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SUBMIT REPORTS
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University of Northern Iowa
Traditional Program
2008-09
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Program Information
Name of Institution: University of Northern Iowa
Institution/Program Type: Traditional
Academic Year: 2008-09
State: Iowa
Address: 611 Schindler Education Center
Cedar Falls, IA, 50614
Contact Name: Dr. Barry Wilson
Phone: 319-273-2767
Email: barry.wilson@uni.edu
Is your institution a member of a Teacher Quality Enhancement (TQE) partnership grant: No
TQE partnership name or grant number, if applicable:
Section I.a Program Admission
For each element listed below, check if it is required for admission into any of your initial teacher
certification program(s) at either the undergraduate or postgraduate level.
Element
Undergraduate
Postgraduate
Application
Yes
Yes
Fee/Payment
Yes
Yes
Transcript
Yes
Yes
Fingerprint check
No
No
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Background check
No
No
Experience in a classroom or working with children
No
No
Minimum number of courses/credites/semester hours completed
Yes
Yes
Minimum high school GPA
No
No
Minimum undergraduate GPA
Yes
Yes
Minimum GPA in content area coursework
No
No
Minimum GPA in professional education coursework
No
No
Minimum ACT score
No
No
Minimum SAT score
No
No
Minimum GRE score
No
No
Minimum basic skills test score
Yes
Yes
Subject area/academic content test or other subject matter verification
No
No
Minimum Miller Analogies test score
No
No
Recommendation(s)
No
No
Essay or personal statement
Yes
Yes
Interview
No
No
Resume
No
No
Bechelor's degree or higher
No
Yes
Job offer from school/district
No
No
Personality test (e.g.,Myers-Briggs Assessment)
No
No
Other (specify: OSHA Training )
Yes
Yes
Provide a link to your website where additional information about admissions requirements can be
found:
http://www.uni.edu/teached/license/to_do_list.shtml
Indicate when students are formally admitted into your initial teacher certification program:
Freshman year or transfer
Does your initial teacher certification program conditionally admit students? No
Please provide any additional about or exceptions to the admissions information provided above:
Section I.b Program Enrollment
Provide the number of students in the teacher preparation program in the following categories.
Note that you must report on the number of students by ethnicity and race separately. Individuals
who are non-Hispanic/Latino will be reported in one of the race categories. Also note that
individuals can belong to one or more racial groups, so the sum of the members of each racial
category may not necessarily add up to the total number of students enrolled.
Total number of students enrolled in 2008-09:
2676
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Unduplicated number of males enrolled in 2008-09:
784
Unduplicated number of females enrolled in 2008-09: 1892
2008-09
Number enrolled
Ethnicity
Hispanic/Latino of any race:
43
Race
American Indian or Alaska Native:
5
Asian:
22
Black or African American:
34
Native Hawaiian or Other Pacific Islander:
0
White:
2478
Two or more races:
0
Section I.c Supervised Experience
Provide the following information about supervised clinical experience in 2008-09.
Average number of clock hours required prior to student teaching
80
Average number of clock hours required for student teaching
640
Number of full-time equivalent faculty in supervised clinical experience during this academic year
18
Number of full-time equivalent adjunct faculty in supervised clinical experience during this academic year
(IHE and PreK-12 staff)
Number of students in supervised clinical experience during this academic year
7
494
Please provide any additional information about or descriptions of the supervised clinical
experiences:
Includes student teaching only
Section I.d Certified Licensed
Provide the number of students who have been certified or licensed as teachers, by subject and
area of certification or licensure.
Number
Teaching subject/area
TOTAL (all areas/subjects)
100 - PK-3 Teacher, Reg Educ/Spec Ed
101 - K-12 Athletic Coach
Number
Number
certified/ certified/ certified/
licensed
licensed
licensed
2008-09
2007-08
2006-07
1048
1119
1140
100
94
134
17
12
21
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102 - K-6 Teacher Elementary Classroom
269
275
275
104 - K-12 English as a Second Language
7
6
3
108 - K-8 Elementary School Tchr Librarian
12
6
3
109 - 5-12 Secondary School Tchr Librarian
4
2
2
113 - K-8 Art
22
25
24
114 - 5-12 Art
22
23
24
115 - 5-12 Business-General
2
2
5
116 - 5-12 Business-Office
2
2
5
117 - 5-12 Business-Marketing/Management
5
2
5
118 - 5-12 Driver and Safety Education
6
4
14
119 - K-8 english/Language Arts
78
69
79
120 - 5-12 English/Language Arts
19
22
24
124 - 5-12 French
2
6
5
126 - 5-12 German
1
0
1
133 - K-8 Spanish
8
3
4
134 - 5-12 Spanish
9
4
9
138 - 5-12 Health
5
0
2
140 - 5-12 Industrial Technology
8
12
10
142 - K-8 Mathematics
25
32
25
143 - 5-12 Mathematics
16
10
20
144 - K-8 Music
13
13
19
145 - 5-12 Music
13
13
19
146 - K-8 Physical Education
18
15
25
147 - 5-12 Physical Education
18
14
25
148 - K-8 Reading
79
69
77
149 - 5-12 Reading
2
69
6
150 - K-8 Science-Basic
2
3
5
151 - 5-12 Biological Science
5
5
4
152 - 5-12 Chemistry
4
4
2
153 - 5-12 Earth Science
4
11
3
154 - 5-12 General Science
7
8
4
155 - 5-12 Physical Science
6
13
3
156 - 5-12 Physics
3
4
1
186 - 5-12 All Social Sciences
9
11
7
157 - 5-12 American Government
6
6
14
35
39
42
158 - 5-12 American History
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159 - 5-12 Anthropology
0
2
2
160 - 5-12 Economics
0
0
1
161 - 5-12 Geography
6
5
4
163 - 5-12 Psychology
6
4
11
31
22
12
3
4
6
28
33
28
168 - 5-12 Speech Communications/Theatre
4
5
2
174 - K-12 School Teacher Librarian
5
6
5
49
61
35
0
0
20
33
50
28
2
1
3
262 - PK-K Early Childhood Special Education
9
5
3
264 - K-12 Instructional Strategist II: MD
8
7
10
267 - Birth-21 Visually Impaired
0
4
1
302 - 5-12 Office Education
0
0
1
123 - K-8 French
0
1
0
176 - K-12 Reading Specialist
1
1
0
36
22
3
171 - PK-12 Superintendent & AEA Administrator
4
14
9
172- K-8 Counselor
4
20
10
173 - 5-12 Counselor
4
20
8
0
0
3
234 - 5-12 Work Experience Coordinator
1
4
4
236 - B-21 School Psychologist
6
5
6
16
16
16
239 - Director Special Education
1
0
2
Others (190, 241, 242, 243, 305
0
0
38
36
22
3
164 - K-8 Social Studies
165 - 5-12 Sociology
166 - 5-12 World History
182 - 5-8 Middle School Generalist
189
260 - K-8 Instructional Strategist I:
Mild/Moderate
261 - 5-12 Instructional Strategist I:
Mild/Moderate
170 - 5-12 Principal
233- K-12 Supervisor Special
Education/Instruction
237 - B-21 Speech-Language Pathologist
169- PK-8 Principal
Section I.e Program Completers
Provide the total number of initial teacher certification preparation program completers in each of
the following academic years:
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2008-09: 442
2007-08: 458
2006-07: 476
Section II. Annual Goals
Each institution of higher education (IHE) that conducts a traditional teacher preparation
program (including programs that offer any ongoing professional development programs) or
alternative routes to state certification or licensure program, and that enrolls students receiving
Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of
prospective teachers trained in teacher shortage areas designated by the Secretary or by the state
educational agency, including mathematics, science, special education, and instruction of limited
English proficient students. IHEs that do not have a teacher preparation program in one or more of
the areas listed below can enter NA for the area(s) in which the IHE does not have that program.
Teacher shortage
Goal for increasing prospective teachers trained
area
Mathematics
Academic year: 2008-09
Goal: increase by 3 per year
Goal met? No
Description of strategies used to achieve goal:
1. Development of a Teacher Intern Alternative Pathway. First students will be admitted
Fall 2010. More info at http://www.uni.edu/coe/special-programs/iowa-teacher-internlicense-pathway
2. Participation in the Iowa Mathematics and Science Education Partnership
http://www.iowamathscience.org/
Description of steps to improve performance in meeting goal or lessons
learned in meeting goal:
1. Setting quantifiable goals
2. Collaborating with partners in K-12 Education, Regents Universities, community
colleges, Area Education Agencies, and our Iowa Department of Education
Science
Academic year: 2008-09
Goal: Increase by 3 per year
Goal met? No
Description of strategies used to achieve goal:
1. Development of a Teacher Intern Alternative Pathway. First students will be admitted
Fall 2010. More info at http://www.uni.edu/coe/special-programs/iowa-teacher-internlicense-pathway
2. Participation in the Iowa Mathematics and Science Education Partnership
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http://www.iowamathscience.org/
Description of steps to improve performance in meeting goal or lessons
learned in meeting goal:
1. Setting quantifiable goals
2. Collaborating with partners in K-12 Education, Regents Universities, community
colleges, Area Education Agencies, and our Iowa Department of Education
Special education
Academic year: 2008-09
Goal: Increase by 3 per year
Goal met? No
Description of strategies used to achieve goal:
1. Development of a Teacher Intern Alternative Pathway. First students will be admitted
Fall 2010. More info at http://www.uni.edu/coe/special-programs/iowa-teacher-internlicense-pathway
Description of steps to improve performance in meeting goal or lessons
learned in meeting goal:
1. Setting quantifiable goals
2. Collaborating with partners in K-12 Education, Regents Universities, community
colleges, Area Education Agencies, and our Iowa Department of Education
Instruction of limited
English proficient
students
Academic year: 2008-09
Goal: Increase by 3 per year
Goal met? No
Description of strategies used to achieve goal:
1. Development of a Teacher Intern Alternative Pathway. First students will be admitted
Fall 2010. More info at http://www.uni.edu/coe/special-programs/iowa-teacher-internlicense-pathway
Description of steps to improve performance in meeting goal or lessons
learned in meeting goal:
1. Setting quantifiable goals
2. Collaborating with partners in K-12 Education, Regents Universities, community
colleges, Area Education Agencies, and our Iowa Department of Education
Other
Academic year:
Goal:
Goal met?
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Description of strategies used to achieve goal:
Description of steps to improve performance in meeting goal or lessons
learned in meeting goal:
Provide any additional comments, exceptions and explanations below:
This is the first year we have set quantifiable goals for each of these shortage areas. Some of the strategies we have
implemented will also not show results for another year or two. We have, therefore, indicated that we have not met
goals although we do believe that we have been attempting to respond positively to the shortage areas.
Section II. Assurances
Please indicate whether your institution is in compliance with the following assurances.
Training provided to prospective teachers responds to the identified needs of the local educational
agencies or States where the institution’s graduates are likely to teach, based on past hiring and
recruitment trends.
Yes
Training provided to prospective teachers is closely linked with the needs of schools and the
instructional decisions new teachers face in the classroom.
Yes
Prospective special education teachers receive coursework in core academic subjects and receive
training in providing instruction in core academic subjects.
Yes
General education teachers receive training in providing instruction to children with disabilities.
Yes
General education teachers receive training in providing instruction to limited English proficient
students.
Yes
General education teachers receive training in providing instruction to children from low-income
families.
Yes
Prospective teachers receive training on how to effectively teach in urban and rural schools, as
applicable.
Yes
Describe your institution’s most successful strategies in meeting the assurances listed above:
Our professional development school, laboratory school, and opportunities for clinical experiences nationally and
internationally have given us somewhat unique opportunities to strengthen preparation in the above areas.
Section III. Assessment Rates
Section III. Summary Rates
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Section IV. Low-Performing
Provide the following information about the approval or accreditation of your teacher preparation
program.
Is your teacher preparation program currently approved or accredited?
Yes
If yes, please specify the organization(s) that approved or accredited your program:
State
Is your teacher preparation program currently under a designation as "low-performing" by the
state (as per section 207(a) of the HEA of 2008)?
No
Section V. Technology
Does your program prepare teachers to:
integrate technology effectively into curricula and instruction
Yes
use technology effectively to collect data to improve teaching and learning
Yes
use technology effectively to manage data to improve teaching and learning
Yes
use technology effectively to analyze data to improve teaching and learning
Yes
Provide a description of how your program prepares teachers to integrate technology effectively
into curricula and instruction, and to use technology effectively to collect, manage, and analyze
data in order to improve teaching and learning for the purpose of increasing student academic
achievement. Include a description of how your program prepares teachers to use the principles of
universal design for learning, as applicable. Include planning activities and a timeline if any of the
four elements listed above are not currently in place.
All teaching candidates are required to take an approved course in technology applied to teaching. Opportunities to use
and apply technology to support learning are also integrated into methods and clinical experience courses. All
candidates complete a teacher work sample in student teaching that demonstrates how they have impacted student
learning including supportive evidence. Coursework and experiences are designed to support this culminating work
sample. A number of our faculty have participated in universal design workshops and have integrated and are modeling
the principles into their courses.
Section VI. Teacher Training
Does your program prepare general education teachers to:
teach students with disabilities effectively
Yes
participate as a member of individualized education program teams
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Yes
teach students who are limited English proficient effectively
No
Provide a description of how your program prepares general education teachers to teach students
with disabilities effectively, including training related to participation as a member of
individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with
Disabilities Education Act, and to effectively teach students who are limited English proficient.
Include planning activities and a timeline if any of the three elements listed above are not currently
in place.
All students have required coursework to support their understanding and competence in teaching students with
disabilities effectively. We have begun to integrate instructional material to better support candidates in teaching
students who are limited English proficient and some faculty have received training and experience to improve
preparation for this population. We also have a faculty team working to develop additional instructional materials to
support and model best practices in effective teaching for these populations.
Does your program prepare special education teachers to:
teach students with disabilities effectively
Yes
participate as a member of individualized education program teams
Yes
teach students who are limited English proficient effectively
No
Provide a description of how your program prepares special education teachers to teach students
with disabilities effectively, including training related to participation as a member of
individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with
Disabilities Education Act, and to effectively teach students who are limited English proficient.
Include planning activities and a timeline if any of the three elements listed above are not currently
in place.
As indicated above, our faculty have begun work to improve our preparation for all teaching candidates in the area of
teaching students who are limited English proficient effectively. We have targeted this area as a priority for
improvement.
Section VII. Contextual Information
Please use this space to provide any additional information that describes your teacher
preparation program(s). You may also attach information to this report card. The U.S. Department
of Education is especially interested in any evaluation plans or interim or final reports that may be
available.
Section Id includes all students licensed in specific areas as listed. Since many students are licensed in more than one
area, the count includes duplicate students. Section 1e includes the un-duplicated total number of students
recommended for licensure.
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Supporting Files
University of Northern Iowa
Traditional Program
2008-09
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Title II, Higher Education Act
OMB Control No.: 1840-0744 (exp. 9/30/2012)
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