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SUBMIT REPORTS
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American University
Traditional Program
2010-11
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Program Information
Name of Institution: American University
Institution/Program Type: Traditional
Academic Year: 2010-11
State: District of Columbia
Address: 4400 Massachusetts Avenue, NW
Gray Hall 119
Washington, DC, 20016
Contact Name: Dr. Sarah Irvine Belson
Phone: 202-885-3720
Email: sarah@american.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
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Undergraduate
Postgraduate
Application
Yes
Yes
Fee/Payment
No
Yes
Transcript
Yes
Yes
Fingerprint check
No
No
Background check
No
No
Experience in a classroom or working with children
No
No
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Minimum number of courses/credites/semester hours completed
Yes
No
Minimum high school GPA
No
No
Minimum undergraduate GPA
Yes
Yes
Minimum GPA in content area coursework
Yes
Yes
Minimum GPA in professional education coursework
Yes
No
Minimum ACT score
No
No
Minimum SAT score
No
No
Minimum GRE score
No
Yes
Minimum basic skills test score
Yes
Yes
Subject area/academic content test or other subject matter verification
No
Yes
Recommendation(s)
Yes
Yes
Essay or personal statement
Yes
Yes
Interview
No
No
Resume
Yes
Yes
Bachelor's degree or higher
No
Yes
Job offer from school/district
No
No
Personality test
No
No
Other (specify: )
No
No
Provide a link to your website where additional information about admissions requirements can be
found:
http://www.american.edu/cas/seth/index.cfm - see information about admission on each “degree” page;
Indicate when students are formally admitted into your initial teacher certification program:
Other Students are generally admitted to our undergraduate program by the beginning of their junior year.
Does your initial teacher certification program conditionally admit students? Yes
Please provide any additional about or exceptions to the admissions information provided above:
Undergraduate Programs: Admission to the university and declaration of a major does not constitute admission to the
undergraduate program. To be admitted to candidacy, candidates must earn a passing score (as set by the District of
Columbia teacher licensing agency) on the PRAXIS I; earn an average grade of 2.70 or higher in EDU-205 Schools and
Society and EDU-320 Psychology of Education, pass EDU-321 Field Experience: Observation and Analysis, receive
satisfactory recommendations from faculty, and have an overall cumulative grade point average of 2.70 or higher.
Secondary Education majors must also have a 3.00 grade point average in their primary content area major. The Teacher
Education Committee reviews student applications and makes decisions regarding admission to candidacy.
Graduate Programs: At the discretion of the Dean, candidates may be admitted conditionally to the program. All
conditional requirements must be completed by the end of a candidate’s first semester in the program.
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.
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Total number of students enrolled in 2010-11:
132
Unduplicated number of males enrolled in 2010-11:
23
Unduplicated number of females enrolled in 2010-11: 109
2010-11
Number enrolled
Ethnicity
Hispanic/Latino of any race:
2
Race
American Indian or Alaska Native:
0
Asian:
3
Black or African American:
5
Native Hawaiian or Other Pacific Islander:
0
White:
86
Two or more races:
1
Section I.c Supervised Experience
Provide the following information about supervised clinical experience in 2010-11.
Average number of clock hours required prior to student teaching
200
Average number of clock hours required for student teaching
420
Number of full-time equivalent faculty in supervised clinical experience during this academic year
1
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
28
67
Please provide any additional information about or descriptions of the supervised clinical experiences:
Practicum Placement
Secondary Education students are expected to be at the school at least one day per week. Elementary Education students
are at their school two days per week and for the entire final week of the field experience.
The purpose of the practicum placement is to orient the student to the logistics of teaching, while gaining first-hand
experience on classroom and pedagogical practices. Students will be placed in an intensive setting observing, participating
and gaining direct teaching experience in a classroom. Direct teaching can take the form of individual or small group
teaching or short lessons to the entire class. Observation includes observing and evaluating assigned cooperating teachers
as well as other teachers in the school. Participation includes assisting the teacher with implementation of classroom
objectives.
Student Teaching Placement
Students are expected to be at their school five days per week. Students in the Special Education program complete a
half-day placement for the entire school year (Aug. - June).
This placement allows the student teacher to integrate all the experience and knowledge from coursework and prior student
teaching experiences. The student teacher will continue to observe and participate in the classroom. The student will “take
over” the classroom for at least two weeks. With the assistance of the cooperating teacher, the student teacher will be
responsible for all lesson plans, teaching and assignments. (The “two-week” take-over can be modified if needed.)
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Observation includes observing and evaluating assigned cooperating teachers as well as other teachers in the school.
Participation includes assisting the teacher with implementation of classroom objectives.
Section I.d Teachers Prepared by Subject Area
Please provide the number of teachers prepared by subject area for academic year 2010-11. For the
purposes of this section, number prepared means the number of program completers. "Subject area"
refers to the subject area(s) an individual has been prepared to teach. An individual can be counted in
more than one subject area. If no individuals were prepared in a particular subject area, please leave that
cell blank. (§205(b)(1)(H))
Subject Area
Number Prepared
Education - General
Teacher Education - Special Education
Teacher Education - Early Childhood Education
Teacher Education - Elementary Education
Teacher Education - Junior High/Intermediate/Middle School Education
Teacher Education - Secondary Education
Teacher Education - Multiple Levels
Teacher Education - Agriculture
Teacher Education - Art
Teacher Education - Business
Teacher Education - English/Language Arts
Teacher Education - Foreign Language
Teacher Education - Health
Teacher Education - Family and Consumer Sciences/Home Economics
Teacher Education - Technology Teacher Education/Industrial Arts
Teacher Education - Mathematics
Teacher Education - Music
Teacher Education - Physical Education and Coaching
Teacher Education - Reading
Teacher Education - Science Teacher Education/General Science
Teacher Education - Social Science
Teacher Education - Social Studies
Teacher Education - Technical Education
Teacher Education - Computer Science
Teacher Education - Biology
Teacher Education - Chemistry
Teacher Education - Drama and Dance
Teacher Education - French
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Teacher Education - German
Teacher Education- History
Teacher Education - Physics
Teacher Education - Spanish
Teacher Education - Speech
Teacher Education - Geography
Teacher Education - Latin
Teacher Education - Psychology
Teacher Education - Earth Science
Teacher Education - English as a Second Language
Teacher Education - Bilingual, Multilingual, and Multicultural Education
Education - Other
Specify:
Section I.d Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year 2010-11. For the
purposes of this section, number prepared means the number of program completers. "Academic major"
refers to the actual major(s) declared by the program completer. An individual can be counted in more
than one academic major. If no individuals were prepared in a particular academic major, please leave
that cell blank. (§205(b)(1)(H))
Academic Major
Number Prepared
Education - General
Teacher Education - Special Education
4
Teacher Education - Early Childhood Education
Teacher Education - Elementary Education
12
Teacher Education - Junior High/Intermediate/Middle School Education
Teacher Education - Secondary Education
21
Teacher Education - Agriculture
Teacher Education - Art
Teacher Education - Business
Teacher Education - English/Language Arts
Teacher Education - Foreign Language
Teacher Education - Health
Teacher Education - Family and Consumer Sciences/Home Economics
Teacher Education - Technology Teacher Education/Industrial Arts
Teacher Education - Mathematics
Teacher Education - Music
Teacher Education - Physical Education and Coaching
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Teacher Education - Reading
Teacher Education - Science
Teacher Education - Social Science
Teacher Education - Social Studies
Teacher Education - Technical Education
Teacher Education - Computer Science
Teacher Education - Biology
Teacher Education - Chemistry
Teacher Education - Drama and Dance
Teacher Education - French
Teacher Education - German
Teacher Education - History
Teacher Education - Physics
Teacher Education - Spanish
Teacher Education - Speech
Teacher Education - Geography
Teacher Education - Latin
Teacher Education - Psychology
Teacher Education - Earth Science
Teacher Education - English as a Second Language
Teacher Education - Bilingual, Multilingual, and Multicultural Education
Education - Curriculum and Instruction
Education - Social and Philosophical Foundations of Education
Liberal Arts/Humanities
Psychology
3
Social Sciences
1
Anthropology
Economics
Geography and Cartography
Political Science and Government
3
Sociology
1
Visual and Performing Arts
1
History
7
Foreign Languages
1
Family and Consumer Sciences/Human Sciences
English Language/Literature
5
Philosophy and Religious Studies
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Agriculture
Communication or Journalism
Engineering
Biology
Mathematics and Statistics
4
Physical Sciences
Astronomy and Astrophysics
Atmospheric Sciences and Meteorology
Chemistry
Geological and Earth Sciences/Geosciences
Physics
Business/Business Administration/Accounting
2
Computer and Information Sciences
Other
4
Specify: International Studies (2), Interdisciplinary Studies (1), Women and Gender Studies (1)
Section I.e Program Completers
Provide the total number of initial teacher certification preparation program completers in each of the
following academic years:
2010-11: 48
2009-10: 47
2008-09: 54
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: 2010-11
Goal: 2
Goal met? Yes
Description of strategies used to achieve goal:
Faculty from the School of Education, Teaching, and Health continued collaborating with faculty
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and prospective students from the Mathematics and Statistics department to encourage math
majors to consider the teacher education program. These meetings led to an increased number of
students interested in becoming licensed in mathematics and support our Math for America-DC
partnership.
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
We will continue to work closely with the department of Mathematics and Statistics on the
recruitment of applicants to the program. We are working to increase the diversity of math
candidates.
Science
Academic year: 2010-11
Goal: 1
Goal met? No
Description of strategies used to achieve goal:
Faculty from the School of Education, Teaching, and Health continued collaborating with faculty
and prospective students from science related disciplines (i.e., biology, physics, chemistry) to
encourage science majors to consider the teacher education program. These meetings led to an
increased number of students interested in becoming science teachers.
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
We will continue to work closely with colleagues from other departments on the recruitment of
applicants to our science teacher preparation program. We are working to increase the number
and diversity of science candidates. We have established a new partnership with the Department
of Environmental Science in order to increase interest in teacher education.
Special education
Academic year: 2010-11
Goal: 9
Goal met? Yes
Description of strategies used to achieve goal:
Faculty and staff from the department met with prospective candidates on a regular basis. We
made sure to provide extensive support to applicants during the application and admission
process.
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
We will continue to work closely with prospective students who are interested in the program. We
are working to increase the diversity of special education candidates.
Instruction of
limited English
proficient students
Academic year: 2010-11
Goal: 2
Goal met? Yes
Description of strategies used to achieve goal:
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Faculty from the School of Education, Teaching, and Health increased the level of collaboration
between our department and the Language and Foreign studies department which is where this
program is primarily housed.
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
We will continue to work closely with faculty from the department of Language and Foreign
Studies on the recruitment of applicants to the program. We are working to increase the diversity
of ESOL candidates.
Early Childhood
Academic year: 2010-11
Goal: 0
Goal met? No
Description of strategies used to achieve goal:
Our Early Childhood Program is a rather new program for our department. Faculty and staff from
the department met with prospective candidates on a regular basis to increase interest in this
program. We provided extensive support to applicants during the application and admission
process.
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
Early childhood is currently not a high need area for DC.
Academic year:
Goal:
Goal met?
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:
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.
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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:
The needs of the District of Columbia Public Schools are an important consideration in the development of our programs.
Faculty members are continuously refining coursework to ensure that the current needs of the local community are
discussed in classes and researched for course assignments. All candidates are required to complete field-based experiences
in diverse school settings. Candidates must complete at least one field experience in a DC public or public charter school.
We communicate regularly with local school leaders to ensure that we offer candidates quality field-based experiences in
diverse school settings located throughout the District of Columbia. This enables candidates to make connections between
the university classrooms and local K – 12 settings. Field experiences provide candidates the opportunity to reflect on
personal beliefs while simultaneously bridging the gap between theory and practice.
Our conceptual framework provides us with the grounding for the action steps we take to achieve our goals and address the
above assurances. This document describes our core value of Reflection and commitment to Community, Diversity, Equity,
and Excellence. Our commitment to Equity ensures that general and special education candidates learn strategies for
meeting the needs of students from differing socio-economic backgrounds, abilities and language proficiency levels.
Candidates in all our programs learn differentiated teaching strategies to ensure they have the skills to meet the needs of all
learners.
Additionally, candidates in our special education program receive coursework in core academic subjects and are taught how
to provide instruction in core academic subjects. We strongly believe that special education teachers need to have a strong
content knowledge base. In addition to covering content knowledge in our American University courses, we also require
that candidates enter our special education program with content-based coursework in all the areas for which they
commonly teach. We monitor candidate performance in content-based coursework as part of our program review process
for the National Council for Accreditation of Teacher Education and the Council for Exceptional Children.
Section III. Assessment Rates
State
Assessment code - Assessment name
Number
Test Company
taking
Group
tests
Avg.
Number Pass Average
scaled passing
score
tests
rate
pass
(%)
rate
(%)
ETS0235 -BIOLOGY CONTENT KNOWLEDGE
State
Average
scaled
score
1
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0235 -BIOLOGY CONTENT KNOWLEDGE
1
Educational Testing Service (ETS)
All program completers, 2008-09
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ETS0353 -ED OF EXCEPTIONAL STUDENTS: CORE CK
9
100
176
99
178
93
185
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0353 -ED OF EXCEPTIONAL STUDENTS: CORE CK
11
176
11
100
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0021 -EDUCATION OF YOUNG CHILDREN
3
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0012 -ELEM ED CONTENT AREA EXERCISES
14
159
14
100
99
160
17
160
17
100
99
161
17
161
17
100
98
160
98
164
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0012 -ELEM ED CONTENT AREA EXERCISES
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0012 -ELEM ED CONTENT AREA EXERCISES
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0014 -ELEMENTARY ED CONTENT KNOWLEDGE
1
Educational Testing Service (ETS)
All enrolled students who have completed all nonclinical
courses
ETS0014 -ELEMENTARY ED CONTENT KNOWLEDGE
1
Educational Testing Service (ETS)
Other enrolled students
ETS0014 -ELEMENTARY ED CONTENT KNOWLEDGE
15
180
15
100
100
172
17
172
17
100
98
172
17
174
17
100
97
171
1
100
172
3
100
187
5
100
183
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0014 -ELEMENTARY ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0014 -ELEMENTARY ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0041 -ENG LANG LIT COMP CONTENT
KNOWLEDGE
Educational Testing Service (ETS)
Other enrolled students
ETS0041 -ENG LANG LIT COMP CONTENT
KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0041 -ENG LANG LIT COMP CONTENT
KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2009-10
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ETS0041 -ENG LANG LIT COMP CONTENT
4
100
186
1
77
154
3
89
162
5
97
158
5
93
158
1
100
718
3
93
719
KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0043 -ENG LANG LIT COMP PEDAGOGY
Educational Testing Service (ETS)
Other enrolled students
ETS0043 -ENG LANG LIT COMP PEDAGOGY
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0043 -ENG LANG LIT COMP PEDAGOGY
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0043 -ENG LANG LIT COMP PEDAGOGY
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0360 -ENGLISH TO SPEAKERS OF OTHER
1
LANGUAGES
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0360 -ENGLISH TO SPEAKERS OF OTHER
LANGUAGES
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0360 -ENGLISH TO SPEAKERS OF OTHER
LANGUAGES
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0361 -ENGLISH TO SPEAKERS OF OTHER
1
LANGUAGES II
Educational Testing Service (ETS)
Other enrolled students
ETS0361 -ENGLISH TO SPEAKERS OF OTHER
1
LANGUAGES II
Educational Testing Service (ETS)
All program completers, 2010-11
ETS5174 -FRENCH: WORLD LANGUAGE
1
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0234 -LIFE SCIENCE: PEDAGOGY
1
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0234 -LIFE SCIENCE: PEDAGOGY
1
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0063 -MATH PROOFS MODELS PROBLEMS PART 1
2
Educational Testing Service (ETS)
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All program completers, 2008-09
ETS0065 -MATHEMATICS PEDAGOGY
1
Educational Testing Service (ETS)
All enrolled students who have completed all nonclinical
courses
ETS0065 -MATHEMATICS PEDAGOGY
4
Educational Testing Service (ETS)
Other enrolled students
ETS0065 -MATHEMATICS PEDAGOGY
6
100
166
5
100
154
88
161
6
100
175
5
100
163
97
179
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0065 -MATHEMATICS PEDAGOGY
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0065 -MATHEMATICS PEDAGOGY
2
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE
1
Educational Testing Service (ETS)
All enrolled students who have completed all nonclinical
courses
ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE
10
170
10
100
Educational Testing Service (ETS)
Other enrolled students
ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE
2
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0483 -PHYSICAL SCIENCE PEDAGOGY
1
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0730 -PRAXIS I MATHEMATICS
5
Educational Testing Service (ETS)
All enrolled students who have completed all nonclinical
courses
ETS0730 -PRAXIS I MATHEMATICS
103
182
96
93
93
180
43
183
40
93
94
181
Educational Testing Service (ETS)
Other enrolled students
ETS0730 -PRAXIS I MATHEMATICS
Educational Testing Service (ETS)
All program completers, 2010-11
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ETS0730 -PRAXIS I MATHEMATICS
38
183
38
100
93
181
48
184
47
98
96
182
100
179
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0730 -PRAXIS I MATHEMATICS
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0710 -PRAXIS I READING
5
Educational Testing Service (ETS)
All enrolled students who have completed all nonclinical
courses
ETS0710 -PRAXIS I READING
103
182
102
99
97
180
43
183
43
100
100
181
37
182
37
100
99
181
48
182
48
100
99
182
100
176
Educational Testing Service (ETS)
Other enrolled students
ETS0710 -PRAXIS I READING
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0710 -PRAXIS I READING
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0710 -PRAXIS I READING
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0720 -PRAXIS I WRITING
5
Educational Testing Service (ETS)
All enrolled students who have completed all nonclinical
courses
ETS0720 -PRAXIS I WRITING
103
180
102
99
97
178
43
180
43
100
100
179
37
180
37
100
100
179
48
180
48
100
100
179
5
96
166
5
100
174
Educational Testing Service (ETS)
Other enrolled students
ETS0720 -PRAXIS I WRITING
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0720 -PRAXIS I WRITING
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0720 -PRAXIS I WRITING
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0354 -SE CORE KNOWLEDGE & APPLICATIONS
Educational Testing Service (ETS)
Other enrolled students
ETS0354 -SE CORE KNOWLEDGE & APPLICATIONS
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
1
Educational Testing Service (ETS)
All enrolled students who have completed all nonclinical
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courses
ETS0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
5
100
174
6
100
177
7
100
181
7
100
175
6
95
183
6
96
184
7
85
181
Educational Testing Service (ETS)
Other enrolled students
ETS0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2008-09
1
ETS0084 -SOCIAL STUDIES: PEDAGOGY
Educational Testing Service (ETS)
All enrolled students who have completed all nonclinical
courses
3
ETS0084 -SOCIAL STUDIES: PEDAGOGY
Educational Testing Service (ETS)
Other enrolled students
ETS0084 -SOCIAL STUDIES: PEDAGOGY
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0084 -SOCIAL STUDIES: PEDAGOGY
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0084 -SOCIAL STUDIES: PEDAGOGY
Educational Testing Service (ETS)
All program completers, 2008-09
1
ETS0841 -WORLD LANGUAGE PEDAGOGY
Educational Testing Service (ETS)
All program completers, 2010-11
Section III. Summary Rates
Number Number Pass
Group
taking
passing
rate
tests
tests
(%)
State
Average
pass rate
(%)
All program completers, 2010-11
44
41
93
95
All program completers, 2009-10
48
48
100
91
All program completers, 2008-09
50
49
98
91
Section IV. Low-Performing
Provide the following information about the approval or accreditation of your teacher preparation
program.
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Is your teacher preparation program currently approved or accredited?
Yes
If yes, please specify the organization(s) that approved or accredited your program:
State
NCATE
Is your teacher preparation program currently under a designation as "low-performing" by the state (as
per section 207(a) of the HEA of 2008)?
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.
Throughout the past decade, researchers and literacy experts around the world have repeatedly made the point that a
technological shift has taken place, but we as educators, have not necessarily paid attention. SETH faculty members believe
that candidates should have opportunities to develop specific technical skills in their courses, considering the access and
support mechanisms in their placements. The use of technology is viewed as one of the tools that teachers can rely on when
developing appropriate materials and practices.
In each programs’ methods courses, candidates learn to use those technologies which can be most effectively integrated
into the curriculum for increased student learning. In addition to methods courses, faculty members throughout SETH
teach candidates to develop their use of emerging technologies. For example, in EDU 623 (Topics in Literacy Education)
and EDU 619 (Children’s Literature), candidates have an opportunity to use podcasting and social media tools as
opportunities to use such tools for learning as well as imagine the use of such tools for teaching diverse learners and in
diverse settings. Candidates are asked to create their own blog site and comment on each other’s blogs. They are required to
frame their blogging from a critical literacy perspective. Candidates are also asked to create podcasts or audio files that are
shared via a class website with educators from around the globe.
Faculty also model the use of technology for candidates in their own courses through, Blackboard, AU’s online course
management system, through Wimba, AU’s synchronous online course delivery tool, and SETH’s most apparent
commitment to technology can be seen in the electronic portfolio and assessment management system. We feel that the use
of an electronic, developmental portfolio gives candidates the opportunity to grow as teachers. We believe that technology
should be used not only as a support to instructional delivery, but also a means by which candidates explore new ways of
thinking and reflect upon their current practice. As such, the electronic portfolio system assists candidates as they use
technology as an instructional tool during clinical experiences. This electronic portfolio system allows teacher-candidates to
develop a professional teaching portfolio, using video, audio and other multimedia tools, and also allows the candidates and
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faculty to evaluate their experiences throughout the program. Undergraduates are introduced to the portfolio system in
EDU 321: Field Experience in Teacher Education, which is typically taken during their sophomore year. Graduate
candidates are typically introduced to the portfolio system during their first year in the program. Candidates retain alumni
access to the system after completion of their program in order to continue using it as a developmental and reflective tool.
Candidates are required to demonstrate their ability to effectively analyze data to improve teaching and learning through an
assignment in the electronic based portfolio. This assignment is evaluated during a candidate’s final semester in the
program.
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
Yes
teach students who are limited English proficient effectively
Yes
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.
The unit prepares candidates in our general education program to work with students with disabilities and those who are
limited English proficient through field-based experiences and required academic coursework. All candidates preparing to
become general education teachers are required to take at least one course, EDU-541 Foundations of Special Education for
Exceptional Children or EDU-545 Overview of All Exceptionalities: The Arts in Special Education, that focuses on the field
of special education. In this course candidates learn how to participate as members of an individualized education program
team. They also learn effective strategies for differentiating instruction, and steps for creating inclusive classroom settings.
In addition, candidates are specifically taught how to instruct students who are limited English proficient in their education
courses. Although candidates discuss such strategies in all their courses, they are specifically taught about them in EDU
330: Instructional Strategies and Teaching Methods, EDU 522: Principles of Effective Methods of Instruction, and EDU
609: Effective Teaching for Diverse Learners. In these courses candidates complete assignments that encourage them to
reflect on how to work with diverse learners. Moreover, field-based supervisors discuss strategies for working with diverse
learners as part of the field observation process. Candidates performance in working with exceptional and ELL students is
assessed as an element in the portfolio requirement.
Does your program prepare special education teachers to:
teach students with disabilities effectively
Yes
participate as a member of individualized education program teams
Yes
teach students who are limited English proficient effectively
Yes
Provide a description of how your program prepares special education teachers to teach students with
disabilities effectively, including training related to participation as a member of individualized education
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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.
The unit prepares candidates in our special education program to work with students with disabilities and those who are
limited English proficient through field-based experiences and required coursework. All candidates preparing to become
special education teachers learn differentiated teaching strategies across content areas. In their courses candidates learn
how to participate as a member of an individualized education program team and how to create inclusive classroom
settings. In addition, candidates learn strategies for teaching students who are limited English proficient. Although
candidates learn such strategies in all their courses, they are specifically taught about them in EDU 644: Language
Development and Remediation and in EDU 646: Learning Disabilities II. In these courses candidates complete assignments
that require them to reflect on how to work with diverse learners. Moreover, field-based supervisors discuss strategies for
working with diverse learners as part of the field observation process. Candidates performance in working with exceptional
and ELL students is assessed as an element in the portfolio requirement.
Section VII. Contextual Information
Please use this space to provide any additional information that describes your teacher preparation
program(s). You may also attach information to this report card. The U.S. Department of Education is
especially interested in any evaluation plans or interim or final reports that may be available.
Supporting Files
American University
Traditional Program
2010-11
Contact Us - Glossary - Log out
Title II, Higher Education Act
OMB Control No.: 1840-0744 (exp. 9/30/2012)
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SUBMIT REPORTS
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American University
Alternative, IHE-based Program
2010-11
Print Report Card
Program Information
Name of Institution: American University
Institution/Program Type: Alternative, IHE-based
Academic Year: 2010-11
State: District of Columbia
Address: Gray Hall, Room 111
4400 Massachusetts Ave., NW
Washington, DC, 20016
Contact Name: Dr. Sarah Irvine Belson
Phone: 202-885-3720
Email: sarah@american.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
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Undergraduate
Postgraduate
Application
NA
Yes
Fee/Payment
NA
No
Transcript
NA
Yes
Fingerprint check
NA
No
Background check
NA
No
Experience in a classroom or working with children
NA
No
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Minimum number of courses/credites/semester hours completed
NA
No
Minimum high school GPA
NA
No
Minimum undergraduate GPA
NA
Yes
Minimum GPA in content area coursework
NA
Yes
Minimum GPA in professional education coursework
NA
No
Minimum ACT score
NA
No
Minimum SAT score
NA
No
Minimum GRE score
NA
Yes
Minimum basic skills test score
NA
Yes
Subject area/academic content test or other subject matter verification
NA
Yes
Recommendation(s)
NA
Yes
Essay or personal statement
NA
Yes
Interview
NA
No
Resume
NA
Yes
Bachelor's degree or higher
NA
Yes
Job offer from school/district
NA
Yes
Personality test
NA
No
Other (specify: )
NA
No
Provide a link to your website where additional information about admissions requirements can be
found:
http://www.american.edu/CAS/seth/
Indicate when students are formally admitted into your initial teacher certification program:
Postgraduate
Does your initial teacher certification program conditionally admit students? Yes
Please provide any additional about or exceptions to the admissions information provided above:
At the discretion of the Dean, candidates may be admitted conditionally to the program. All conditional requirements must
be completed by the end of a candidate’s first semester in the program.
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 2010-11:
Unduplicated number of males enrolled in 2010-11:
247
72
Unduplicated number of females enrolled in 2010-11: 175
2010-11
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Ethnicity
Hispanic/Latino of any race:
15
Race
American Indian or Alaska Native:
6
Asian:
3
Black or African American:
43
Native Hawaiian or Other Pacific Islander:
2
White:
122
Two or more races:
1
Section I.c Supervised Experience
Provide the following information about supervised clinical experience in 2010-11.
Average number of clock hours required prior to student teaching
200
Average number of clock hours required for student teaching
420
Number of full-time equivalent faculty in supervised clinical experience during this academic year
0
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
6.6
110
Please provide any additional information about or descriptions of the supervised clinical experiences:
Section I.d Teachers Prepared by Subject Area
Please provide the number of teachers prepared by subject area for academic year 2010-11. For the
purposes of this section, number prepared means the number of program completers. "Subject area"
refers to the subject area(s) an individual has been prepared to teach. An individual can be counted in
more than one subject area. If no individuals were prepared in a particular subject area, please leave that
cell blank. (§205(b)(1)(H))
Subject Area
Number Prepared
Education - General
Teacher Education - Special Education
Teacher Education - Early Childhood Education
Teacher Education - Elementary Education
Teacher Education - Junior High/Intermediate/Middle School Education
Teacher Education - Secondary Education
Teacher Education - Multiple Levels
Teacher Education - Agriculture
Teacher Education - Art
Teacher Education - Business
Teacher Education - English/Language Arts
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Teacher Education - Foreign Language
Teacher Education - Health
Teacher Education - Family and Consumer Sciences/Home Economics
Teacher Education - Technology Teacher Education/Industrial Arts
Teacher Education - Mathematics
Teacher Education - Music
Teacher Education - Physical Education and Coaching
Teacher Education - Reading
Teacher Education - Science Teacher Education/General Science
Teacher Education - Social Science
Teacher Education - Social Studies
Teacher Education - Technical Education
Teacher Education - Computer Science
Teacher Education - Biology
Teacher Education - Chemistry
Teacher Education - Drama and Dance
Teacher Education - French
Teacher Education - German
Teacher Education- History
Teacher Education - Physics
Teacher Education - Spanish
Teacher Education - Speech
Teacher Education - Geography
Teacher Education - Latin
Teacher Education - Psychology
Teacher Education - Earth Science
Teacher Education - English as a Second Language
Teacher Education - Bilingual, Multilingual, and Multicultural Education
Education - Other
Specify:
Section I.d Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year 2010-11. For the
purposes of this section, number prepared means the number of program completers. "Academic major"
refers to the actual major(s) declared by the program completer. An individual can be counted in more
than one academic major. If no individuals were prepared in a particular academic major, please leave
that cell blank. (§205(b)(1)(H))
Academic Major
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Prepared
Education - General
Teacher Education - Special Education
4
Teacher Education - Early Childhood Education
7
Teacher Education - Elementary Education
33
Teacher Education - Junior High/Intermediate/Middle School Education
Teacher Education - Secondary Education
112
Teacher Education - Agriculture
Teacher Education - Art
Teacher Education - Business
Teacher Education - English/Language Arts
Teacher Education - Foreign Language
Teacher Education - Health
Teacher Education - Family and Consumer Sciences/Home Economics
Teacher Education - Technology Teacher Education/Industrial Arts
Teacher Education - Mathematics
Teacher Education - Music
Teacher Education - Physical Education and Coaching
Teacher Education - Reading
Teacher Education - Science
Teacher Education - Social Science
Teacher Education - Social Studies
Teacher Education - Technical Education
Teacher Education - Computer Science
Teacher Education - Biology
Teacher Education - Chemistry
Teacher Education - Drama and Dance
Teacher Education - French
Teacher Education - German
Teacher Education - History
Teacher Education - Physics
Teacher Education - Spanish
Teacher Education - Speech
Teacher Education - Geography
Teacher Education - Latin
Teacher Education - Psychology
Teacher Education - Earth Science
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Teacher Education - English as a Second Language
10
Teacher Education - Bilingual, Multilingual, and Multicultural Education
Education - Curriculum and Instruction
Education - Social and Philosophical Foundations of Education
Liberal Arts/Humanities
2
Psychology
14
Social Sciences
2
Anthropology
2
Economics
10
Geography and Cartography
3
Political Science and Government
27
Sociology
2
Visual and Performing Arts
2
History
14
Foreign Languages
14
Family and Consumer Sciences/Human Sciences
3
English Language/Literature
24
Philosophy and Religious Studies
4
Agriculture
Communication or Journalism
13
Engineering
2
Biology
Mathematics and Statistics
20
6
Physical Sciences
Astronomy and Astrophysics
Atmospheric Sciences and Meteorology
Chemistry
4
Geological and Earth Sciences/Geosciences
Physics
1
Business/Business Administration/Accounting
3
Computer and Information Sciences
1
Other
14
Specify: Crime, Law and Justice (1), Interdisciplinary Studies (1), International Studies (11),
Women's and Gender Studies (1)
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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2010-11: 167
2009-10: 128
2008-09: 140
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: 2010-11
Goal: 0
Goal met? Yes
Description of strategies used to achieve goal:
We worked with community based partners to develop a program that led to the preparation of
new teachers. We were able to exceed our goal of preparing five mathematics teachers through our
collaborative efforts.
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
The Office of the State Superintendent of Washington, DC adjusted it regulations to allow
non-university based alternative route entities to operate teacher licensure programs in the
District. Therefore, American University is no longer recruiting for alternative route programs. We
are working with community partners to provide advanced programs for teachers that focus on
retention.
Science
Academic year: 2010-11
Goal: 0
Goal met? Yes
Description of strategies used to achieve goal:
We worked with community based partners to develop a program that led to the preparation of
science teachers. We were able to exceed our goal of preparing five science teachers through our
collaborative efforts.
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
The Office of the State Superintendent of Washington, DC adjusted it regulations to allow
non-university based alternative route entities to operate teacher licensure programs in the
District. Therefore, American University is no longer recruiting for alternative route programs. We
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are working with community partners to provide advanced programs for teachers that focus on
retention.
Special education
Academic year: 2010-11
Goal: 4
Goal met? Yes
Description of strategies used to achieve goal:
AU collaborated with local partners to design a program that prepared special education teachers
through a grant funding. We were able to achieve this goal through our collaborative efforts.
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
American University will continue to work with community partners to design a special education
programs (a need these partners indicated) that enable individuals to pursue a graduate degree
while working.
Instruction of
limited English
proficient students
Academic year: 2010-11
Goal: 0
Goal met? Yes
Description of strategies used to achieve goal:
AU worked with community-based partners to develop a program that included grant funding for
teachers of LEP students.
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
The Office of the State Superintendent of Washington, DC adjusted it regulations to allow
non-university based alternative route entities to operate teacher licensure programs in the
District. Therefore, American University is no longer recruiting for alternative route programs. We
are working with community partners to provide advanced programs for teachers that focus on
retention.
Early Childhood
Elementary English
Art Spanish
Academic year: 2010-11
Goal: 0
Goal met? Yes
Description of strategies used to achieve goal:
AU collaborated with local partners to design programs that improved the pipeline of ECE,
Elementary, English, Art and Spanish teachers. Through collaborative efforts with our partners we
were able to exceed this goal.
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
The Office of the State Superintendent of Washington, DC adjusted it regulations to allow
non-university based alternative route entities to operate teacher licensure programs in the
District. Therefore, American University is no longer recruiting for alternative route programs. We
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are working with community partners to provide advanced programs for teachers that focus on
retention.
Provide any additional comments, exceptions and explanations below:
Due to the expansion of non-university based alternative certification programs that are able to license teachers in the
District of Columbia, we have evolved our relationship with some of our partners. These changes mean that we will have
less students in our alternative route programs who are seeking certification. Our goals for the 2010 - 2011 year reflect the
decreased number of students in our alternative certification program.
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:
Given that all candidates in our alternative preparation program are employed by a local public or public charter school, the
needs of the local community are an important consideration in the development of our programs. Academic coursework is
specifically designed to provide candidates with the necessary skills to meet the needs of the learners they interact with on a
daily basis.
Our conceptual framework provides us with the grounding for the action steps we take to achieve our goals and address the
above assurances. This document describes our core value of Reflection and commitment to Community, Diversity, Equity,
and Excellence. Our commitment to Equity ensures that general and special education candidates learn strategies for
meeting the needs of students from differing socio-economic backgrounds, abilities, and language proficiency levels.
Candidates in our programs learn differentiated teaching strategies to ensure they have the skills to meet the needs of all
learners. Additionally, candidates in our special education program receive coursework in core academic subjects and are
taught how to provide instruction in core academic subjects. We strongly believe that special education teachers should
have a strong content knowledge base. In addition to addressing content knowledge in our American University courses, we
also require that candidates enter our special education program with content-based coursework in all the areas for which
they commonly teach. We monitor candidate performance in content-based coursework as part of our program review
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process for National Council for Accreditation of Teacher Education and the Council for Exceptional Children.
Section III. Assessment Rates
State
Assessment code - Assessment name
Number
Test Company
taking
Group
tests
Avg.
Number Pass Average
scaled passing
score
tests
rate
pass
(%)
rate
(%)
ETS0235 -BIOLOGY CONTENT KNOWLEDGE
State
Average
scaled
score
15
169
15
100
100
169
13
170
13
100
100
170
171
12
100
100
171
96
186
Educational Testing Service (ETS)
Other enrolled students
ETS0235 -BIOLOGY CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0235 -BIOLOGY CONTENT KNOWLEDGE
8
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0235 -BIOLOGY CONTENT KNOWLEDGE
12
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0245 -CHEMISTRY CONTENT KNOWLEDGE II
9
Educational Testing Service (ETS)
Other enrolled students
ETS0245 -CHEMISTRY CONTENT KNOWLEDGE II
2
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0245 -CHEMISTRY CONTENT KNOWLEDGE II
4
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0245 -CHEMISTRY CONTENT KNOWLEDGE II
8
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0353 -ED OF EXCEPTIONAL STUDENTS: CORE CK
1
Educational Testing Service (ETS)
Other enrolled students
ETS0021 -EDUCATION OF YOUNG CHILDREN
2
Educational Testing Service (ETS)
Other enrolled students
ETS0021 -EDUCATION OF YOUNG CHILDREN
1
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0021 -EDUCATION OF YOUNG CHILDREN
4
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0012 -ELEM ED CONTENT AREA EXERCISES
5
Educational Testing Service (ETS)
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Other enrolled students
ETS0012 -ELEM ED CONTENT AREA EXERCISES
14
156
11
79
80
156
36
162
34
94
95
162
31
165
31
100
100
164
14
164
14
100
100
164
14
172
14
100
100
171
37
178
36
97
97
178
31
183
31
100
100
182
21
182
21
100
100
182
24
185
24
100
100
186
18
190
18
100
100
190
166
23
100
100
167
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0012 -ELEM ED CONTENT AREA EXERCISES
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0012 -ELEM ED CONTENT AREA EXERCISES
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0014 -ELEMENTARY ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
Other enrolled students
ETS0014 -ELEMENTARY ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0014 -ELEMENTARY ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0014 -ELEMENTARY ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0041 -ENG LANG LIT COMP CONTENT
KNOWLEDGE
Educational Testing Service (ETS)
Other enrolled students
ETS0041 -ENG LANG LIT COMP CONTENT
7
KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0041 -ENG LANG LIT COMP CONTENT
KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0041 -ENG LANG LIT COMP CONTENT
KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0043 -ENG LANG LIT COMP PEDAGOGY
5
Educational Testing Service (ETS)
Other enrolled students
ETS0043 -ENG LANG LIT COMP PEDAGOGY
7
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0043 -ENG LANG LIT COMP PEDAGOGY
23
Educational Testing Service (ETS)
All program completers, 2009-10
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ETS0043 -ENG LANG LIT COMP PEDAGOGY
18
168
18
100
100
168
158
12
100
100
158
15
158
14
93
93
158
11
178
10
91
91
178
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0360 -ENGLISH TO SPEAKERS OF OTHER
1
LANGUAGES
Educational Testing Service (ETS)
Other enrolled students
ETS0360 -ENGLISH TO SPEAKERS OF OTHER
7
LANGUAGES
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0360 -ENGLISH TO SPEAKERS OF OTHER
7
LANGUAGES
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0361 -ENGLISH TO SPEAKERS OF OTHER
3
LANGUAGES II
Educational Testing Service (ETS)
Other enrolled students
ETS0361 -ENGLISH TO SPEAKERS OF OTHER
5
LANGUAGES II
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0435 -GENERAL SCI CONTENT KNOWLEDGE
1
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0435 -GENERAL SCI CONTENT KNOWLEDGE
1
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0234 -LIFE SCIENCE: PEDAGOGY
4
Educational Testing Service (ETS)
Other enrolled students
ETS0234 -LIFE SCIENCE: PEDAGOGY
12
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0234 -LIFE SCIENCE: PEDAGOGY
7
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0234 -LIFE SCIENCE: PEDAGOGY
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0063 -MATH PROOFS MODELS PROBLEMS PART 1
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0065 -MATHEMATICS PEDAGOGY
1
Educational Testing Service (ETS)
Other enrolled students
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ETS0065 -MATHEMATICS PEDAGOGY
1
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0065 -MATHEMATICS PEDAGOGY
16
168
16
100
100
167
11
154
10
91
91
154
30
158
26
87
87
158
16
161
16
100
100
161
12
165
10
83
83
165
154
184
146
95
94
183
57
183
56
98
97
183
109
185
108
99
97
184
103
185
102
99
99
185
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0065 -MATHEMATICS PEDAGOGY
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
Other enrolled students
ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE
1
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0483 -PHYSICAL SCIENCE PEDAGOGY
1
Educational Testing Service (ETS)
Other enrolled students
ETS0483 -PHYSICAL SCIENCE PEDAGOGY
2
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0483 -PHYSICAL SCIENCE PEDAGOGY
6
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0483 -PHYSICAL SCIENCE PEDAGOGY
9
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0730 -PRAXIS I MATHEMATICS
Educational Testing Service (ETS)
Other enrolled students
ETS0730 -PRAXIS I MATHEMATICS
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0730 -PRAXIS I MATHEMATICS
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0730 -PRAXIS I MATHEMATICS
Educational Testing Service (ETS)
All program completers, 2008-09
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ETS0710 -PRAXIS I READING
152
182
151
99
99
182
57
183
57
100
99
183
108
184
108
100
99
183
103
184
103
100
100
184
150
181
147
98
96
180
56
181
56
100
99
179
109
181
109
100
99
180
103
182
103
100
100
182
100
178
92
167
Educational Testing Service (ETS)
Other enrolled students
ETS0710 -PRAXIS I READING
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0710 -PRAXIS I READING
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0710 -PRAXIS I READING
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0720 -PRAXIS I WRITING
Educational Testing Service (ETS)
Other enrolled students
ETS0720 -PRAXIS I WRITING
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0720 -PRAXIS I WRITING
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0720 -PRAXIS I WRITING
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0354 -SE CORE KNOWLEDGE & APPLICATIONS
2
Educational Testing Service (ETS)
Other enrolled students
ETS0354 -SE CORE KNOWLEDGE & APPLICATIONS
3
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
6
Educational Testing Service (ETS)
Other enrolled students
ETS0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
8
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
5
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
13
167
12
92
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0084 -SOCIAL STUDIES: PEDAGOGY
2
Educational Testing Service (ETS)
Other enrolled students
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ETS0084 -SOCIAL STUDIES: PEDAGOGY
8
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0084 -SOCIAL STUDIES: PEDAGOGY
5
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0084 -SOCIAL STUDIES: PEDAGOGY
12
180
11
92
92
180
21
184
21
100
100
184
100
182
86
176
90
177
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0191 -SPANISH CONTENT KNOWLEDGE
Educational Testing Service (ETS)
Other enrolled students
ETS0191 -SPANISH CONTENT KNOWLEDGE
2
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0191 -SPANISH CONTENT KNOWLEDGE
8
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0191 -SPANISH CONTENT KNOWLEDGE
5
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0192 -SPANISH PRODUCTIVE LANGUAGE SKILLS
20
177
18
90
Educational Testing Service (ETS)
Other enrolled students
ETS0192 -SPANISH PRODUCTIVE LANGUAGE SKILLS
2
Educational Testing Service (ETS)
All program completers, 2010-11
ETS0192 -SPANISH PRODUCTIVE LANGUAGE SKILLS
8
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0192 -SPANISH PRODUCTIVE LANGUAGE SKILLS
5
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0194 -SPANISH: PEDAGOGY
5
Educational Testing Service (ETS)
All program completers, 2009-10
ETS0194 -SPANISH: PEDAGOGY
5
Educational Testing Service (ETS)
All program completers, 2008-09
ETS0841 -WORLD LANGUAGE PEDAGOGY
2
Educational Testing Service (ETS)
Other enrolled students
ETS0841 -WORLD LANGUAGE PEDAGOGY
2
Educational Testing Service (ETS)
All program completers, 2010-11
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Section III. Summary Rates
Number Number Pass
Group
taking
passing
rate
tests
tests
(%)
State
Average
pass rate
(%)
All program completers, 2010-11
61
56
92
94
All program completers, 2009-10
124
119
96
95
All program completers, 2008-09
110
103
94
94
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:
NCATE
Is your teacher preparation program currently under a designation as "low-performing" by the state (as
per section 207(a) of the HEA of 2008)?
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.
Throughout the past decade, researchers and literacy experts around the world have repeatedly made the point that a
technological shift has taken place, but we as educators, have not necessarily paid attention. SETH faculty members believe
that candidates should have opportunities to develop specific technical skills in their courses, considering the access and
support mechanisms in their placements. The use of technology is viewed as one of the tools that teachers can rely on when
developing appropriate materials and practices.
In each programs’ methods courses, candidates learn to use those technologies which can be most effectively integrated
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into the curriculum for increased student learning. In addition to methods courses, faculty members throughout SETH
teach candidates to develop their use of emerging technologies. For example, in EDU 623 (Topics in Literacy Education)
and EDU 619 (Children’s Literature), candidates have an opportunity to use podcasting and social media tools as
opportunities to use such tools for learning as well as imagine the use of such tools for teaching diverse learners and in
diverse settings. Candidates are asked to create their own blog site and comment on each other’s blogs. They are required to
frame their blogging from a critical literacy perspective. Candidates are also asked to create podcasts or audio files that are
shared via a class website with educators from around the globe.
Faculty also model the use of technology for candidates in their own courses through, Blackboard, AU’s online course
management system, through Wimba, AU’s synchronous online course delivery tool, and SETH’s most apparent
commitment to technology can be seen in the electronic portfolio and assessment management system. We feel that the use
of an electronic, developmental portfolio gives candidates the opportunity to grow as teachers. We believe that technology
should be used not only as a support to instructional delivery, but also a means by which candidates explore new ways of
thinking and reflect upon their current practice. As such, the electronic portfolio system assists candidates as they use
technology as an instructional tool during clinical experiences. This electronic portfolio system allows teacher-candidates to
develop a professional teaching portfolio, using video, audio and other multimedia tools, and also allows the candidates and
faculty to evaluate their experiences throughout the program. Graduate candidates are typically introduced to the portfolio
system during their first year in the program. Candidates retain alumni access to the system after completion of their
program in order to continue using it as a developmental and reflective tool. Candidates are required to demonstrate their
ability to effectively analyze data to improve teaching and learning through an assignment in the electronic based portfolio.
This assignment is evaluated during a candidate’s final semester in the program.
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
Yes
teach students who are limited English proficient effectively
Yes
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.
The unit prepares candidates in our general education program to work with students with disabilities and those who are
limited English proficient through field-based experiences and required academic coursework. All candidates preparing to
become general education teachers are required to take at least one course, EDU-541 Foundations of Special Education for
Exceptional Children or EDU-545 Overview of All Exceptionalities: The Arts in Special Education, that focuses on the field
of special education. In this course candidates learn how to participate as members of an individualized education program
team. They also learn effective strategies for differentiating instruction, and steps for creating inclusive classroom settings.
In addition, candidates are taught how to instruct students who are limited English proficient in their education courses.
Although candidates learn such strategies in all their courses, they are specifically taught them in EDU 522: Principles of
Effective Methods of Instruction, and EDU 609: Effective Teaching for Diverse Learners. In these courses candidates
complete assignments that require them to design effective lessons for diverse learners. Moreover, field-based supervisors
discuss strategies for working with diverse learners as part of the field observation process.
Does your program prepare special education teachers to:
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teach students with disabilities effectively
Yes
participate as a member of individualized education program teams
Yes
teach students who are limited English proficient effectively
Yes
Provide a description of 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.
The unit prepares candidates in our special education program to work with students with disabilities and those who are
limited English proficient through field-based experiences and required coursework. All candidates preparing to become
special education teachers learn differentiated teaching strategies across content areas. In their courses candidates learn
how to participate as a member of an individualized education program team and about inclusive education practices. In
addition, candidates learn strategies for teaching students who are limited English proficient. Although candidates learn
such strategies in all their courses, they are specifically taught about them in EDU 644: Language Development and
Remediation. Course instructors are required to complete assignments that require them to reflect on how to work with
diverse learners. Moreover, field-based supervisors discuss strategies for working with diverse learners as part of the field
observation process.
Section VII. Contextual Information
Please use this space to provide any additional information that describes your teacher preparation
program(s). You may also attach information to this report card. The U.S. Department of Education is
especially interested in any evaluation plans or interim or final reports that may be available.
Supporting Files
American University
Alternative, IHE-based Program
2010-11
Contact Us - Glossary - Log out
Title II, Higher Education Act
OMB Control No.: 1840-0744 (exp. 9/30/2012)
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