Program Report for the Preparation of Science Teachers
National Science Teachers Association (NSTA)
2012 Standards - Option A
NCATE approved the 2012 NSTA Standards in 2012. Programs can use either the 2004 or the 2012 standards through Fall 2014. Beginning
in Spring 2015, programs submitting reports must use the 2012 standards.
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
COVER SHEET
1. Institution Name
Edinboro University
2. State
PA
/ 15
/ 2013
tia
09
l
3. Date submitted
MM
DD YYYY
4. Report Preparer's Information:
Name of Preparer:
en
Dr. Joseph Johnson
Phone:
Ext.
jjohnson@edinboro.edu
5. NCATE Coordinator's Information:
Dr. Gwyneth Price
Phone:
C
on
Name:
fid
( 813 ) 732 - 1685
E-mail:
Ext.
( 814 ) 732 - 1542
E-mail:
gprice@edinboro.edu
6. Name of institution's program
Science Education (Biology, Chemistry, Earth & Space, General, and Physics)
7. NCATE Category
Science Education (multiple fields)
8. Grade levels(1) for which candidates are being prepared
7-12
(1) e.g. K-6, 7-9, 7-12, K-12
9. Program Type
First Teaching License
Unspecified
10. Degree or award level
Baccalaureate
Post Baccalaureate
Master's
Post Master's
Endorsement only
11. Is this program offered at more than one site?
Yes
No
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, including science areas licensed to teach (i.e., Single Field - Biology;
Dual Field - Biology and Chemistry; Broad Field; Integrated Science, etc.)
Single Field - Biology; Single Field - Chemistry; Single Field - Earth & Space; Single Field - General Science; Single Field - Physics
14. Program report status:
Initial Review
Response to One of the Following Decisions: Further Development Required or Recognition with Probation
Response to National Recognition With Conditions
15. Is your unit seeking
NCATE accreditation for the first time (initial accreditation)
Continuing NCATE accreditation
16. 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?
Yes
No
SECTION I - CONTEXT
1. Provide the following contextual information:
Description of any state or institutional policies that may influence the application of NSTA 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 NSTA 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- Science. Pennsylvania is an NCATE partner state with program standards that are
closely aligned with the standards of specialized professional associations, including the NSTA.
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. Describe setting of student teaching (i.e., student
teaching occurs in a science classroom). (Response limited to 8,000 characters.)
Pennsylvania state requirements, as delineated in legislation known as Chapter 49-2, indicate that 4 stages of field must apply to all teacher
certification programs. Stage 1 is observational, Stage 2 is exploratory (aid/help/observe), Stage 3 is pre-student teaching (pre-clinical), and
Stage 4 is student teaching (clinical experience).
The initial field experience component is met in SEDU 271 Education in a Multicultural Society. This experience provides middle and
secondary teacher education majors with their introductory experience in classrooms, with a special emphasis on observation of an English
language learner environment. This field experience is primarily observational in nature and may occur virtually as well as in local public
schools. Post Bacc candidates have this experience in SEDU 702.
A second field experience is completed in SPED 210 Introduction to Exceptionalities and Special Education, a special education course
focused on the needs of all children including those with disabilities. Post Bacc candidates have similar experiences in SPED 710.
Level 3 field experience occurs as part of a portion of the program identified as the Secondary Education Block (courses listed below).
Students may not register for Secondary Education Block courses until they have been formally admitted into the teacher preparation
program.
SEDU 472 Instructional Techniques for Secondary Science
SEDU 306 Teaching Reading in the Subject Area
SEDU 381 Measurement and Evaluation in the Middle and Secondary School
SPED 330 Adaptive & Accommodations in the Inclusive Classroom
SEDU 475 Secondary Education Field Experience
These courses are typically taken in 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). This field experience, provides secondary education majors with a pre-student teaching field experience with cooperating teachers in
the public schools. Candidates spend half of the school day, every day, for the six-week period, assisting and observing in the classroom and
teach a minimum of eight full-period lessons, preferably from lesson plans prepared during Secondary Education Block. Candidates are also
expected to complete various professional development activities during their time in the schools. All SEDU 475 field placements are
content appropriate with all science candidates being placed in science classrooms.
Though not part of the “block”, post back candidates take corresponding courses including SEDU 607 Content Literacy and SEDU 700
Measurement and Evaluation. Post Bacc candidates do enroll in the on-campus course SEDU 472 Instructional Techniques for Science and
SEDU 475 Field Experience at the undergraduate level.
For all candidates, SEDU 495 Student Teaching is the culminating, Stage 4 field experience. SEDU495 is coordinated and supervised by
University faculty in the Department of Middle & Secondary and Educational Leadership and provides opportunities for candidates to
display competency in secondary science classrooms under the direct, daily supervision of a qualified cooperating teacher. The experience is
a semester in length and content specific. In order to be eligible for student teaching, students must:
• Maintain a 2.8 QPA,
• Have earned 96 semester hours prior to the start of student teaching
• Have taken/passed the Praxis II exam
• Have completed, with a grade of C or better, all of the Secondary Education Block classes
Selection of the student teaching placements is made with the purpose of providing students with a rich variety of experiences including
opportunities to experience urban/rural/suburban settings and various content appropriate age groups. This is achieved through collaboration
of the Department of Middle & Secondary and Educational Leadership and the Student Teaching Office at Edinboro University.
Stage 1 & 2 – 60 Hours
Stage 3 – 120 Hours
Stage 4 – 15 weeks
3. 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 and numbers. (This information may be provided as an attachment from the college catalog or as a
student advisement sheet.) Include forms showing requirements for science content courses for post degree or master’s programs.
Syllabi and course descriptions are not generally necessary. Please include directions for each level of candidate (e.g., undergraduate
advising sheet and post degree or graduate advising sheet.) A course of study for post baccalaureate or master's programs should
include required science content.
Undergraduate Programs of Study
Post Bacc Check Sheets
See Attachment 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. Report the data separately for each licensure
area (e.g., chemistry, biology, broad field science, middle level). 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:
Biology
Undergraduate/PostBacc
Academic Year
# of Candidates
Enrolled in the
Program
# of Program
Completers 2
2012-2013
14/14
1/4
2011-2012
22/23
2/3
2010-2011
28/33
1/1
# of Candidates
Enrolled in the
Program
# of Program
Completers 2
2012-2013
12/6
1/1
2011-2012
10/12
0/1
2010-2011
9/8
1/1
Academic Year
# of Candidates
Enrolled in the
Program
# of Program
Completers 2
2012-2013
0/7
0/1
2011-2012
0/7
0/1
2010-2011
0/6
0/0
Academic Year
# of Candidates
Enrolled in the
Program
# of Program
Completers 2
2012-2013
2/2
0/0
2011-2012
2/4
0/0
2010-2011
9/4
3/0
Academic Year
# of Candidates
Enrolled in the
Program
# of Program
Completers 2
2012-2013
4/1
0/0
2011-2012
5/3
1/1
2010-2011
8/7
0/1
Program:
Chemistry
Undergraduate/PostBacc
Academic Year
Program:
Earth and Space Science
Undergraduate/PostBacc
Program:
General Science
Undergraduate/PostBacc
Program:
Physics
Undergraduate/PostBacc
(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 science education professional coursework,
clinical supervision, or administration in this program. This may be the science educator(s) or others directly involved in teaching
science education portion of the licensure program.
Faculty Member Name
Bethany Scullin
Highest Degree, Field, & University3
MED, Educational Leadership, University of South Florida
Assignment: Indicate the role of the
faculty member 4
Teach two ELED 102 courses and supervises student teachers
Faculty Rank
5
Tenure Track
Temporary Full Time
g YES
c
d
e
f
6
Scholarship , Leadership in Professional
Chair-Accuplacer/MyFoundations Lab Grant Pilot, Presenter-Perseus House Faculty, Committee MemberAssociations, and Service 7:List up to 3
NCATE Standard 1 Committee
8
major contributions in the past 3 years
Teaching or other professional
experience in P-12 schools9
Teacher, 10 years-urban setting, K-8, Supervises student teachers, 2 years
Faculty Member Name
Charles Cross
Highest Degree, Field, & University3
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 Rank5
Professor
Tenure Track
b YES
c
d
e
f
g
Presenter, National Middle School Association 36th Annual Conference and Exhibit, Indianapolis, Indiana,
Scholarship 6, Leadership in Professional November 7, 2009 "Right Brain Teacher in a Left Brain Classroom: Strategies to Engage All Learners. Teacher
Education Program Reviewer, National Council for the Social Studies/National Council for the Accreditation of
Associations, and Service 7:List up to 3
major contributions in the past 3 years8 Teacher Education, 1999-present. Manuscript Reviewer, Social Education, official journal of NCSS, 1992present.
Teaching or other professional
experience in P-12 schools9
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
Gwyneth Price
Highest Degree, Field, & University3
PhD. Educational Psychology PSU
Assignment: Indicate the role of the
faculty member 4
Unit Accreditation Coordinator. Coordinate NCATE and PDE accreditation efforts.
Faculty Rank5
Assistant Professor
Tenure Track
b YES
c
d
e
f
g
National Middle School Association: Baltimore, MD - Teaching in the Woods: What a Teacher can Learn about
Scholarship 6, Leadership in Professional 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.
Associations, and Service 7:List up to 3
major contributions in the past 3 years8 (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 schools9
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, & University3
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 Rank5
Assistant Professor
Tenure Track
b YES
c
d
e
f
g
Scholarship 6, Leadership in Professional TESOL Core: Young Learners Certification; "The influence of positive mother-child verbal interactions on
adolescent mothers' literacy" (dissertation); Two chapters in Best Practices for Teaching Reading: What
Associations, and Service 7:List up to 3
major contributions in the past 3 years8 Award-Winning Teachers Do by Randi Stone
Teaching or other professional
experience in P-12 schools9
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
Jo Ann Holtz
Highest Degree, Field, & University3
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 Rank5
Professor
Tenure Track
b YES
c
d
e
f
g
Scholarship 6, Leadership in Professional
7
Director, PennLake National Writing Project; Case Study published in Henson, J. (2012). Methods for
Teaching in the Diverse Middle and Secondary Classrooms. Kendel Hunt Publications; sesrve on the University
Associations, and Service :List up to 3
major contributions in the past 3 years8 Wide Curriculum Committee
Teaching or other professional
experience in P-12 schools9
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, & University3
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 Rank5
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 Professional urban, middle school science classroom, dissertation defended July 26, 2011; Yerrick, R. & Johnson, J.
(2011). Negotiating white science in rural Black America: A case for navigating the landscape of teacher
Associations, and Service 7:List up to 3
knowledge domains. Cultural Studies in Science Education.; Yerrick, R. K., & Johnson, J. A. (2009). Meeting
major contributions in the past 3 years8 the needs of middle grade science learners through pedagogical and technological intervention.
Contemporary Issues in Technology and Teacher Education, 9 (3).
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
Teaching or other professional
experience in P-12 schools9
Faculty Member Name
Highest Degree, Field, & University
Kim Clerkin
3
Assignment: Indicate the role of the
faculty member 4
Faculty Rank
5
Tenure Track
MS Education
SEDU 463/475, ELED 102, Supervising Student Teachers (6)
Temporary full time
g YES
c
d
e
f
Scholarship 6, Leadership in Professional
7:List up to 3
Associations, and Service
major contributions in the past 3 years8
Teaching or other professional
experience in P-12 schools9
Secondary English teacher, English Department Chairperson Port Allegany Jr./Sr. High School
Faculty Member Name
Lisa Ciecierski
Highest Degree, Field, & University3
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 Rank5
Temporary
Tenure Track
c YES
d
e
f
g
Scholarship 6, Leadership in Professional coauthored article - "Using Chants and Cadences Across the Curriculum" - will be published in November
2012 in Middle School Journal; NCTE presentation - November 2012; My Professor's Closet Co-chair - 2010
Associations, and Service 7:List up to 3
major contributions in the past 3 years8 through 2012
Teaching or other professional
experience in P-12 schools9
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
Nicholas Stupiansky
Highest Degree, Field, & University3
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 Rank5
Professor
Tenure Track
b YES
c
d
e
f
g
Scholarship 6, Leadership in Professional
Presenter, 2010 NCTM Annual Conference, San Diego; Presenter, 2009 NCTM Annual Conference,
Associations, and Service 7:List up to 3
Washington, DC; Presenter, 2010 NAEYC Annual Conference, Anaheim
major contributions in the past 3 years8
Teaching or other professional
experience in P-12 schools9
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, & University3
D.Ed., Curriculum and Instruction, Indiana University of Pennsylvania
Assignment: Indicate the role of the
faculty member 4
Serves as Assistant Chairperson of EMSE Department, teaches 3 graduate/undergraduate courses, Supervisor
of Field Students, Liaison for PDS
Faculty Rank5
Assistant Professor
Tenure Track
b YES
c
d
e
f
g
Scholarship 6, Leadership in Professional PDS Steering Committee Member, Research; The Impact of an Urban IMmersion Field Experience on Teacher
Candidates' Concerns REgarding Teaching in Urban Districts: A Cross-University Comparison, Gates Literacy
Associations, and Service 7:List up to 3
major contributions in the past 3 years8 Design Collaboration
Teaching or other professional
experience in P-12 schools9
Received WJET TV/Oprah's Big Give Grant for collaborative project with Pfeiffer-Burleigh Elementary School,
Developmentally Appropriate Learning Center Project with Roosevelt Middle School, Professional
Development for Vision Quest on Problem Based Learning
Faculty Member Name
Whitney M. Wesley
Highest Degree, Field, & University3
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 Rank5
Assistant Professor
Tenure Track
c YES
d
e
f
g
Closing the Achievement Gap: The Use and Effectiveness of Research-Based Practices in Middle Schools
Scholarship 6, Leadership in Professional (Dissertation, Defended June 2011); PAGE Conference Presentation, What are Colleges and Universities
7
Teaching Their Students About Gifted Education?; Corbett, F. & Wesley, W. (in press) Autoethnography of an
Associations, and Service :List up to 3
major contributions in the past 3 years8 online course: Theory and practice at a crossroad. In Q. Lin, Advancement in online education: International
perspectives and practices. New York: Nova Science.
Teaching or other professional
experience in P-12 schools9
Classroom teacher grades 11-12 mathematics 2004-2011; Assessment Coordinator grades 7-12, 2004-2011
(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
1. In this section, list the 6-8 assessments that are being submitted as evidence for meeting the NSTA standards. All programs must
provide all 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.
Type and Number of Assessment
Assessment #1:
Content Knowledge
– Licensure Tests
13(required)
Assessment #2:
Content Knowledge
– an assessment of
general content
knowledge in
discipline to be
taught, GPA and
Content Analysis
Form (required)
Assessment #3:
Pedagogical and
Professional
Knowledge and
Skills– Planning
instruction and
assessment
(required)
Assessment #4:
Pedagogical and
Professional
Knowledge and
Skills– Student
Teaching
Assessment with
Legal/Safety/Ethical
Issues (required)
Assessment #5:
Effects on Student
Learning (required)
Assessment #6:
Pedagogical and
Professional
Knowledge and
Skills (required)
Name of Assessment (10)
Type or Form of Assessment (11)
When the Assessment Is Administered (12)
Praxis II
Licensure Test
Year 4- Prior to
student teaching
Content GPA and
minimum grade
requirements
Review of Student
GPA
Content Analysis
Forms
NSTA Course
alignment forms
Prior to student
teaching and
graduation
Programs
continuously
aligned with
standards
Instructional
Techniques for
Science Unit Plan
Unit Plan
Year 3 or 4 - during
SEDU 461 or 462
Report of
Supervision Form
Final Supervisor
evaluation form
Year 4 - End of
student teaching
Instructional
Assessment Plan
Unit Plan
Assessment Project
Year 4 - once
suring student
teaching
PDE 430 A
Checklist of
Activities
Year 4 - once
suring student
teaching
Assessment #7:
Optional
Junior Field
Interview and
Showcase
Portfolio Project
and Interview
Year 3 or 4 - End
of SEDU 475 Prestudent teaching
Assessment #8:
Optional
(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).
(13) If licensure test data are submitted as Assessment #1, the assessment and scoring guide attachments are not required. If the state does not require a licensure
test, another content based assessment must be submitted (including the assessment and scoring guide).
SECTION III - RELATIONSHIP OF ASSESSMENT TO STANDARDS
For each NSTA standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may
apply to multiple NSTA standards.
1. NSTA Standard 1
Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret
important concepts, ideas, and applications in their fields of licensure.
#1 #2 #3 #4 #5 #6 #7 #8
Preservice teachers will:
1a) Understand the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and
supporting fields as recommended by the National Science Teachers Association.
1b) Understand the central concepts of the supporting disciplines and the supporting role of science-specific
technology.
1c) Show an understanding of state and national curriculum standards and their impact on the content knowledge
necessary for teaching P-12 students.
2. NSTA Standard 2
Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to
develop this knowledge for all students.
#1 #2 #3 #4 #5 #6 #7 #8
Preservice teachers will:
2a) Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding
of how all students learn science.
2b) Include active inquiry lessons where students collect and interpret data in order to develop and communicate
concepts and understand scientific processes, relationships and natural patterns from empirical experiences.
Applications of science-specific technology are included in the lessons when appropriate.
2c) Design instruction and assessment strategies that confront and address naïve concepts/preconceptions.
3. NSTA Standard 3
Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with
knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of
science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources-including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning
goals are met.
#1 #2 #3 #4 #5 #6 #7 #8
Preservice teachers will design a Unit of Study that:
3a) Use a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the
appropriate teaching and learning activities – including laboratory or field settings and applicable instruments and/or
technology- to allow access so that all students learn. These strategies are inclusive and motivating for all students.
3b) Develop lesson plans that include active inquiry lessons where students collect and interpret data using
applicable science-specific technology in order to develop concepts, understand scientific processes, relationships
and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy
for all students.
3c) Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are
met. Assessment strategies are designed to continuously evaluate preconceptions and ideas that students hold and
the understandings that students have formulated.
3d) Plan a learning environment and learning experiences for all students that demonstrate chemical safety, safety
procedures, and the ethical treatment of living organisms within their licensure area.
4. NSTA Standard 4
Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical
treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
#1 #2 #3 #4 #5 #6 #7 #8
Preservice teachers will:
4a) Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation,
storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.
4b) Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency
procedures and the maintenance of safety equipment, policies and procedures that comply with established state
and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of all students.
4c) Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to
the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical
treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms.
5. NSTA Standard 5
Effective teachers of science provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and
laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization.
Candidates provide evidence for the diversity of students they teach.
#1 #2 #3 #4 #5 #6 #7 #8
Preservice teachers will:
5a) Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental
functioning demonstrating that scientific knowledge is gained and/or corrected.
5b) Provide data to show that P-12 students are able to distinguish science from nonscience, understand the
evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of
science.
5c) Engage students in developmentally appropriate inquiries that require them to develop concepts and
relationships from their observations, data, and inferences in a scientific manner.
6. NSTA Standard 6
Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both
content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and
conduct themselves as part of the science education community.
#1 #2 #3 #4 #5 #6 #7 #8
Preservice teachers will:
6a) Engage in professional development opportunities in their content field such as talks, symposiums, research
opportunities, or projects within their community.
6b) Engage in professional development opportunities such as conferences, research opportunities, or projects
within their community.
SECTION IV - EVIDENCE FOR MEETING STANDARDS
DIRECTIONS: 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 as
they are 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 and NSTA standards.
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 and skills (Assessments 3, 4, and 6)
• 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 elements and 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 in science education. 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.
The NSTA standard that must be addressed by this assessment includes, but is not limited to, Standard 1a.
Provide assessment information as outlined in the directions for Section IV
1. The names of all licensure tests or professional examinations required by the state for content and pedagogical or professional
knowledge15.
2. Description of the alignment between licensure test data and applicable NSTA standards. However, if the test is a science content Praxis II
test, the alignment is not required (e.g., Praxis II 20235: Biology Content).
3. Aggregated pass rates for each year over the past 3 years, including the most recent academic year. Data must be presented on all
completers, even if there were fewer than 10 test takers during a single year. Eighty percent of program completers 16 who have taken the
content test must pass the applicable state licensure test if the state has such a test.
4. The mean and range of sub-scores for the most recent academic year.
5. A single attachment of assessment documentation, including :
(a) the assessment tool or description of the assignment;
(b) the scoring guide for the assessment; and
(c) candidate data derived from the assessment.
Data should be in aggregate form (not scores for each candidate) and disaggregated by licensure area (biology, chemistry, middle school, etc)
and by program (undergraduate, post degree, masters of teaching).
(d) reflections on any rubric changes and why those changes occurred may be included here.
The narrative section for each assessment (1-5 above) is limited to two text pages. If the attachment exceeds the 2mg file size limit by
NCATE, break the attachment into logical parts.
Assessment 1 - Licensure
See Attachment panel below.
(15) For example, Praxis II Biology: Content Knowledge.
(16) 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.
2. CONTENT KNOWLEDGE: An assessment that demonstrates candidate knowledge of the conceptual science to be taught and related
fields. An assessment that demonstrates that candidates are well prepared in the breadth of knowledge needed to teach in their fields of
licensure. The NSTA standard that must be addressed by this assessment includes, but is not limited to, Standard 1.
Assessments could include content grade point averages and minimum grade requirements, portfolio requirements, or comprehensive
examinations suitable for preparing teachers of a curriculum based on the content recommendations in the 2012 NSTA Standards 1a-b.
Provide assessment information as outlined in the directions for Section IV in a single attachment
NOTE: In addition to the above all programs must submit the appropriate NSTA Content Analysis Form. These are available at the
following URL: http://ncate.org/Standards/ProgramStandardsandReportForms/tabid/676/Default.aspx#NSTA. Download the
appropriate form, fill it out, and attach it here.
Assessment 2 - Content Knowledge by GPA
Assessment 2 - Content Analysis
See Attachment panel below.
3. PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE AND SKILLS: An assessment that demonstrates candidates can plan
effective classroom-based instruction, and design assessments, consistent with goals of the National Science Education Standards. NSTA
standards that must be addressed by this assessment include, but are not limited to, Standard 1.
A minimum indicator should include performance in the design of at least one major demonstration teaching unit (not a single lesson plan)
aligned with goals as reflected in breadth of 2012 NSTA Standards 1c, 2a-c, and 3a-d (with lesson plans and varied assessments).
Provide assessment information as outlined in the directions for Section IV in a single attachment
Assessment 3- Unit Plan
See Attachment panel below.
4. PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE AND SKILLS: Assessment that demonstrates candidates' knowledge
and skills are applied effectively in practice. NSTA standards that must be addressed by this assessment include, but are not limited to,
Standard 4. The assessment instrument used in student teaching and the internship should be submitted.
An indicator could include performances on a subset of items from a student teaching observation form with each area of safety addressed
explicitly: 4a- Chemical use and storage, 4b – Safety procedures, 4c –Use and care of animals.
An indicator could include performance in an internship that is evaluated using an observation form filled out by the cooperating teacher and
supervisor.
Provide assessment information as outlined in the directions for Section IV in a single attachment
Assessment 4 - Performance
See Attachment panel below.
5. EFFECTS ON STUDENT LEARNING: An assessment that demonstrates candidate effects on student learning using evidence
collected from the instruction and assessment of students; the nature of science; the practice of inquiry (including student engagement in
inquiry). NSTA standard that must be addressed by this assessment include, but is not limited to, Standard 5.
A minimum indicator should include an assessment of candidate work aligned with NSTA Standard 5. Work samples may include pre and
post test data with analysis and reflections.
Provide assessment information as outlined in the directions for Section IV in a single attachment
Assessment 5 - Impact
See Attachment panel below.
6. PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE AND SKILLS: An assessment that demonstrates candidates are prepared
to be active members in their profession. The NSTA standard addressed by this assessment includes, but is not limited to, Standard 6.
Provide assessment information as outlined in the directions for Section IV
Assessment 6- Professionalism
See Attachment panel below.
7. Additional assessment that addresses NSTA standards.
Provide assessment information as outlined in the directions for Section IV
Assessment 7 - Portfolio showcase and interview
Fall 2012 Showcase Data
Fall 2012 Interview Data
Spring 2013 Showcase Data
Spring 2013 Interview Data
See Attachment panel below.
8. Additional assessment that addresses NSTA standards.
Provide assessment information 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) science content knowledge, (2) professional and
pedagogical knowledge and skill, and (3) student learning.
(Response limited to 12,000 characters)
Section 5 – Use of Assessment Results to Improve Program
The faculty at Edinboro University recognize that maintaining an excellent secondary science program that best prepares our graduates to
meet the needs of secondary science students requires an attitude striving for continual reflection and improvement. It is from this
perspective that we review and analyze our programs, develop our assessments, and reflect on candidate data. The process of aligning
program assessments to the NSTA 2012 standards and subsequently analyzing student data from these assessments has and will continue to
inform improvements to our programs at Edinboro University. According to the data and information listed in Assessments 1-7 of this
report, there is strong evidence that candidates in the Edinboro University Secondary Science Education programs are attaining required
content knowledge, professional and pedagogical knowledge an skills, and are having a positive effect on student learning, and yet the
collection and analysis of data to prepare this program report and meet the expectations of the 2012 National Science Teachers Association
Standards for Science Teacher Preparation have led to a number of enacted and proposed changes in our preparation of science teachers.
The data focusing on science content knowledge indicate that our curriculum supports candidates appropriately. A continuing 100% pass rate
on the Praxis Exam (Assessment 1) for completers and GPA standards in courses aligned through the content analysis form (Assessment 2)
both provide evidence that appropriate content knowledge is obtained by our teacher candidates. Regarding Assessment 1, while the number
of completers in each content area is relatively small, trends in test scores across years, particularly subscores indicating possible areas of
weakness for specific content, are used to inform discussion between education and science faculty regarding how to best facilitate student
success for continual program improvement. These conversations have lead to shifts in focus in courses to ensure adequate coverage of
essential content.
The fact that candidates are taking appropriate knowledge into the K-12 classroom is further supported by the high scores received on
assessment items within the Unit Plan Assessment (Assessment 3), the Report of Supervision Form (Assessment 4), the Instructional
Assessment Plan (Assessment 5), and the Portfolio Interview (Assessment 7). Data gathered from candidates in each of these assessments
has provided strong evidence that science content knowledge goals are being met in the secondary science programs at Edinboro University.
It is important to note that state mandated changes have recently been enacted that may impact our 100% completer pass rate on appropriate
Praxis II exams. Edinboro University may no longer require passing scores on these exams prior to student teaching. While we have
maintained the 100% completer pass rate thus far, this is certainly something to be monitor in the future.
Assessments 3,4,5,6, and 7 all provide evidence of candidate pedagogical knowledge and skills. Data collected from these assessments show
that completers can plan for and implement a safe science classroom environment while focusing on lessons reflecting the Nature of Science
and Inquiry as tools for learning science content. Assessment 3 – the Unit Plan Assessment, Assessment 5 – the Instructional Assessment
Plan, and Assessment 7 - the Portfolio Interview and Showcase each provide rich data about candidates’ ability to:
• Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn
science, including ELL and those with special needs
• Use appropriate technology for student learning
• Plan and implement lessons
focusing in the Nature of Science, Issues in Science, and Science in the community. • Design instruction and assessment strategies that
confront and address naïve concepts/preconceptions • Collaborate with peers, colleagues, and other professionals
• Fairly and equitably
assess student learning and reflect on the impact of their teaching on student learning
Assessment 7 continues to be informative for candidates and their University Supervisors. The data and evaluator comments for each
candidate are passed along to their respective University Supervisor for the purpose of identifying strengths and weaknesses to be addressed
during student teaching. This format of completing the Portfolio Showcase and Interview has already led to an increased awareness of the
Conceptual Framework for our candidates and has ensured that every candidate, regardless of content area, brings with them a variety of
teaching strategies that can be applied to their desired content (e.g. inquiry, Problem Based Learning, Guided Discovery, Concept
Attainment). The data from the Portfolio Interview continues to show strength in Learning Environments, Assessment, Planning, and
Collaboration as well as growth in the areas of Planning, Strategies, and Effective Use of Technology. Though all science candidates are
enrolled in a class specifically designed to discuss adaptations & accommodations as well as a Content Literacy class, in looking at the data
from Assessment 7, the program is currently discussing ways to improve literacy related teaching skills of science candidates.
One interesting note when looking at Assessment 7 is the improvement in Instructional Strategies. Evaluation of this criterion would include
looking for evidence of lessons based on Inquiry, Nature of Science, Science in the community, and Issues in Science. In the Spring of 2012,
Assessment 3 – the Instructional Techniques Unit Plan was implemented in SEDU 472, a course taken by candidates just before entering the
field. This assessment allows students to clearly display their understanding of and ability to apply six different teaching methodologies to
their content area, while at the same time demonstrating a deep understanding of learning and planning theory, particularly the
Understanding By Design framework. Data from Assessment 3 clearly indicates that candidates are able to demonstrate long and short range
planning skills, vary their instructional strategies, and include appropriate assessments in each lesson. Assessment 3 may also have been the
reason for the positive increase (seen in Assessment 7 data) in candidates’ ability to implement the variety of instructional strategies for
which the program hoped. Continued use of these assessments as well as comparative analysis of the data may reveal a continued increase in
the area of Instructional Strategies as well as, hopefully, in the area of Application of Content.
Additionally, the Unit Plan assessment (Assessment 3) is geared to measure not only the areas mentioned above but also the areas of
technology, assessment, safety, and meeting the needs of all students. Looking at the data from Spring 2012 to present, it is clear that
candidates are able to appropriately develop a Unit Plan based on their particular field of science reflecting the current NSTA standards. In
addition, candidates are focused on the use of technology in their lessons and have a heightened awareness of planning for a safe laboratory
environment.
One pedagogical skill particular to science is the aspect of safety. Data from the Report of Supervision Form (Assessment 4) also indicates
that candidates are putting that knowledge into action in the science classroom. This form was adapted and greatly improved as a direct result
of alignment to the new NSTA standards. The lack of specific data regarding candidates being observed using safety in a laboratory setting
was concerning and for this reason, the revision to the Report of Supervision Form was completed. Starting in the Spring of 2012, the
program now ensures that candidates are able to address all aspects of safety (outlined in NSTA standard 4), through classroom observation.
All of the above assessments ensure that science candidates are prepared to enter the junior field and student teaching experience with the
appropriate pedagogical and professional knowledge and skills to be successful. The ultimate evidence of this success, however, is a
candidate’s positive impact on student learning. Assessment 5 - the Instructional Assessment Plan specifically addresses this standard.
Through development and implementation of a unit plan that requires a pre/post-test format as well as an analysis of the data collected from
these tests, the candidate, the cooperating teacher, and the university supervisor can make a data-driven decision on the impact a candidate
has had on student learning. The overall task of completing this assessment is very informative on many levels but particularly on student
learning. This assessment is also used at the Unit level for NCATE and is therefore an efficient assessment to use for the Science SPA. Data
from this assessment continues to support the conclusion that Edinboro University Science Teacher Candidates are having a positive impact
on K-12 student learning. Given that the Instructional Assessment Plan must be completed by the mid-term of student teaching, the IAP has
often served as the vehicle by which the growth on designated areas in need of improvement could be measured. In other words, if the
University Supervisor sees weaknesses in the IAP or if the candidate reflects to find a negative or small impact on student learning, the IAP
has often served to focus teaching toward growth in these areas. Final evaluation of this assessment helps the University Supervisor assign a
final grade, write their Evaluation Summary, and possibly aid in the writing of Letters of recommendation. With regard to the program,
results from this assessment have the potential to show where emphases need to be placed for science candidates, and serve to inform
changes in the Instructional Techniques course. For example, while no candidate submissions of the IAP over the last four cycles received
unacceptable scores for any rubric items assessing NSTA standard elements, two criteria assessing standard element 3c were each scored
developing for one submission during the spring 2012 semester. While this represents only one submission for two subcomponents of the
standard element, it may indicate an area for possible improvement, which has lead to discussion regarding this content with Instructional
Techniques professors.
The process of aligning program assessments to the 2012 NSTA Standards has been extremely informative and transformative in improving
how secondary science candidates are assessed at Edinboro University to better ensure that our candidates are being adequately prepared to
provide excellent science education in secondary schools. Exploration and analysis of candidate data has provided strong evidence that our
candidates are in fact well prepared in terms of science content knowledge, professional and pedagogical knowledge and skill, and impact on
student learning. It has also illuminated avenues for continued program improvement, initiating conversation and collaboration to best serve
the needs of our candidates.
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.)
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