2011 - 2012 Title II Report Card - Traditional SUBMIT REPORTS

4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Traditional SUBMIT REPORTS Contact Us - Glossary - Log out American University Traditional Program 2011-12 Print Report Card Institution Information Name of Institution: American University Institution/Program Type: Traditional Academic Year: 2011-12 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 an HEA Title II Teacher Quality Partnership (TQP) grant awarded by the U.S. Department of Education? (http://www2.ed.gov/about/offices/list/oii/tqp/index.html) No If yes, provide the following: Award year: Grantee name: Project name: Grant number: List partner districts/LEAs: List other partners: Project Type: https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 1/23 4/26/13 Print Report Card Section I.a Program Information2011 - 2012 Title II Report Card - Traditional List each teacher preparation program included in your traditional route. Indicate if your program or programs participate in a Teacher Quality Partnership Grant awarded by the U.S. Department of Education as described at http://www2.ed.gov/about/offices/list/oii/tqp/index.html. Teacher Quality Teacher Preparation Programs Partnership Grant Member? BA, Elementary Education No BA/BS, K-12 Education (Art, PE, French, Spanish, Performing Arts) No BA/BS, Secondary Education (Math, Biology, Chemistry, Physics, Social Studies, English) No Certificate, K-12 ( (Art, PE, French, Spanish, Performing Arts, TESOL) No Certificate, Early Childhood Education No Certificate, Elementary Education No Certificate, K-12 ( (Art, PE, French, Spanish, Performing Arts, TESOL) No Certificate, Secondary Education (Math, Biology, Chemistry, Physics, Social Studies, English) No MA, Special Education: Learning Disabilities No MAT, Early Childhood Education No MAT, Elementary Education No MAT, K-12 ( (Art, PE, French, Spanish, Performing Arts, TESOL) No MAT, Secondary Education (Math, Biology, Chemistry, Physics, Social Studies, English) No Total number of teacher preparation programs: 13 Section I.b Admissions 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 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;; 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. https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 2/23 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Traditional 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 Undergraduate Requirements Please provide the following information about your teacher preparation program's entry and exit requirements. (§205(a)(1)(C)(i)) Are there initial teacher certification programs at the undergraduate level? Yes If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Undergraduate level. Element Required for Entry Required for Exit Transcript No Yes Fingerprint check No Yes Background check No Yes Minimum number of courses/credits/semester hours completed Yes Yes Minimum GPA Yes Yes Minimum GPA in content area coursework Yes Yes Minimum GPA in professional education coursework Yes Yes Minimum ACT score No No Minimum SAT score No No Minimum basic skills test score Yes No Subject area/academic content test or other subject matter verification No Yes Recommendation(s) Yes No Essay or personal statement Yes No Interview No No Other Professional Teaching Portfolio No Yes What is the minimum GPA required for admission into the program? 2.7 What was the median GPA of individuals accepted into the program in academic year 2011-12 3.67 What is the minimum GPA required for completing the program? 3 What was the median GPA of individuals completing the program in academic year 2011-12 3.57 Section I.b Postgraduate Requirements Please provide the following information about your teacher preparation program's entry and exit https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 3/23 4/26/13 Print Report Card requirements. (§205(a)(1)(C)(i)) 2011 - 2012 Title II Report Card - Traditional Are there initial teacher certification programs at the postgraduate level? Yes If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Postgraduate level. Element Required for Entry Required for Exit Transcript Yes Yes Fingerprint check No Yes Background check No Yes Minimum number of courses/credits/semester hours completed Yes Yes Minimum GPA Yes Yes Minimum GPA in content area coursework Yes Yes Minimum GPA in professional education coursework Yes Yes Minimum ACT score No No Minimum SAT score No No Minimum basic skills test score Yes Yes Subject area/academic content test or other subject matter verification Yes Yes Recommendation(s) Yes No Essay or personal statement Yes No Interview No No Other Professional Teaching Portfolio No Yes What is the minimum GPA required for admission into the program? 3 What was the median GPA of individuals accepted into the program in academic year 2011-12 3.34 What is the minimum GPA required for completing the program? 3 What was the median GPA of individuals completing the program in academic year 2011-12 3.93 Section I.c 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 2011-12: https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 143 4/23 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Traditional Unduplicated number of males enrolled in 2011-12: 24 Unduplicated number of females enrolled in 2011-12: 119 2011-12 Number enrolled Ethnicity Hispanic/Latino of any race: 4 Race American Indian or Alaska Native: 0 Asian: 4 Black or African American: 5 Native Hawaiian or Other Pacific Islander: 0 White: 88 Two or more races: 2 Section I.d Supervised Experience Provide the following information about supervised clinical experience in 2011-12. Average number of clock hours of supervised clinical experience required prior to student teaching 200 Average number of clock hours required for student teaching 420 Average number of clock hours required for mentoring/induction support 0 Number of full-time equivalent faculty supervising clinical experience during this academic year 1 Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff) 27 Number of students in supervised clinical experience during this academic year 73 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.) Observation includes observing and evaluating assigned cooperating teachers as well as other teachers in the school. https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 5/23 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Traditional Participation includes assisting the teacher with implementation of classroom objectives. Section I.e Teachers Prepared by Subject Area Please provide the number of teachers prepared by subject area for academic year 2011-12. 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 Education - General Number Prepared Teacher Education - Special Education 13 Teacher Education - Early Childhood Education 0 Teacher Education - Elementary Education 19 Teacher Education - Junior High/Intermediate/Middle School Education Teacher Education - Secondary Education 25 Teacher Education - Multiple Levels 7 Teacher Education - Agriculture Teacher Education - Art 1 Teacher Education - Business Teacher Education - English/Language Arts 4 Teacher Education - Foreign Language Teacher Education - Health 2 Teacher Education - Family and Consumer Sciences/Home Economics Teacher Education - Technology Teacher Education/Industrial Arts Teacher Education - Mathematics 7 Teacher Education - Music 1 Teacher Education - Physical Education and Coaching 2 Teacher Education - Reading Teacher Education - Science Teacher Education/General Science Teacher Education - Social Science Teacher Education - Social Studies 13 Teacher Education - Technical Education Teacher Education - Computer Science Teacher Education - Biology 1 Teacher Education - Chemistry Teacher Education - Drama and Dance Teacher Education - French Teacher Education - German https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 6/23 4/26/13 Print Report Card Teacher Education- History 2011 - 2012 Title II Report Card - Traditional 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 4 Teacher Education - Bilingual, Multilingual, and Multicultural Education Education - Other Specify: Section I.e Teachers Prepared by Academic Major Please provide the number of teachers prepared by academic major for academic year 2011-12. 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 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 Number Prepared 13 19 23 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 https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 7/23 4/26/13 Teacher Education - Science Print Report Card 2011 - 2012 Title II Report Card - Traditional 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 Social Sciences Anthropology Economics Geography and Cartography Political Science and Government 1 Sociology Visual and Performing Arts History 4 Foreign Languages Family and Consumer Sciences/Human Sciences English Language/Literature 2 Philosophy and Religious Studies Agriculture https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 8/23 4/26/13 Communication or Journalism Print Report Card 2011 - 2012 Title II Report Card - Traditional Engineering Biology 1 Mathematics and Statistics 1 Physical Sciences Astronomy and Astrophysics Atmospheric Sciences and Meteorology Chemistry Geological and Earth Sciences/Geosciences Physics Business/Business Administration/Accounting Computer and Information Sciences Other Specify: Section I.f Program Completers Provide the total number of teacher preparation program completers in each of the following academic years: 2011-12: 65 2010-11: 48 2009-10: 47 Section II. Annual Goals - Mathematics Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential 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. (§205(a)(1)(A)(ii), §206(a)) Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html. Please provide the information below about your program's goals to increase the number of prospective teachers in mathematics in each of three academic years. Academic year 2011-12 Did your program prepare teachers in mathematics in 2011-12? Yes How many prospective teachers did your program plan to add in mathematics in 2011-12? 6 https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 9/23 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Traditional Did your program meet the goal for prospective teachers set in mathematics in 2011-12? Yes Description of strategies used to achieve goal, if applicable: Faculty from the School of Education, Teaching, and Health continued collaborating with faculty 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, if applicable: We will continue to work closely with the department of Mathematics and Statistics and with the related Science Departments on the recruitment of applicants to the program. We are working to increase the diversity of math candidates. Provide any additional comments, exceptions and explanations below: Academic year 2012-13 Is your program preparing teachers in mathematics in 2012-13? Yes How many prospective teachers did your program plan to add in mathematics in 2012-13? 6 Provide any additional comments, exceptions and explanations below: 4 were Math for America students, 2 were traditional MAT Academic year 2013-14 Will your program prepare teachers in mathematics in 2013-14? Yes How many prospective teachers does your program plan to add in mathematics in 2013-14? 8 Provide any additional comments, exceptions and explanations below: We are expecting 8 new Math for America students. Section II. Annual Goals - Science Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential 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. (§205(a)(1)(A)(ii), §206(a)) Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html. https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 10/23 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Traditional Please provide the information below about your program's goals to increase the number of prospective teachers in science in each of three academic years. Academic year 2011-12 Did your program prepare teachers in science in 2011-12? Yes How many prospective teachers did your program plan to add in science in 2011-12? 1 Did your program meet the goal for prospective teachers set in science in 2011-12? Yes Description of strategies used to achieve goal, if applicable: 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, if applicable: 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. Provide any additional comments, exceptions and explanations below: Academic year 2012-13 Is your program preparing teachers in science in 2012-13? Yes How many prospective teachers did your program plan to add in science in 2012-13? 2 Provide any additional comments, exceptions and explanations below: Academic year 2013-14 Will your program prepare teachers in science in 2013-14? Yes How many prospective teachers does your program plan to add in science in 2013-14? 6 Provide any additional comments, exceptions and explanations below: Our new Lab2Class program is beginning in 2013-2014. https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 11/23 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Traditional Section II. Annual Goals - Special Education Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential 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. (§205(a)(1)(A)(ii), §206(a)) Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html. Please provide the information below about your program's goals to increase the number of prospective teachers in special education in each of three academic years. Academic year 2011-12 Did your program prepare teachers in special education in 2011-12? Yes How many prospective teachers did your program plan to add in special education in 2011-12? 13 Did your program meet the goal for prospective teachers set in special education in 2011-12? Yes Description of strategies used to achieve goal, if applicable: Faculty and staff from the department met with prospective candidates on a regular basis. We have also begun to recruit more students into our BA/MA program with the psychology department on campus, and have built a set of disability studies courses and projects to increase awareness of careers in special education. 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, if applicable: 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. Provide any additional comments, exceptions and explanations below: Academic year 2012-13 Is your program preparing teachers in special education in 2012-13? Yes How many prospective teachers did your program plan to add in special education in 2012-13? 5 Provide any additional comments, exceptions and explanations below: Academic year 2013-14 Will your program prepare teachers in special education in 2013-14? Yes https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 12/23 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Traditional How many prospective teachers does your program plan to add in special education in 2013-14? 5 Provide any additional comments, exceptions and explanations below: We have been receiving an increasing amount of interested undergraduate students at AU to continue their education studies in graduate special education. Section II. Annual Goals - LEP Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential 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. (§205(a)(1)(A)(ii), §206(a)) Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html. Please provide the information below about your program's goals to increase the number of prospective teachers in instruction of limited English proficient students in each of three academic years. Academic year 2011-12 Did your program prepare teachers in instruction of limited English proficient students in 2011-12? Yes How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2011-12? 1 Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2011-12? Yes Description of strategies used to achieve goal, if applicable: 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, if applicable: We will continue to work closely with faculty from the department of World Languages and Cultures on the recruitment of applicants to the program. We are working to increase the diversity of ESOL candidates. Provide any additional comments, exceptions and explanations below: Academic year 2012-13 Is your program preparing teachers in instruction of limited English proficient students in 2012-13? Yes How many prospective teachers did your program plan to add in instruction of limited English proficient https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 13/23 4/26/13 students in 2012-13? Print Report Card 2011 - 2012 Title II Report Card - Traditional 2 Provide any additional comments, exceptions and explanations below: Academic year 2013-14 Will your program prepare teachers in instruction of limited English proficient students in 2013-14? Yes How many prospective teachers does your program plan to add in instruction of limited English proficient students in 2013-14? 2 Provide any additional comments, exceptions and explanations below: Section II. Assurances Please certify that your institution is in compliance with the following assurances. (§205(a)(1)(A)(iii), §206(b)) Note: Be prepared to provide documentation and evidence for your responses, when requested, to support the following assurances. Preparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and recruitment trends. Yes Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom. Yes Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects. Yes Prospective general education teachers are prepared to provide instruction to students with disabilities. Yes Prospective general education teachers are prepared to provide instruction to limited English proficient students. Yes Prospective general education teachers are prepared to provide instruction to students from low-income families. Yes Prospective teachers are prepared 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 https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 14/23 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Traditional 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 Assessment code - Assessment name Number Test Company taking Group tests ETS0235 -BIOLOGY CONTENT KNOWLEDGE Number Pass Avg. scaled passing rate score (%) tests 1 1 1 8 3 1 2 14 159 14 100 17 160 17 100 3 Educational Testing Service (ETS) Other enrolled students ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10 ETS0353 -ED OF EXCEPTIONAL STUDENTS CORE CK Educational Testing Service (ETS) All program completers, 2009-10 ETS0021 -EDUCATION OF YOUNG CHILDREN Educational Testing Service (ETS) All program completers, 2010-11 ETS0012 -ELEM ED CONTENT AREA EXERCISES Educational Testing Service (ETS) Other enrolled students ETS0012 -ELEM ED CONTENT AREA EXERCISES Educational Testing Service (ETS) All program completers, 2011-12 ETS0012 -ELEM ED CONTENT AREA EXERCISES Educational Testing Service (ETS) All program completers, 2010-11 ETS0012 -ELEM ED CONTENT AREA EXERCISES Educational Testing Service (ETS) All program completers, 2009-10 ETS0014 -ELEM ED CONTENT KNOWLEDGE https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 15/23 4/26/13 Educational Testing Service (ETS) Print Report Card 2011 - 2012 Title II Report Card - Traditional Other enrolled students ETS0014 -ELEM ED CONTENT KNOWLEDGE 13 177 13 100 16 180 16 100 17 172 17 100 1 2 2 3 5 1 3 5 1 1 1 2 Educational Testing Service (ETS) All program completers, 2011-12 ETS0014 -ELEM ED CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2010-11 ETS0014 -ELEM ED CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10 ETS5015 -ELEM ED INSTR PRACTICE AND APPL (CD) Educational Testing Service (ETS) All program completers, 2010-11 ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 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 ETS0043 -ENG LANG LIT COMP PEDAGOGY Educational Testing Service (ETS) All program completers, 2011-12 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 ETS0360 -ENGLISH TO SPEAKERS OF OTHER LANGUAGES Educational Testing Service (ETS) Other enrolled students ETS0360 -ENGLISH TO SPEAKERS OF OTHER 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 ETS0361 -ENGLISH TO SPEAKERS OF OTHER LANGUAGES II https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 16/23 4/26/13 Educational Testing Service (ETS) Print Report Card 2011 - 2012 Title II Report Card - Traditional Other enrolled students ETS0361 -ENGLISH TO SPEAKERS OF OTHER LANGUAGES II 1 1 1 8 8 1 4 11 169 11 100 6 5 11 175 11 100 6 5 1 6 Educational Testing Service (ETS) All program completers, 2011-12 ETS0361 -ENGLISH TO SPEAKERS OF OTHER LANGUAGES II Educational Testing Service (ETS) All program completers, 2010-11 ETS5174 -FRENCH WORLD LANGUAGE (CD) Educational Testing Service (ETS) All program completers, 2010-11 GRE-W -GRADUATE RECORD EXAMINATION - ANALYTICAL WRITING State Other enrolled students GRE-V/Q -GRADUATE RECORD EXAMINATION - VERBAL AND QUANTITATIVE State Other enrolled students ETS0234 -LIFE SCIENCE PEDAGOGY Educational Testing Service (ETS) All program completers, 2009-10 ETS0061 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students ETS0061 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 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 ETS0065 -MATHEMATICS PEDAGOGY Educational Testing Service (ETS) All program completers, 2011-12 ETS0065 -MATHEMATICS PEDAGOGY Educational Testing Service (ETS) All program completers, 2010-11 ETS0065 -MATHEMATICS PEDAGOGY Educational Testing Service (ETS) All program completers, 2009-10 ETS0483 -PHYSICAL SCIENCE PEDAGOGY Educational Testing Service (ETS) All program completers, 2010-11 ETS0730 -PRAXIS I MATHEMATICS https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 17/23 4/26/13 Educational Testing Service (ETS) Print Report Card 2011 - 2012 Title II Report Card - Traditional All enrolled students who have completed all nonclinical courses ETS0730 -PRAXIS I MATHEMATICS 87 182 82 94 54 184 51 94 43 183 40 93 38 183 38 100 6 86 182 85 99 54 183 54 100 43 183 43 100 37 182 37 100 6 86 180 86 100 54 181 54 100 43 180 43 100 37 180 37 100 4 Educational Testing Service (ETS) Other enrolled students ETS0730 -PRAXIS I MATHEMATICS Educational Testing Service (ETS) All program completers, 2011-12 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 ETS0710 -PRAXIS I READING Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses ETS0710 -PRAXIS I READING Educational Testing Service (ETS) Other enrolled students ETS0710 -PRAXIS I READING Educational Testing Service (ETS) All program completers, 2011-12 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 ETS0720 -PRAXIS I WRITING Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses ETS0720 -PRAXIS I WRITING Educational Testing Service (ETS) Other enrolled students ETS0720 -PRAXIS I WRITING Educational Testing Service (ETS) All program completers, 2011-12 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 ETS0624 -PRINC LEARNING AND TEACHING 7-12 II https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 18/23 4/26/13 Educational Testing Service (ETS) Print Report Card 2011 - 2012 Title II Report Card - Traditional All enrolled students who have completed all nonclinical courses ETS0624 -PRINC LEARNING AND TEACHING 7-12 II 1 9 1 4 13 177 13 100 15 15 100 1 9 5 1 3 13 178 13 100 6 7 1 Educational Testing Service (ETS) Other enrolled students ETS0624 -PRINC LEARNING AND TEACHING 7-12 II Educational Testing Service (ETS) All program completers, 2011-12 ETS0621 -PRINC LEARNING AND TEACHING EARLY CHILD II Educational Testing Service (ETS) Other enrolled students ETS0622 -PRINC LEARNING AND TEACHING K-6 II Educational Testing Service (ETS) Other enrolled students ETS0622 -PRINC LEARNING AND TEACHING K-6 II Educational Testing Service (ETS) All program completers, 2011-12 SAT -SCHOLASTIC APTITUDE TEST State Other enrolled students ETS0354 -SE CORE KNOWLEDGE & APPLICATIONS Educational Testing Service (ETS) Other enrolled students ETS0354 -SE CORE KNOWLEDGE & APPLICATIONS Educational Testing Service (ETS) All program completers, 2011-12 ETS0354 -SE CORE KNOWLEDGE & APPLICATIONS Educational Testing Service (ETS) All program completers, 2010-11 ETS0354 -SE CORE KNOWLEDGE & APPLICATIONS Educational Testing Service (ETS) All program completers, 2009-10 ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 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 ETS0084 -SOCIAL STUDIES PEDAGOGY Educational Testing Service (ETS) https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 19/23 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Traditional All enrolled students who have completed all nonclinical courses ETS0084 -SOCIAL STUDIES PEDAGOGY 7 6 7 1 Educational Testing Service (ETS) All program completers, 2011-12 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 ETS0841 -WORLD LANGUAGE PEDAGOGY Educational Testing Service (ETS) All program completers, 2010-11 Section III. Summary Rates Number Number Pass Group taking tests passing rate tests (%) Other enrolled students 50 50 100 All program completers, 2011-12 58 54 93 All program completers, 2010-11 44 40 91 All program completers, 2009-10 48 48 100 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 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 Provide the following information about the use of technology in your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request. Does your program prepare teachers to: integrate technology effectively into curricula and instruction Yes https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 20/23 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Traditional 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 the evidence that your program uses to show that it 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 the evidence your program uses to show that it 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 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 Provide the following information about your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request. Does your program prepare general education teachers to: teach students with disabilities effectively https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 21/23 4/26/13 Print Report Card Yes 2011 - 2012 Title II Report Card - Traditional participate as a member of individualized education program teams Yes teach students who are limited English proficient effectively Yes Provide a description of the evidence your program uses to show that it 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 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 the evidence your program uses to show that it 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 and diagnostic perspective 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 https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 22/23 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Traditional 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 2011-12 Contact Us - Glossary - Log out Title II, Higher Education Act OMB Control No.: 1840-0744 (exp. 12/31/2015) https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 23/23 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Alternative SUBMIT REPORTS Contact Us - Glossary - Log out American University Alternative, IHE-based Program 2011-12 Print Report Card Institution Information Name of Institution: American University Institution/Program Type: Alternative, IHE-based Academic Year: 2011-12 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 an HEA Title II Teacher Quality Partnership (TQP) grant awarded by the U.S. Department of Education? (http://www2.ed.gov/about/offices/list/oii/tqp/index.html) No If yes, provide the following: Award year: Grantee name: Project name: Grant number: List partner districts/LEAs: List other partners: Project Type: https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 1/22 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Alternative Section I.a Program Information List each teacher preparation program included in your alternative, ihe-based route. Indicate if your program or programs participate in a Teacher Quality Partnership Grant awarded by the U.S. Department of Education as described at http://www2.ed.gov/about/offices/list/oii/tqp/index.html. Teacher Quality Teacher Preparation Programs Partnership Grant Member? Certificate, Early Childhood Education No Certificate, Elementary Education No Certificate, K-12 ( (Art, PE, French, Spanish, Performing Arts, TESOL) No Certificate, Secondary Education (Math, Biology, Physics, Science, Social Studies, English) No MA, Special Education: Learning Disabilities No MAT, Early Childhood Education No MAT, Elementary Education No MAT, K-12 (Art, PE, French, Spanish, Performing Arts, TESOL) No MAT, Secondary Education (Math, Biology, Physics, Science, Social Studies, English) No Total number of teacher preparation programs: 9 Section I.b Admissions Indicate when students are formally admitted into your initial teacher certification program: Postgraduate Does your initial teacher certification program conditionally admit students? Yes Provide a link to your website where additional information about admissions requirements can be found: http://www.american.edu/CAS/seth/ 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 Undergraduate Requirements Please provide the following information about your teacher preparation program's entry and exit requirements. (§205(a)(1)(C)(i)) Are there initial teacher certification programs at the undergraduate level? No If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Undergraduate level. Element https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx Required for Entry Required for Exit 2/22 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Alternative Transcript Fingerprint check Background check Minimum number of courses/credits/semester hours completed Minimum GPA Minimum GPA in content area coursework Minimum GPA in professional education coursework Minimum ACT score Minimum SAT score Minimum basic skills test score Subject area/academic content test or other subject matter verification Recommendation(s) Essay or personal statement Interview Other What is the minimum GPA required for admission into the program? What was the median GPA of individuals accepted into the program in academic year 2011-12 What is the minimum GPA required for completing the program? What was the median GPA of individuals completing the program in academic year 2011-12 Section I.b Postgraduate Requirements Please provide the following information about your teacher preparation program's entry and exit requirements. (§205(a)(1)(C)(i)) Are there initial teacher certification programs at the postgraduate level? Yes If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Postgraduate level. Element Required for Entry Required for Exit Transcript Yes Yes Fingerprint check No Yes Background check No Yes Minimum number of courses/credits/semester hours completed Yes Yes Minimum GPA Yes Yes Minimum GPA in content area coursework Yes Yes Minimum GPA in professional education coursework No Yes Minimum ACT score No No https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 3/22 4/26/13 Print Report Card Minimum SAT score 2011 - 2012 Title II Report Card No - Alternative No Minimum basic skills test score Yes Yes Subject area/academic content test or other subject matter verification Yes Yes Recommendation(s) Yes No Essay or personal statement Yes No Interview No No Other Professional Teaching Portfolio No Yes What is the minimum GPA required for admission into the program? 3 What was the median GPA of individuals accepted into the program in academic year 2011-12 3.34 What is the minimum GPA required for completing the program? 3 What was the median GPA of individuals completing the program in academic year 2011-12 3.93 Section I.c 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 2011-12: 166 Unduplicated number of males enrolled in 2011-12: 54 Unduplicated number of females enrolled in 2011-12: 112 2011-12 Number enrolled Ethnicity Hispanic/Latino of any race: 6 Race American Indian or Alaska Native: 2 Asian: 1 Black or African American: 29 Native Hawaiian or Other Pacific Islander: 0 White: 65 Two or more races: https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 1 4/22 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Alternative Section I.d Supervised Experience Provide the following information about supervised clinical experience in 2011-12. Average number of clock hours of supervised clinical experience required prior to student teaching 0 Average number of clock hours required for student teaching 620 Average number of clock hours required for mentoring/induction support 30 Number of full-time equivalent faculty supervising clinical experience during this academic year 0 Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff) 15 Number of students in supervised clinical experience during this academic year 31 Please provide any additional information about or descriptions of the supervised clinical experiences: Alternative route teachers are fulltime, teachers of record in DC Public and Public Charter Schools. The majority of these teachers are placed in high need schools. They complete of minimum of 620 clock-hours in each licensure area and are supervised by university clinical faculty members. They complete the same assessments as traditional route candidates. Some clinical faculty supervise traditional and alternative route candidates. Section I.e Teachers Prepared by Subject Area Please provide the number of teachers prepared by subject area for academic year 2011-12. 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 9 Teacher Education - Elementary Education 6 Teacher Education - Junior High/Intermediate/Middle School Education Teacher Education - Secondary Education 67 Teacher Education - Multiple Levels 18 Teacher Education - Agriculture Teacher Education - Art Teacher Education - Business Teacher Education - English/Language Arts 12 Teacher Education - Foreign Language 16 Teacher Education - Health 2 Teacher Education - Family and Consumer Sciences/Home Economics Teacher Education - Technology Teacher Education/Industrial Arts Teacher Education - Mathematics Teacher Education - Music https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 26 5/22 4/26/13 Print Report Card 2011 - 2012 Title II Report Card Teacher Education - Physical Education and Coaching - Alternative Teacher Education - Reading Teacher Education - Science Teacher Education/General Science Teacher Education - Social Science Teacher Education - Social Studies 6 Teacher Education - Technical Education Teacher Education - Computer Science Teacher Education - Biology 14 Teacher Education - Chemistry 8 Teacher Education - Drama and Dance Teacher Education - French 1 Teacher Education - German Teacher Education- History Teacher Education - Physics Teacher Education - Spanish 15 Teacher Education - Speech Teacher Education - Geography Teacher Education - Latin Teacher Education - Psychology Teacher Education - Earth Science Teacher Education - English as a Second Language 3 Teacher Education - Bilingual, Multilingual, and Multicultural Education Education - Other Specify: Section I.e Teachers Prepared by Academic Major Please provide the number of teachers prepared by academic major for academic year 2011-12. 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 Teacher Education - Early Childhood Education 9 Teacher Education - Elementary Education 6 Teacher Education - Junior High/Intermediate/Middle School Education Teacher Education - Secondary Education https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 85 6/22 4/26/13 Teacher Education - Agriculture Print Report Card 2011 - 2012 Title II Report Card - Alternative 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 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 Social Sciences https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 7/22 4/26/13 Anthropology Print Report Card 2011 - 2012 Title II Report Card - Alternative Economics Geography and Cartography Political Science and Government Sociology Visual and Performing Arts History Foreign Languages Family and Consumer Sciences/Human Sciences English Language/Literature Philosophy and Religious Studies Agriculture Communication or Journalism Engineering Biology Mathematics and Statistics Physical Sciences Astronomy and Astrophysics Atmospheric Sciences and Meteorology Chemistry Geological and Earth Sciences/Geosciences Physics Business/Business Administration/Accounting Computer and Information Sciences Other Specify: Section I.f Program Completers Provide the total number of teacher preparation program completers in each of the following academic years: 2011-12: 104 2010-11: 167 2009-10: 128 Section II. Annual Goals - Mathematics Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 8/22 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Alternative 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. (§205(a)(1)(A)(ii), §206(a)) Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html. Please provide the information below about your program's goals to increase the number of prospective teachers in mathematics in each of three academic years. Academic year 2011-12 Did your program prepare teachers in mathematics in 2011-12? Yes How many prospective teachers did your program plan to add in mathematics in 2011-12? 0 Did your program meet the goal for prospective teachers set in mathematics in 2011-12? Yes Description of strategies used to achieve goal, if applicable: 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. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable: Provide any additional comments, exceptions and explanations below: Academic year 2012-13 Is your program preparing teachers in mathematics in 2012-13? No How many prospective teachers did your program plan to add in mathematics in 2012-13? Provide any additional comments, exceptions and explanations below: Academic year 2013-14 Will your program prepare teachers in mathematics in 2013-14? No How many prospective teachers does your program plan to add in mathematics in 2013-14? Provide any additional comments, exceptions and explanations below: Section II. Annual Goals - Science Each institution of higher education (IHE) that conducts a traditional teacher preparation program https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 9/22 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Alternative (including programs that offer any ongoing professional development programs) or alternative route to state credential 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. (§205(a)(1)(A)(ii), §206(a)) Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html. Please provide the information below about your program's goals to increase the number of prospective teachers in science in each of three academic years. Academic year 2011-12 Did your program prepare teachers in science in 2011-12? Yes How many prospective teachers did your program plan to add in science in 2011-12? 0 Did your program meet the goal for prospective teachers set in science in 2011-12? Yes Description of strategies used to achieve goal, if applicable: 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. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable: Provide any additional comments, exceptions and explanations below: Academic year 2012-13 Is your program preparing teachers in science in 2012-13? No How many prospective teachers did your program plan to add in science in 2012-13? Provide any additional comments, exceptions and explanations below: Academic year 2013-14 Will your program prepare teachers in science in 2013-14? No How many prospective teachers does your program plan to add in science in 2013-14? Provide any additional comments, exceptions and explanations below: https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 10/22 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Alternative Section II. Annual Goals - Special Education Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential 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. (§205(a)(1)(A)(ii), §206(a)) Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html. Please provide the information below about your program's goals to increase the number of prospective teachers in special education in each of three academic years. Academic year 2011-12 Did your program prepare teachers in special education in 2011-12? No How many prospective teachers did your program plan to add in special education in 2011-12? Did your program meet the goal for prospective teachers set in special education in 2011-12? Description of strategies used to achieve goal, if applicable: Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable: Provide any additional comments, exceptions and explanations below: Academic year 2012-13 Is your program preparing teachers in special education in 2012-13? No How many prospective teachers did your program plan to add in special education in 2012-13? Provide any additional comments, exceptions and explanations below: Academic year 2013-14 Will your program prepare teachers in special education in 2013-14? No How many prospective teachers does your program plan to add in special education in 2013-14? Provide any additional comments, exceptions and explanations below: Section II. Annual Goals - LEP Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential 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. (§205(a)(1)(A)(ii), §206(a)) Information about teacher shortage areas can be found at https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 11/22 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Alternative http://www2.ed.gov/about/offices/list/ope/pol/tsa.html. Please provide the information below about your program's goals to increase the number of prospective teachers in instruction of limited English proficient students in each of three academic years. Academic year 2011-12 Did your program prepare teachers in instruction of limited English proficient students in 2011-12? Yes How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2011-12? 0 Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2011-12? Yes Description of strategies used to achieve goal, if applicable: 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. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable: Provide any additional comments, exceptions and explanations below: Academic year 2012-13 Is your program preparing teachers in instruction of limited English proficient students in 2012-13? No How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2012-13? Provide any additional comments, exceptions and explanations below: Academic year 2013-14 Will your program prepare teachers in instruction of limited English proficient students in 2013-14? No How many prospective teachers does your program plan to add in instruction of limited English proficient students in 2013-14? Provide any additional comments, exceptions and explanations below: Section II. Assurances Please certify that your institution is in compliance with the following assurances. (§205(a)(1)(A)(iii), https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 12/22 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Alternative §206(b)) Note: Be prepared to provide documentation and evidence for your responses, when requested, to support the following assurances. Preparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and recruitment trends. Yes Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom. Yes Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects. Yes Prospective general education teachers are prepared to provide instruction to students with disabilities. Yes Prospective general education teachers are prepared to provide instruction to limited English proficient students. Yes Prospective general education teachers are prepared to provide instruction to students from low-income families. Yes Prospective teachers are prepared 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 process for National Council for Accreditation of Teacher Education and the Council for Exceptional Children. Section III. Assessment Rates Assessment code - Assessment name Number Test Company taking Group tests ETS0235 -BIOLOGY CONTENT KNOWLEDGE Number Pass Avg. scaled passing rate score 2 (%) tests Educational Testing Service (ETS) Other enrolled students https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 13/22 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Alternative 9 ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 ETS0235 -BIOLOGY CONTENT KNOWLEDGE 13 170 13 100 8 7 2 4 2 2 1 5 1 4 1 4 13 158 11 85 36 162 34 94 Educational Testing Service (ETS) All program completers, 2010-11 ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10 ETS0245 -CHEMISTRY CONTENT KNOWLEDGE II Educational Testing Service (ETS) All program completers, 2011-12 ETS0245 -CHEMISTRY CONTENT KNOWLEDGE II Educational Testing Service (ETS) All program completers, 2010-11 ETS0245 -CHEMISTRY CONTENT KNOWLEDGE II Educational Testing Service (ETS) All program completers, 2009-10 ETS0022 -EARLY CHILDHOOD CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students ETS0022 -EARLY CHILDHOOD CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 ETS0353 -ED OF EXCEPTIONAL STUDENTS CORE CK Educational Testing Service (ETS) All program completers, 2011-12 ETS0021 -EDUCATION OF YOUNG CHILDREN Educational Testing Service (ETS) All program completers, 2011-12 ETS0021 -EDUCATION OF YOUNG CHILDREN Educational Testing Service (ETS) All program completers, 2010-11 ETS0021 -EDUCATION OF YOUNG CHILDREN Educational Testing Service (ETS) All program completers, 2009-10 ETS0012 -ELEM ED CONTENT AREA EXERCISES Educational Testing Service (ETS) Other enrolled students ETS0012 -ELEM ED CONTENT AREA EXERCISES Educational Testing Service (ETS) All program completers, 2011-12 ETS0012 -ELEM ED CONTENT AREA EXERCISES Educational Testing Service (ETS) All program completers, 2010-11 ETS0012 -ELEM ED CONTENT AREA EXERCISES https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 14/22 4/26/13 Educational Testing Service (ETS) Print Report Card 2011 - 2012 Title II Report Card - Alternative All program completers, 2009-10 ETS0014 -ELEM ED CONTENT KNOWLEDGE 1 8 8 14 172 14 100 37 178 36 97 3 1 3 12 179 12 100 7 24 186 24 100 1 7 7 24 166 24 100 Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses ETS0014 -ELEM ED CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students ETS0014 -ELEM ED CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 ETS0014 -ELEM ED CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2010-11 ETS0014 -ELEM ED CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10 ETS5015 -ELEM ED INSTR PRACTICE AND APPL (CD) Educational Testing Service (ETS) All program completers, 2011-12 ETS5015 -ELEM ED INSTR PRACTICE AND APPL (CD) Educational Testing Service (ETS) All program completers, 2010-11 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, 2011-12 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 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, 2011-12 ETS0043 -ENG LANG LIT COMP PEDAGOGY Educational Testing Service (ETS) All program completers, 2010-11 ETS0043 -ENG LANG LIT COMP PEDAGOGY https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 15/22 4/26/13 Educational Testing Service (ETS) Print Report Card 2011 - 2012 Title II Report Card - Alternative All program completers, 2009-10 ETS0360 -ENGLISH TO SPEAKERS OF OTHER LANGUAGES 1 7 3 5 1 1 1 1 3 12 158 12 100 7 2 1 1 16 161 16 100 Educational Testing Service (ETS) All program completers, 2011-12 ETS0360 -ENGLISH TO SPEAKERS OF OTHER LANGUAGES Educational Testing Service (ETS) All program completers, 2009-10 ETS0361 -ENGLISH TO SPEAKERS OF OTHER LANGUAGES II Educational Testing Service (ETS) All program completers, 2011-12 ETS0361 -ENGLISH TO SPEAKERS OF OTHER LANGUAGES II Educational Testing Service (ETS) All program completers, 2010-11 ETS0435 -GENERAL SCI CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students ETS0435 -GENERAL SCI CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2010-11 ETS0435 -GENERAL SCI CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10 ETS0234 -LIFE SCIENCE PEDAGOGY Educational Testing Service (ETS) Other enrolled students ETS0234 -LIFE SCIENCE PEDAGOGY Educational Testing Service (ETS) All program completers, 2011-12 ETS0234 -LIFE SCIENCE PEDAGOGY Educational Testing Service (ETS) All program completers, 2010-11 ETS0234 -LIFE SCIENCE PEDAGOGY Educational Testing Service (ETS) All program completers, 2009-10 ETS0061 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students ETS0061 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 ETS0061 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2010-11 ETS0061 -MATHEMATICS CONTENT KNOWLEDGE https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 16/22 4/26/13 Educational Testing Service (ETS) Print Report Card 2011 - 2012 Title II Report Card - Alternative All program completers, 2009-10 ETS0065 -MATHEMATICS PEDAGOGY 1 1 1 16 168 16 100 1 1 2 6 1 33 181 32 97 71 184 69 97 57 183 56 98 109 185 108 99 30 180 30 100 71 183 71 100 Educational Testing Service (ETS) Other enrolled students ETS0065 -MATHEMATICS PEDAGOGY Educational Testing Service (ETS) All program completers, 2011-12 ETS0065 -MATHEMATICS PEDAGOGY Educational Testing Service (ETS) All program completers, 2010-11 ETS0065 -MATHEMATICS PEDAGOGY Educational Testing Service (ETS) All program completers, 2009-10 ETS0483 -PHYSICAL SCIENCE PEDAGOGY Educational Testing Service (ETS) Other enrolled students ETS0483 -PHYSICAL SCIENCE PEDAGOGY Educational Testing Service (ETS) All program completers, 2011-12 ETS0483 -PHYSICAL SCIENCE PEDAGOGY Educational Testing Service (ETS) All program completers, 2010-11 ETS0483 -PHYSICAL SCIENCE PEDAGOGY Educational Testing Service (ETS) All program completers, 2009-10 ETS0730 -PRAXIS I MATHEMATICS Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses ETS0730 -PRAXIS I MATHEMATICS Educational Testing Service (ETS) Other enrolled students ETS0730 -PRAXIS I MATHEMATICS Educational Testing Service (ETS) All program completers, 2011-12 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 ETS0710 -PRAXIS I READING Educational Testing Service (ETS) Other enrolled students ETS0710 -PRAXIS I READING https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 17/22 4/26/13 Educational Testing Service (ETS) Print Report Card 2011 - 2012 Title II Report Card - Alternative All program completers, 2011-12 ETS0710 -PRAXIS I READING 57 183 57 100 108 184 108 100 33 177 32 97 69 181 69 100 56 181 56 100 109 181 109 100 1 25 184 25 100 3 1 1 2 4 3 6 Educational Testing Service (ETS) All program completers, 2010-11 ETS0710 -PRAXIS I READING Educational Testing Service (ETS) All program completers, 2009-10 ETS0720 -PRAXIS I WRITING Educational Testing Service (ETS) Other enrolled students ETS0720 -PRAXIS I WRITING Educational Testing Service (ETS) All program completers, 2011-12 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 ETS0624 -PRINC LEARNING AND TEACHING 7-12 II Educational Testing Service (ETS) Other enrolled students ETS0624 -PRINC LEARNING AND TEACHING 7-12 II Educational Testing Service (ETS) All program completers, 2011-12 ETS0621 -PRINC LEARNING AND TEACHING EARLY CHILD II Educational Testing Service (ETS) All program completers, 2011-12 ETS0622 -PRINC LEARNING AND TEACHING K-6 II Educational Testing Service (ETS) Other enrolled students ETS0622 -PRINC LEARNING AND TEACHING K-6 II Educational Testing Service (ETS) All program completers, 2011-12 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 Educational Testing Service (ETS) Other enrolled students ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 18/22 4/26/13 All program completers, 2011-12 Print Report Card 2011 - 2012 Title II Report Card - Alternative ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE 8 5 1 8 5 10 185 10 100 2 8 5 10 178 9 90 2 8 9 2 Educational Testing Service (ETS) All program completers, 2010-11 ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10 ETS0084 -SOCIAL STUDIES PEDAGOGY Educational Testing Service (ETS) All program completers, 2011-12 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 ETS0191 -SPANISH CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 ETS0191 -SPANISH CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2010-11 ETS0191 -SPANISH CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10 ETS0194 -SPANISH PEDAGOGY Educational Testing Service (ETS) All program completers, 2009-10 ETS0192 -SPANISH PRODUCTIVE LANGUAGE SKILLS Educational Testing Service (ETS) All program completers, 2011-12 ETS0192 -SPANISH PRODUCTIVE LANGUAGE SKILLS Educational Testing Service (ETS) All program completers, 2010-11 ETS0192 -SPANISH PRODUCTIVE LANGUAGE SKILLS Educational Testing Service (ETS) All program completers, 2009-10 ETS0841 -WORLD LANGUAGE PEDAGOGY Educational Testing Service (ETS) All program completers, 2011-12 ETS0841 -WORLD LANGUAGE PEDAGOGY Educational Testing Service (ETS) All program completers, 2010-11 Section III. Summary Rates https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 19/22 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Alternative Number Number Pass Group taking tests passing rate tests (%) All program completers, 2011-12 74 67 91 All program completers, 2010-11 61 57 93 All program completers, 2009-10 124 119 96 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 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 Provide the following information about the use of technology in your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request. 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 the evidence that your program uses to show that it 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 the evidence your program uses to show that it 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 https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 20/22 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Alternative 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 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 Provide the following information about your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request. 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 the evidence your program uses to show that it 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 https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 21/22 4/26/13 Print Report Card 2011 - 2012 Title II Report Card - Alternative 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: 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 the evidence your program uses to show that it 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 2011-12 Contact Us - Glossary - Log out Title II, Higher Education Act OMB Control No.: 1840-0744 (exp. 12/31/2015) https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 22/22

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