ANNUAL DESCRIPTION OF DATA AND RESULTS REPORT
ON PRACTITIONER PREPARATION
Iowa Department of Education
Bureau of Educator Quality
Purposes of this report:
 Collect data on educator preparation to inform stakeholders
 Monitor the continuous improvement of educator preparation
 Collect data over time to inform/provide a bridge between accreditation reviews
Data entered in this report is for the period 1 July 2012 through 30 June 2013.
Part A: IHE/Program(s) information
Institutional Information:
1. Institution Name/Location:
Cornell College, Mt. Vernon, Iowa
2. Contact Person (name and title):
Jill Heinrich, Chair
3. Telephone Number:
319-895-4352
4. Email Address:
jheinrich@cornellcollege.edu
5 Type of Institution (check):
a. Public
b. Private Non-Profit
c. Private For Profit
X
6. Total IHE Enrollment:
a. Undergraduate
b. Graduate
1,100
0
7. Number of College/University Faculty
a. Full-time(non-minority):
b. Full-time(minority):
c. Part-time(non-minority):
d. Part-time(minority):
8. Number of Teacher Preparation Faculty*
a. Full-time(non-minority):
b. Full-time(minority):
c. Part-time(non-minority):
d. Part-time(minority):
9. Number of Administrator Preparation Faculty*
a. Full-time(non-minority):
b. Full-time(minority):
c. Part-time(non-minority):
d. Part-time(minority):
10. Number of Other Preparation Faculty* (other than teacher or administrator
preparation programs)**
a. Full-time(non-minority):
b. Full-time(minority):
c. Part-time(non-minority):
d. Part-time(minority):
Male
42
1
14
1
Female
40
6
16
4
0
0
0
0
4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
* If faculty members work in more than one area, choose the area with the largest percentage of time and report in that
one area.
** Includes: school guidance counselor, school audiologist, school psychologist, school social worker, speech-language
pathologist, supervisor of special education (support and orientation and mobility specialist).
Questions #7 through #10 inform the diversity of institutions and faculty members in programs.
11. Off campus and online offerings
Location (face to face, not on home campus):
Enrollment # :
EDU 330 Foundations of Literacy (Online, Summer 2014)
6
EDU 340 Language, Literacy and Communication (Online, Summer 2014)
6
EDU 350 Elementary Literacy in the Content Areas (Online, Summer 2015)
?
EDU 360 Reading Assessment, Diagnosis, and Evaluation (Online, Summer 2015)
?
Online (no face to face components)
Question #11 informs the diversity of the size of off-campus and online programs. Enrollment number can be from one
semester (or other unit), or averaged for the academic year.
12. Endorsement Recommendations:
End. #
Grade Endorsement Name
100
101
102
103
104
106
107
108
109
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
Pre K-3
K - 12
K-8
PK - K
K - 12
PK - 3
K - 12
K-8
5-12
5-12
K-8
5-12
5-12
5-12
5-12
5-12
K-8
5-12
K-8
5-12
K-8
5-12
K-8
5-12
K-8
5-12
K-8
7-12
Tchr. Birth-3 Incl. Spec. Ed
Athletic Coach
Teacher Elem. Classroom
Teacher, PK - K Classroom
ESL Teacher
P K -3 Classroom Teacher
Talented and Gifted
School Media Specialist
School Media Specialist
Agriculture
Art
Art
Business - General
Business - Office
Business - Marketing/Mgmt.
Driver and Safety Ed
English/Language Arts
English/Language Arts
Chinese
Chinese
French
French
German
German
Japanese
Japanese
Latin
Latin
2012-13
Actual
0
3
15
0
0
0
0
0
0
0
1
1
0
0
0
0
1
3
0
0
0
0
0
0
0
0
0
0
2013-14
Projected
0
4
11
0
0
0
0
0
0
0
2
2
0
0
0
0
0
3
0
0
0
0
0
0
0
0
0
0
2014-15
Projected
0
?
14
0
0
0
0
0
0
0
1
1
0
0
0
0
?
1
0
0
0
0
0
0
0
0
0
0
End. #
Grade
131
132
133
134
135
136
137
138
139
K-8
5-12
K-8
5-12
K-8
5-12
K-8
5-12
5-12
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
5-12
5-12
K-8
5-12
K-8
5-12
K-8
5-12
K-8
5-12
K-8
5-12
5-12
5-12
5-12
5-12
5-12
5-12
5-12
5-12
5-12
5-12
K-8
5-12
K-8
5-12
5-12
K-8
5-12
PK-8
5-12
PK - 12
Endorsement Name
Russian
Russian
Spanish
Spanish
Language (Other)
Language (Other)
Health
Health
Home Economics – General (Family &
Consumer Science)
Industrial Technology
Journalism
Mathematics
Mathematics
Music
Music
Physical Education
Physical Education
Reading
Reading
Science - Basic
Biological
Chemistry
Earth Science
General Science
Physical Science
Physics
American Government
American History
Anthropology
Economics
Geography
History
Psychology
Social Studies
Sociology
World History
Speech Comm/Theatre
Speech Comm/Theatre
Principal
Principal
Superintendent
2012-13
Actual
0
0
0
2
0
0
0
0
2013-14
Projected
0
0
0
2
0
0
0
0
2014-15
Projected
0
0
0
0
0
0
0
0
0
0
0
0
0
2
1
0
0
2
2
0
0
1
0
0
0
0
0
0
1
4
0
0
0
0
0
1
0
1
0
0
0
0
0
0
0
2
1
0
0
2
2
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
2
0
1
0
0
0
0
0
0
0
?
0
0
0
1
2
0
0
?
0
0
0
0
0
0
0
2
0
0
0
0
0
?
0
2
0
0
0
0
0
End. #
Grade
Endorsement Name
172
173
174
175
176
182
184
185
186
187
188
189
K-8
5-12
K - 12
PK - 12
K - 12
5-8
5-8
9-12
5-12
K-8
5-12
PK-12
Counselor
Counselor
School Media Specialist
School Nurse
Reading Specialist
Middle School
All Science I
All Science II
All Social Studies
Portuguese
Portuguese
Principal and Supervisor of Special Education
234
235
236
237
239
240
0
5-12
B - 21
B - 21
B - 21
Work Exp. Coordinator
School Audiologist
School Psychologist
Speech - Lang. Pathologist
Director of Special Education
School Social Worker
Special Ed Consultant
B - 21
5-21
2012-13
Actual
0
0
0
0
0
0
0
0
0
0
0
2013-14
Projected
0
0
0
0
0
0
0
0
0
0
0
2014-15
Projected
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
260
K–8
Instructional Strategist I: Mild and
Moderate
261
5 – 12
262
Pk - K
Instructional Strategist I: Mild and
Moderate
PK-K and Special Education
263
K – 12
Instructional Strategist II: Behavioral
Disorders/Learning Disabilities
264
K – 12
267
B-21
Instructional Strategist II: Mental
Disabilities
Visually Impaired
300
5-12
Agri. Science/ Agri. Business
0
0
0
303
5-12
Consumer/ Homemaking ED
0
0
0
304
305
1171
1201
1821
5-12
5 - 12
5 - 12
5-12
5-8
Occ Home Ec
Multioccupations
Business All
Language Arts All
5-8 Middle School Lang Arts
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1822
5-8
Middle School Mathematics
0
0
0
1823
1824
5-8
5-8
5-8 Middle School Science
Middle School Social Studies
0
0
0
0
0
0
End. #
Grade
Endorsement Name
2012-13
Actual
2013-14
Projected
2014-15
Projected
Question #12 informs educator shortage areas for state and federal reports, including grant availability.
13. Provide the number of secondary (5-12) program completers (graduate or undergraduate) for initial license. A
program completer should only be counted once: if two endorsements pick the one that is most closely aligned with the
major, if two majors pick the primary major.
# of Program Completers Content Area
0
Agriculture
1
Art
3
English/Language Arts (includes related endorsements, such as journalism, speech/theater)
0
Family and Consumer Sciences
2
Foreign Language
0
Industrial Technology
1
Mathematics
0
Music
2
Physical Education/Health
1
Science (Including all endorsements)
3
Social Science (including all endorsements)
Question #13 informs educator shortage areas for state and federal reports, including grant availability
14. Numbers of student teachers and completers:
Any
Early
combined K-8
Elementary Secondary
Admin:
childhood
and 5-12 (e.g.
only
only
Principal
only
Art, Music,
PE)
Admin:
Superintendent
Other*
Total
a. Number of Student
28
28
15
10
3
Teachers
b. Number of
0
28
undergraduate program
28
15
10
3
completers
c. Total undergraduate
0
degrees awarded by the
institution
d. Number of graduate
0
0
0
0
0
0
0
program completers
e. Total graduate
0
degrees awarded by the
institution
Question #14 informs general trends of routes to licensure.
* Includes: school guidance counselor, school audiologist, school psychologist, school social worker, speech-language
pathologist, supervisor of special education (support and orientation and mobility specialist).
15. Number of program completers hired as educators for the reporting year:
Number of
# employed
# employed # enrolled
program
in a position
in an
in higher
completers (all for which
education
education
programs)
they were
position
prepared
outside of
their
preparation
#
employed
outside of
the
education
field
# not
employed
#
employment
status
unknown
Teachers
28
16
3
3
3
0
3
Administrators 0
0
0
0
0
0
0
Other*
0
0
0
0
0
0
0
Question #15 allows programs to report employment status for program and inform general employment trends.
* Includes: school guidance counselor, school audiologist, school psychologist, school social worker, speech-language
pathologist, supervisor of special education (support and orientation and mobility specialist).
PART B Data Analysis and Reporting
Graduate and Employer Surveys for the reporting year:
16. Provide data from program completers and employer surveys based on Iowa Standards (Iowa Teaching Standards
and/or ISSL). (Survey developed by Annual Reporting Team, monitored by State Panel)
a. # of surveys sent to program completers
INSERT DATA HERE
b. # of completer surveys returned
c. # of surveys sent to employers
INSERT DATA HERE
d. # of employer surveys returned
17. Based on your analysis of survey data, describe the finding(s) you consider most important to your program’s
continuous improvement.
18. Describe your plan and relevant timeline to address the finding(s).
Questions #16 through #18 informs stakeholders of programs’ efforts to seek input from constituents and engage in
continuous improvement efforts.
Student Teaching Assessments:
19. TEACHER PREPARATION ONLY: Based on your analysis of student teaching evaluation data, describe the findings that
you consider most important for your program’s continuous improvement.
20. Describe the specific data that informed 19.
21. Describe your plan and relevant timeline to address the finding(s).
Questions #19 through #21 are designed to illustrate analysis of evaluation of candidates as they student teach. Data
and analysis must be concrete with quality measures assured; please do not rely on anecdotal data.
Unit Assessment:
22. Based on your analysis of unit assessment data (other than that noted above); describe the finding(s) you consider
most important for your unit’s continuous improvement.
. A continual challenge for us is to incorporate technology into our instruction in the methods courses. One challenge
we face is expense, and we often are not able to purchase the same modes of technology the public schools are using
(i.e. smart boards). We try to purchase some items each year, and then train ourselves so that we can teach our
students how to incorporate technology to improve their instruction.
Another area for improvement is to provide our students better training concerning parental communication. Survey
results suggested that students did not feel well-equipped to communicate with parents in tense situations. As a result,
we have revised the Communication and Education course to provide students strategies; we also have them meet with
three different area administrators who provide suggestions to help them as new teachers. These same themes are
then readdressed in the student teaching evening seminar.
23. Describe the specific data that informed 22.
The data was collected via SNAP surveys that are sent electronically to our graduating seniors, 1st year graduates, 5th
year graduates, cooperating teachers and administrators. Data is compiled, interpreted and reviewed annually by our
entire department in the month of May for the purposes of program review and revision. The survey collects both
quantitative and qualitative data.
24. Describe your plan to address 22.
We purchased a Promethean Board and are currently training our faculty in how to use it. We will then instruct our
junior-level methods students in how to use this smart technology to enhance their teaching.
We have, as explained above, incorporated parental communication in both the Communication and Education courses
and the Student Teaching evening seminar.
Questions #22 through #24 are designed to illustrate analysis of evaluation of candidates as they progress through a
program. These questions allow the program to discuss results of assessment that are deemed most important to
continuous improvement. Data and analysis must be concrete with quality measures assured; please do not rely on
anecdotal data.
Last Chapter 79 Review:
25. Below are listed the issue(s) from your most recent Iowa accreditation report.
a. Issue:
b. Issue:
26. Plan(s)/Goal(s) to address 25. (Consider both short and long term goals).
Question #25 and #26 re designed to inform the improvement efforts required that take place between accreditation
visits. Issues provided by the DE from the accreditation report must be addressed for at least two years following
accreditation site visit. Issues addressed after that time may be those the program is examining in preparation for the
next accreditation review.
OPTIONAL (but recommended):
27. Describe any innovation designed or established by your unit that has had, or promises to have, the greatest impact
on educator preparation (at any level).
We have completely revised our Candidate Dispositions Policy to better assess our students as they proceed through our
program. We now have a numerical ranking system and a more formalized method of tracking pre-service teachers as
they proceed through our program. A Candidate Assessment Form (DAR) is created for each student in our database,
and we review each candidate’s dispositions closely during their junior-level methods courses and student teaching.
We have also introduced an on-line reading endorsement offered during the summer session. We are the first
department to bring on-line education to the college, and these courses are incredibly important as our elementary
education majors have been unable to complete the Reading Endorsement prior to graduation. Their ability to do so will
make them much more marketable.
Question #27 informs stakeholders of the variety of innovative work preparation programs engage in to advance teacher
and leader preparation. Do not report on an unchanged innovation from the previous year’s report.