5 years as a classroom teacher, 5 years as a reading specialist, 5 years as
a reading coach
Faculty Member Name
Highest Degree, Field, & University
Marc D. Smith
(3)
MA Curriculum and Instruction George Mason University
Assignment: Indicate the role of the
faculty member (4)
Supervise Student Teachers; 2 ELED 102 Courses; SEDU 183
Faculty Rank(5)
Instructor
Tenure Track
c YES
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and Service
(7):List up to 3 major contributions in the Appointed school administrator for Achievement Series and Reporting
past 3 years(8)
Teaching or other professional
experience in P-12 schools(9)
13 years of 8-12 teaching experience; Co-Founder of DaVinci's Kid - an after school enrichment program for
Elementary and Middle school students;
Faculty Member Name
Nicholas Stupiansky
Highest Degree, Field, & University(3)
Ph.D.
Assignment: Indicate the role of the
faculty member (4)
Teach math and science elementary methods courses, teach graduate action research course, supervise
student teachers
Faculty Rank(5)
Professor
Tenure Track
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and Service
Presenter, 2010 NCTM Annual Conference, San Diego; Presenter, 2009 NCTM Annual Conference,
(7):List up to 3 major contributions in the Washington, DC; Presenter, 2010 NAEYC Annual Conference, Anaheim
past 3 years(8)
Teaching or other professional
experience in P-12 schools(9)
Teacher, Cleveland Public Schools, Grade 2, 1 year; Teacher, Lakewood Public Schools, Grades 3, 4, 5, 2
years
Faculty Member Name
Stacie M. Wolbert
Highest Degree, Field, & University(3)
D.Ed., Curriculum and Instruction, Indiana University of Pennsylvania
Assignment: Indicate the role of the
faculty member (4)
Serves as assistant chairperson for the EMSE Department
Faculty Rank
(5)
Tenure Track
Assistant
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and Service
(7):List up to 3 major contributions in the Fall 2012, PAC-TE Article published, Schools To Watch Leadership Team, PDS co-director
(8)
past 3 years
Teaching or other professional
experience in P-12 schools(9)
PDS-co-director for Middle and secondary, supervision
Faculty Member Name
Whitney M. Wesley
Highest Degree, Field, & University(3)
D.Ed. Curriculum and Instruction, Indiana University of Pennsylvania
Assignment: Indicate the role of the
faculty member (4)
Teach 2 sections of Assessment & Evaluation in Elementary School, Teach 1 section of Methods for Teaching
Math & Science in Elementary School
Faculty Rank(5)
Assistant Professor
Tenure Track
Scholarship (6), Leadership in
Professional Associations, and Service
c YES
d
e
f
g
Closing the Achievement Gap: The Use and Effectiveness of Research-Based Practices in Middle Schools
(Dissertation, Defended June 2011); PAGE Conference Presentation, What are Colleges and Universities
Teaching Their Students About Gifted Education?; Corbett, F. & Wesley, W. (in press) Autoethnography of an
(7):List up to 3 major contributions in the online course: Theory and practice at a crossroad. In Q. Lin, Advancement in online education: International
perspectives and practices. New York: Nova Science.
(8)
past 3 years
Teaching or other professional
experience in P-12 schools(9)
Classroom teacher grades 11-12 mathematics 2004-2011; Assessment Coordinator grades 7-12, 2004-2011
Faculty Member Name
William R. Weber
Highest Degree, Field, & University(3)
Ed.D. Reading-Curriculum-Assessment
Assignment: Indicate the role of the
faculty member (4)
Teach Reading and Language Arts Courses; Assessment Course; Field Placement; Student Teacher
Supervisor
Faculty Rank(5)
Professor
Tenure Track
b YES
c
d
e
f
g
(6)
Scholarship , Leadership in
Professional Associations, and Service
Collaboration with Elementary Schools-Reading Buddies;Consultant General Mclane School District; Story
(7):List up to 3 major contributions in the Book Theater- Mckean Elementary School;
past 3 years(8)
Teaching or other professional
experience in P-12 schools(9)
Design on-line courses; Consultant School Districts
(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 NCTM 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 NCTM 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)
Assessment
#1:
Licensure
assessment,
or other
contentbased
assessment
(required)
Assessment
#2: Content
knowledge in
secondary
mathematics
education
(required)
Assessment
#3:
Candidate
ability to
plan
instruction
(required)
Since the previous
submission is this
assessment Substantially
Changed
Since the previous
submission is this
assessment Not
Substantially Changed
Type or Form of
Assessment (11)
When the
Assessment Is
Administered (12)
Praxis II
Subject
Assessment/Specialty
Area test
Mathematics:
Content
Knowledge
State
Licensure
Test
Prior to
Student
Teacing
X
Grades for
specialization
courses in
mathematics
Grades rom
content
courses
During the
semester
course is
taken
X
Unit Plan
During
SEDU472Instructional
Techniques
for Math
X
Type and Number Name of Assessment
(10)
of Assessment
Instructional
Techniques
Unit Plan
Since the previous
submission is this
assessment New
Assessment
#4: Student
teaching
(required)
Assessment
#5:
Candidate
effect on
student
leaning
(required)
Assessment
#6:
Additional
assessment
that
addresses
NCTM
standards
(required)
Assessment
#7:
Additional
assessment
that
addresses
NCTM
standards
(optional)
Assessment
#8:
Additional
assessment
that
addresses
NCTM
standards
(optional)
Teacher
Candidate
Performance
Profile
Supervisor/Co
op/Candidate
Evaluation
During
student
teaching
X
Instructional
Assessment
Plan
Portfolio/Unit
Plan
During
Student
teaching
X
Portfolio
Showcase
and
Interview
Portfolio
End of SED
475- Junior
Field
X
PDE 430
form
State
evaluation
form
Midterm and
End of
Student
Teaching
X
(11) Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.
(12) Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).
(13) 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
1. For each NCTM standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment
may apply to multiple NCTM standards.
#1 #2 #3 #4 #5 #6 #7 #8
Mathematics Preparation for All Mathematics Teacher Candidates
1. Knowledge of Problem Solving. Candidates know, understand and apply the process of mathematical
b g
c
d
e
f
g
b g
c
d
e
f
c g
d
e
f
c g
d
e
f
c g
d
e
f
c g
d
e
f
c g
d
e
f
c
d
e
f
problem solving. [Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
2. Knowledge of Reasoning and Proof, Candidates reason, construct, and evaluate mathematical arguments and
develop as appreciation for mathematical rigor and inquiry. [Indicators are listed at
b g
c
d
e
f
g
b g
c
d
e
f
c g
d
e
f
c g
d
e
f
c g
d
e
f
c g
d
e
f
c g
d
e
f
c
d
e
f
http://www.nctm.org/about/ncate/secondary_indic.htm]
3. Knowledge of Mathematical Communication. Candidates communicate their mathematical thinking orally
and in writing to peers, faculty and others. [Indicators are listed at
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http://www.nctm.org/about/ncate/secondary_indic.htm]
4. Knowledge of Mathematical Connections. Candidates recognize, use, and make connections between and
among mathematical ideas and in contexts outside mathematics to build mathematical understanding.
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[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
5. Knowledge of Mathematical Representation. Candidates use varied representations of mathematical ideas to
support and deepen students' mathematical understanding. [Indicators are listed at
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http://www.nctm.org/about/ncate/secondary_indic.htm]
6. Knowledge of Technology. Candidates embrace technology as an essential tool for teaching and learning
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mathematics. [Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
7. Dispositions. Candidates support a positive disposition toward mathematical processes and mathematical
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learning. [Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
8. Knowledge of Mathematics Pedagogy. Candidates possess a deep understanding of how students learn
mathematics and of the pedagogical knowledge specific to mathematics teaching and learning. [Indicators are g
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listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
9. Knowledge of Number and Operations. Candidates demonstrate computational proficiency, including a
conceptual understanding of numbers, ways of representing number, relationships among number and number
systems, and the meaning of operations.[Indicators are listed at
http://www.nctm.org/about/ncate/secondary_indic.htm]
10. Knowledge of Different Perspectives on Algebra. Candidates emphasize relationships among quantities
including functions, ways of representing mathematical relationships, and the analysis of change. [Indicators
are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
11. Knowledge of Geometries. Candidates use spatial visualization and geometric modeling to explore and
analyze geometric shapes, structures, and their properties. [Indicators are listed at
http://www.nctm.org/about/ncate/secondary_indic.htm]
12. Knowledge of Calculus, Candidates demonstrate a conceptual understanding of limit, continuity,
differentiation, and integration and a thorough background in techniques and application of the calculus.
[Indicators are listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
13. Knowledge of Discrete Mathematics. Candidates apply the fundamental ideas of discrete mathematics in
the formulation and solution of problems. [Indicators are listed at
http://www.nctm.org/about/ncate/secondary_indic.htm]
14. Knowledge of Data Analysis, Statistics and Probability. Candidates demonstrate an understanding of
concepts and practices related to data analysis, statistics, and probability. [Indicators are listed at
http://www.nctm.org/about/ncate/secondary_indic.htm]
15. Knowledge of Measurement. Candidates apply and use measurement concepts and tools. [Indicators are
listed at http://www.nctm.org/about/ncate/secondary_indic.htm]
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2. 16.1 Field-based Experience. Engage in a sequence of planned opportunities prior to student teaching that includes observing
and participating in both middle and secondary mathematics classrooms under the supervision of experienced and highly qualified
teachers.
Information should be provided in Section I (Context) to address this standard.
3. 16.2 Field-based Experience. Experienced full-time student teaching secondary-level mathematics that is supervised by
experienced and highly qualified teacher and a university or college supervisor with mathematics teaching experience.
Information should be provided in Section I (Context) to address this standard.
4. For the NCTM standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment
may apply to multiple NCTM standards.
#1 #2 #3 #4 #5 #6 #7 #8
16.3 Field-Based Experience. Demonstrate the ability to increase students' knowledge of mathematics.
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SECTION IV - EVIDENCE FOR MEETING STANDARDS
DIRECTIONS: For assessments that are listed in Section II as Not Substantially Changed since the previous submission:
1. Upload a current copy of the assessment and scoring guide (to ensure that reviewers are using the correct versions) and
2. Provide current data on all assessments.
For assessments that are listed in Section II as New or Substantially Changed since the previous submission:
The 6 – 8 key assessments listed in Section II as New or Substantially Changed 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 listed in Section II as New or Substatially Changed 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 listed in Section II as New or Substatially Changed, 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. State licensure tests or professional examinations of content knowledge. NCTM standards addressed in this entry could include
all of the standards 1-7 and 9-15. If your state does not require licensure tests or professional examinations in the content area, data
from another assessment must be presented to document candidate attainment of content knowledge. (Assessment Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Praxis II Math Content Knowledge
See Attachments panel below.
2. Assessment of content knowledge in mathematics. NCTM standards addressed in this entry could include but are not limited to
Standards 1-7 and 9-15. Examples of assessments include comprehensive examinations, GPAs or grades, and portfolio tasks(13). For
post-baccalaureate teacher preparation, include an assessment used to determine that candidates have adequate content backgroud in
the subject to be taught.(Assessment Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Math Course Grades Spring 2012 Fall 2012
See Attachments panel below.
(14) 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
3. Assessment that demonstrates candidates can effectively plan classroom-based instruction. NCTM standards that could be
addressed in this assessment include but are not limited to Standard 8. Examples of assessments inculde the evaluation of candidates'
abilities to develop leasson or unit plans, individualized educational plans, needs assessments, or intervention plans. (Assessment
Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
4. Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice. NCTM
standards that could be addressed in this assessment include but are not limited to standard 8. An assessment instrument used in
student teaching or an internship should be submitted. (Assessment Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
5. Assessment that demonstrates candidate effects on student learning. NCTM standards that could be addressed in this
assessment include but are not limited to Standard 8. Examples of assessments include those based on student work samples, portfolio
tasks, case studies, follow-up studies, and employer surveys. (Assessment Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
6. Additional assessment that addresses NCTM standards. Examples of assessments include evaluations of field experiences, case
studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. (Assessment Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
7. Additional assessment that addresses NCTM standards. Examples of assessments include evaluations of field experiences, case
studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. (Optional)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
8. Additional assessment that addresses NCTM standards. Examples of assessments include evaluations of field experiences, case
studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. (Optional)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
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 INCLUDING SPACES)
Results from the assessments suggest that the students in the Edinboro University of Pennsylvania Middle and Secondary Education
programs are attaining required content knowledge, professional and pedagogical knowledge, skills, and dispositions and that they are
having a positive effect on student learning and on creating environments that support student learning. However, improvements continue to
be made to ensure that a quality program is offered.
First, faculty from the mathematics department and education department continue to collaborate on course content. After the most recent
review, particular attention was paid to the course descriptions as they compare to the course content, activities, and assessments. It was
noted by faculty in both departments that the course descriptions were not entirely reflective of the course, particularly in the areas of
technological tools and historical perspectives. As a result, the course descriptions were revised so that they more accurately reflect the
course content.
Second, the faculty in the education department have collaborated on and sought out ways to increase the field experiences for our
candidates, so that all candidates have rich experiences in both middle and secondary schools. Candidates now participate in virtual
observations of 7-12 classrooms as part of Stage 1 field and in four separate middle school based classroom experiences as part of Stage 2
field. Stage 3 Field Experience and Stage 4 Student Teaching continue to be a vital part of the program. Specific, detailed information
regarding the candidates’ experiences in the four stages of field can be found in the attached document.
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/Accreditation/ProgramReview/ProgramReportSubmission/RevisedProgramReports/tabid/453/Default.aspx
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/Accreditation/ProgramReview/ProgramReportSubmission/ResponsetoConditionsReport/tabid/454/Default.aspx
(Response limited to 24,000 characters. INCLUDING SPACES)
•Three cycles of data of the state licensure exam have been submitted. This information was inadvertently left out of the previous
submission. Results show that our candidates have a 100% pass rate on the state licensure exam.
•Many of the indicators that we did not meet deal with the use of technological tools and the historical perspectives of the content. Faculty
from the mathematics department and education department carefully reviewed the course descriptions and course content. It was
determined that the course descriptions were not completely representative of the course content. Course descriptions have been revised so
that they more accurately reflect the content of the courses, specifically with respect to the use of technological tools and historical
perspectives. Revised course descriptions and course grades have been submitted for review.
•We have attached a document that shows how our program meets indicator 16.1. Throughout the four stages of field, all of our candidates
participate in virtual observations in Stage 1 field, and in four separate middle school based opportunities as part of Stage 2 field. During
stage 3 field, the candidates conduct a series of observations and an 8-week placement in grades 7-12. These opportunities allow them to
observe and participate in both middle and secondary classrooms under the supervision of experienced and highly qualified teachers prior to
student teaching.
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