Team Report
Evaluation Form
University
Team Report
Iowa Department of Education
2005
Review Team Members:
Teams usually have 7 or 8 members, more for larger institutions
Acknowledgements
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Team members would like to express their gratitude to the ________ community for their
hospitality and assistance in facilitating the team’s work. The tasks associated with the review process
necessitate intense focus by reviewers during a concentrated period of time. Everyone we encountered
graciously responded to our questions and requests for materials. We interacted with a wide variety of
individuals who demonstrated enthusiasm, professionalism, and dedication to this program.
The team expresses its appreciation for the work of all involved with a special thank you to
those whose roles were integral in the success of this visit. Some of those people are:
CHAPTER 79
STANDARDS FOR PRACTITIONER PREPARATION PROGRAMS
General Comments
o
The exemplary cooperation of ____ personnel and the cordiality and helpfulness of faculty, staff,
administrators, and students during our visit made a strong impression on this visit team.
o
The University Strategic Plan focuses on education as the first of five priorities. The importance of
quality teachers is reflected in the sub-goal, “Develop, recognize, and reward excellent teaching.” This
appreciation of teaching at the university level was mirrored by an emphasis on providing excellent
teachers for P-12 schools through the newly organized University Teacher Education Program (UTEP).
o
The team noted that, in reference to the Conceptual Framework for the program, the Institutional Report
appeared to emphasize competent and certified professionals, two of the three aspects of the framework.
However, throughout interviews and discussions with candidates and the professionals who work with
them, the third C of the framework, caring, was clear. Candidates felt a caring attitude from their faculty
and displayed a similar care for their own students.
o
This team believes that many of the elements necessary to create an outstanding university-wide UTEP
are in place at -----------, including vision, leadership, a more expansive look at budgeting, and a policymaking body. Many of the accreditation concerns expressed during this visit can be addressed and
resolved through development of the vision through a collaborative effort among program
administrators, UTEPC, and content areas of the program. It is strongly recommended that appropriate
support for leadership be provided by the College and that UTEPC be proactive in its purpose, thus
validating the Teacher Education Program in the eyes of the university. We believe that the enthusiasm
and positive attitudes displayed by faculty, administrators, and support staff, together with the work that
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has been done to date, are key ingredients for creating a dynamic university-based teacher preparation
program.
o
I.
This review is limited to that which a team of eleven was able to observe and determine in three days.
Comments regarding specific areas of the larger program are included to provide the most complete
view possible of UTEP and to serve as assistance in total program improvement.
281-79.10(256) Unit Governance
A. The professional education unit shall have primary responsibility for all programs offered at the
institution for the initial and continuing preparation of teachers, administrators and other
professional school personnel.
B. Unit faculty shall collaborate with members of the professional community, including the unit’s
advisory committee, to design, deliver, and evaluate programs to prepare school personnel.
II.
281-79.10(256) Unit Resources
A. Resources shall support quality clinical practice for all candidates,
professional development for faculty, and technological and instructional needs of faculty to prepare
candidates with the dispositions, knowledge, and skills necessary to support student learning.
B. Practitioner and administrator candidates’ and faculty’s access to books, journals,
and electronic information shall support teaching and scholarship.
C. Sufficient numbers of faculty and administrative, clerical, and technical staff
shall be available to ensure the consistent planning, delivery, and quality of programs offered for the
preparation of school personnel.
D. The use of part-time faculty and graduate students in teaching roles shall be
managed to ensure integrity, quality, and continuity of programs.
E. Institutional commitment shall include financial resources, facilities and
equipment to ensure the fulfillment of the institution’s and unit’s missions, delivery of quality
programs, and preparation of practitioner candidates.
Team Decision:
Met
Or
Met with Strength
Met Pending
Conditions
Noted Below
Not Met
Strengths
 Teacher Education Faculty members and administrators at ----------- have worked to improve the
governance of Teacher Education since the previous state accreditation visit in 1999.
 The University Teacher Education Program Committee (UTEPC), under the guidance of Dr. --------,
collaborated on summarizing the program’s progress in the Institutional Report. The result was a
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valuable, thoughtful self-study; the process provided a strong beginning for the program and for a
committee that should prove integral in the success of UTEP.
The University Teacher Education Program (UTEP) is emerging as a university-wide program in the
preparation of teachers at -----------. For the first time, teacher education faculty members have been
formally identified. It is clear from interviews with the President and the Provost that they are
committed to the success of the reorganization of UTEP.
The new Dean of the College of Human Sciences is fully engaged in facilitating the continued
development of UTEP; her energetic leadership will be integral in this process.
A vision for this Program focuses on its own identity; this will be aided by moving the entire program
administrative team to a different building. This physical relocation will give a visual presence to the
program and will strengthen its identity so that it is not misidentified as the Curriculum and Instruction
Program.
Many elements for institutionalizing the UTEP, such as plans for relocation, staff, budget, policies, and
administration, are already in existence. Equally important, faculty enthusiasm for creating this program
is high.
At this time, the addition of administrative positions to UTEP has resulted in greatly enhanced
communication among the major departments.
The current governing body, UTEPC, includes representatives of departments offering a teaching major.
This is a major improvement from the previous model and provides a great vehicle for development of
the new university-based program.
The UTEP Office Team is able to communicate accreditation and program needs to all teacher
education faculty through UTEPC agendas. This committee meets monthly and additionally when
needed. UTEPC members gain information from this meeting and set policy for the UTEP.
Members of UTEPC believe that they are able to encourage colleagues in their departments to meet
established standards and accreditation requirements. A strong sense of cooperation was apparent,
especially among UTEPC members; faculty sincerely exhibits a desire to use the reorganization to
create a high quality comprehensive teacher preparation program.
UTEP has a decentralized advising system consisting of content area advisors and education advisors.
Working in tandem, these advisors appear to be serving the needs of most students and facilitating their
efficient progress through the program.
Technology and technology support available to students and faculty is exemplary. Great use is made of
on-line materials for instructional support. The Center for Technology in Learning and Teaching
(CTLT) is an outstanding resource for students and faculty.
With the exception of music education, faculty members perceive their resources, classrooms, materials,
technology, and support to be adequate or better for their programs. The University Library received
high praise from faculty in terms of materials and support provided to faculty. The ----- Laboratory is an
excellent resource for Early Childhood Education majors.
Concerns/Recommendations
 Teacher education faculty members and support staff are eager to institutionalize UTEP as a universitywide presence. This will have to be acted upon as soon as possible so that momentum gained during the
preparation for the state accreditation visit is not lost.
 The position of Associate Director should be full time and carry appropriate faculty/administrative
designation; the position of Program Coordinator should be maintained at full time. With this change,
job descriptions for the UTEP Office Team should be developed. Appropriate new faculty line(s) should
be implemented to support this new organizational structure.
 College administration is encouraged to employ the expertise and enthusiasm of the UTEPC in
successfully implementing the new organization of teacher education at -----------. It is suggested that
resources be allocated to support such work.
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During the process of institutionalizing UTEP and the Teacher Education Office Team, attention should
be given to how UTEPC interfaces with the UTEP administration to enhance two-way communication
and to set and enact program policy.
The budget for UTEP is currently in a developmental stage. Operational expenses for the Program are
somewhat fixed and have been historically funded by Curriculum and Instruction, student fees, and the
Provost’s Office. This would be a good time for the entire Teacher Education Faculty to identify time
and resources they are expending to shepherd students through the Program. These should be brought to
the attention of those who will be establishing the UTEP budget from a university-wide perspective.
The UTEPC members desire teacher preparation to be recognized as a university-wide committee and
should, therefore, become visible to the university by establishing a written mission, policies, and
procedures for conducting business. The resulting documents will be a tool for connecting the UTEP
with upper administration and the ----------- community. This will make UTEPC more active in their
policy-making role within their already collegial structure.
UTEPC may wish to consider establishing shared professional development as a major role of the
UTEPC so that the spirit of collegiality remains a critical component. Representation to UTEPC may
need to be re-examined (again) to ensure representation of all secondary majors.
Student involvement in teacher education governance should be explored beyond the inclusion of the
two student positions already on UTEPC. Possibilities include a student government body or
organization that has its own newsletters and community-building activities for candidates throughout
the program.
An advisory committee to the UTEP comprised of a variety of stakeholders needs to be established and
meet.
All Teacher Education Faculty members are encouraged to become aware of the services available to
them as members of UTEP, regardless of the location of the service.
Music education needs more resources in materials, state-of-the art rehearsal areas, and secretarial
support for the music education advisor.
Teacher Education Faculty perceive teacher education to be undervalued at ----------- as evidenced by
insufficient staffing resources in some programs as well as in some clinical practice supervision. The
UTEP should take a close look at the use of clinicians, lecturers, and graduate students in critical
teaching areas, especially in elementary education and secondary mathematics. New faculty lines should
be considered.
Due to funding constraints, student teaching supervision in some programs had been reduced (number
of visits per placement). It is the understanding of the team that an appropriate number of visits is
currently being supported. The team urges continued support of this critical aspect of the program.
Items that must be Addressed Prior to State Board Action: Convene an advisory committee. UTEP is to
submit to the state a roster of members and a date for the first meeting prior to approval. Minutes of meetings
should be submitted to the state for the first two years of the committee’s existence.
Sources of Information
 Institutional Report (IR)
 Interviews with: advisors; Parks Library staff; elementary, secondary and K-12 students; faculty;
department chairs; CTLT personnel and students; clerical staff; administrators (President, Vice
President and Provost, Dean of College of Human Sciences, and the Associate Director and the Program
Coordinator of the UTEP).
 Visits to: the Parks Library and the CTLT
 Interview with UTEPC members.
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Institutional Response
Final Decision
Met
Or
Met with Strength
III.
Met Pending
Conditions
Noted Below
Not Met
281-79.11(256) Diversity
A.
B.
C.
D.
Recruitment, admissions, hiring, and retention policies and practices shall
support a diverse faculty and candidate population in the unit.
Efforts toward racial, ethnic, and gender diversity among education candidates
and unit faculty shall be documented. In addition, diversity efforts shall include persons with
disabilities, persons from different language and socioeconomic backgrounds, and persons from
different regions of the country and world.
Unit efforts in increasing or maintaining diversity shall be reflected in plans,
monitoring of plans and efforts, and results.
The institution and unit shall maintain a climate that supports diversity in general
as well as supporting practitioner candidates and faculty from underrepresented
groups on the campus.
Team Decision
Met
Or
Met with Strength
Met Pending
Conditions
Noted Below
Not Met
Strengths
 Efforts focus on increasing the percentages of both faculty and students of color in UTEP and also on
awareness and attitudes of Euro-American UTEP students and faculty.
 Diversity is defined broadly, to include race, ethnicity, gender, and persons with disabilities, from
different language and socioeconomic backgrounds, and from different geographical regions.
 Scholarships are available for students of color.
 The percentage of both students and faculty of color in UTEP has increased over the last five years.
 The ----------- program is a promising inter-collegiate collaborative program for increasing the diversity
of the teaching force in central Iowa. The percentage of students of color in UTEP has increased to an
even greater extent when the --------Program is considered.
 The mentoring plan for new faculty members of color is a promising endeavor.
 The President’s focus on establishing diversity committees in the colleges is a positive step.
 The Minority Liaison Officers (MLO) work hard to recruit students of color and provide an important
source of support once students are on campus.
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 The MLOs report that in their presentations to students in both ----------, UTEP students are more aware
and more engaged than others in the topics they discuss.
Concerns/Recommendations
 Although the percentage of students and faculty of color has increased, the percentage in UTEP remains
lower than those campus-wide.
 While the focus on international placement for field experiences and recruitment of UTEP students from
outside the U.S. is commendable, these efforts should not be at the expense of field experiences in
diverse settings domestically or continued efforts to increase students of color from domestic
populations.
 It will be important not to rely on the -------- Program to be the major or only mechanism for increasing
diversity.
 The College should consider the effects of the loss of the Assistant Dean for Student and Minority
Affairs on recruitment and climate.
 UTEP should consider the percentage of faculty and students of color who are being retained, not just
the percentage of increase, a statistic that might mask the attrition of faculty and students of color.
 The Minority Liaison Officers in the Colleges if ---------- believe they could increase their recruitment
efforts and more effectively do their frontline work with students if they had clerical and data
management support.
 The MLO’s would like to see a continued emphasis on the ----------- institutional mission of access to a
wider variety of minority students instead of what they regard as a greater effort to recruit only the
academically strongest minority students.
Items that Must Be Addressed Prior to State Board Action: None
Sources of Information
 Institutional Report and Exhibits for Chapter 4
 ------ website
 Interviews with MLOs for Colleges of ------ and with administrator of ------ Teacher Education
Program
Institutional Response
Final Decision
Met
Or
Met with Strength
Met Pending
Conditions
Noted Below
Not Met
281-79.12(256) Practitioner preparation faculty performance and development.
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IV.
Faculty Qualifications
A. Faculty members in professional education shall have preparation and have had experiences in
situations similar to those for which the practitioner preparation students are being prepared.
B. Part-time faculty, when employed, shall be identified and shall meet the requirements for
appointment as a full-time faculty member or be employed to fill a need for staff to support
instruction.
V.
Faculty Scholarship, Collaboration, and Service
A. Faculty shall be engaged in scholarly activities that relate to teaching, learning, or practitioner
preparation.
B. Faculty members shall collaborate regularly and in significant ways with colleagues in the
professional education unit and other college/university units, schools, Iowa department of
education, area education agencies, and professional associations as well as community
representatives.
C. Faculty members in professional education shall maintain an ongoing, meaningful involvement in
activities in preschools, elementary, middle, or secondary schools. Activities of professional
education faculty members preparing preservice teachers shall include at least 40 hours of team
teaching during a period not exceeding 5 years in duration at the preschool, elementary, middle, or
secondary school level.
VI.
Institution and Department Policies and Procedures
A.
B.
C.
The work climate within the unit shall promote intellectual vitality, including
best teaching practice, scholarship and service among faculty.
Policies and assignments shall allow faculty to be involved effectively in
teaching, scholarship, and service.
The unit shall administer a systematic and comprehensive evaluation system and
professional development activities to enhance the teaching competence and intellectual vitality
of the professional education unit.
Team Decision
Met
Or
Met with Strength
Met Pending
Conditions
Noted Below
Not Met
Strengths
 In reviewing materials about faculty who are considered part of UTEP as shown in Table 3-1 of the IR,
the team found that faculty are prepared in the academic areas in which they teach, and many have had
experiences teaching in the corresponding PK-12 areas.
 Part time faculty who are considered part of UTEP, as shown in Table 5-1 of the IR, and other current
methods instructors also generally are prepared in the areas in which they teach.
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At both elementary and secondary levels, English/language arts methods and science methods, in
particular, appear to have highly qualified and experienced instructors.
Faculty are engaged in a range of scholarly activities: funded research, publication in refereed and non
refereed journals, book authoring, and production of curriculum materials.
Research and publication that is focused on pedagogy in teacher education programs (e.g. by K-12
literacy/English faculty and science faculty) can be useful in improving teaching across UTEP.
Involvement in professional associations appears to be strong.
Collaboration between UTEP faculty and Liberal Arts faculty is facilitated by regular meetings of
UTEPC.
Secondary and K-12 programs that are led by full-time tenured faculty (e.g., English, Science, Music)
appear to be strengthened by full time tenured faculty presence.
The plan to create three one-credit methods courses in specific areas of math is a promising idea for
creating a bridge to the content courses.
The movement to a two-tiered system for promotion of lecturers and clinicians is a positive step for
fostering these faculty members’ sense of themselves as professionals when it is matched with a
systematic and rigorous evaluation system as appears to happen in some program areas (such as English
Education).
Concerns/Recommendations
 It was difficult to determine which full time and part time faculty members’ materials to review in order
to determine whether state standards regarding faculty had been met. It appears that some faculty in
Liberal Arts and Sciences who are considered part of UTEP have no UTEP teaching responsibilities;
criteria for being considered part of UTEP is unclear.
 A number of current methods instructors appear to have no PK – 12 teaching experience. These include
adjuncts, teaching assistants, lecturers, and probationary faculty members.
o Two teaching assistants who currently teach methods courses hold only bachelor’s degrees and
do not have teaching experience.
o Approximately half of the current methods instructors are not full time tenure track faculty.
UTEP should consider a system for supervising the work of these instructors in order to ensure
program quality.
o Elementary education seems to be dominated by non tenure track faculty. While this can be a
strength when faculty have considerable and recent experience in K-6 classrooms, this does not
appear to be the case in some subject areas.
 Mentoring and monitoring of non-tenure-line and part time faculty’s teaching seems to vary, depending
on whether faculty members in a given program take it upon themselves to do so. Some non-tenure-line
and part time faculty feel isolated or unsupported in their work.
 While some individuals have considerable involvement on state committees and in schools, more
faculty members could be encouraged to share their expertise in these ways and to collaborate with local
school districts.
 While all the required faculty members have now met the 40-hour rule, examples of ongoing,
meaningful involvement with teachers and schools generally were not available. Science and technology
faculty are notable exceptions. UTEP may want to consider closer monitoring of the nature of activities
being used to meet the 40-hour team teaching requirement.
Items that Must Be Addressed Prior to State Board Action: Conduct an internal review of all faculty in
UTEP regarding qualifications (scholarly and teaching experience) and assignments. Technical assistance will
be provided by the Iowa Department of Education.
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Sources of Information
 IR
 List of current methods instructors and courses provided by Assistant Chair of Curriculum and
Instruction
 Faculty vitae and activity reports
 Discussions with Assistant Chair of C&I and C&I faculty
Institutional Response
Final Decision
Met
Or
Met with Strength
Met Pending
Conditions
Noted Below
Not Met
281-79.13(256) Practitioner preparation clinical practice standards.
VII.
Field Placement Settings and Duration
A.
B.
Candidates admitted to a teacher preparation program shall participate in
field experiences including both observation and participation in teaching activities in a variety
of school settings and totaling at least 50 hours’ duration, with at least 10 hours to occur prior to
acceptance into the program and at least 40 hours after acceptance.
The student teaching experience shall:
1)
Be a full-time experience for a minimum of 12 consecutive weeks
in duration during the student’s final year of the practitioner preparation program;
2)
Consist of interactive experiences that involve the college or
university personnel, the student teacher, the cooperating teacher, and
administrative personnel from the cooperating teacher’s school district;
3)
Include prescribed minimum expectations and responsibilities,
including ethical behavior, for the student teacher;
4)
Include prescribed minimum expectations and responsibilities for
cooperating teachers, the school district, and higher education supervising faculty
members;
5)
Include opportunities for the student teacher to become knowledgeable
about the Iowa teaching standards, including a mock evaluation performed by the
cooperating teacher or a person who holds an Iowa evaluator certificate (see rule 282—
20.51(272) and Iowa Code section 284.10). The mock evaluation shall not be used as an
assessment tool by the practitioner preparation program.
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VII.
Diversity in Clincial Practice
A.
IX.
X.
Practitioner candidates shall study and practice in settings that include diverse
populations, students with disabilities, and students of different ages.
KDPs during Clinical Practice
A.
Clinical practice for teacher and other professional school personnel candidates
shall support the development of knowledge, dispositions, and skills that are identified in the
Iowa board of educational examiners’ licensure standards, the unit’s framework for preparation
of effective practitioners, and standards from INTASC or other national professional
organizations for the licenses sought by candidates.
B.
Practitioner candidates shall develop the capacity to utilize assessment data in
effecting student learning in prekindergarten through grade 12.
C.
Environments for clinical practice shall support learning in context, including:
(1)
Scheduling and use of time and resources to allow candidates to
participate with teachers and other practitioners and learners in the
school setting.
(2)
Practitioner candidate learning that takes place in the context of
providing high quality instructional programs for children.
(3)
Opportunities for practitioner candidates to observe and be observed by
others and to engage in discussion and reflection on practice.
(4)
The involvement of practitioner candidates in activities directed at the improvement of
teaching and learning.
Collaboration with Cooperating Teachers and Other Area School Personnel
A.
School and college/university faculty shall share responsibility for practitioner
candidate learning, including, but not limited to, planning and implementing
curriculum and teaching and supervision of the clinical program.
B.
School and college/university faculty shall jointly provide quality clinical
experiences for practitioner candidates. Accountability for these experiences
shall be demonstrated through:
1) Jointly defined qualifications for practitioner candidates entering clinical
practice.
2) Selection of college/university and school faculty members to demonstrate
skills, knowledge, and dispositions of highly accomplished practitioners.
3) Selection of college/university and school faculty members who are prepared
to mentor and supervise practitioner candidates.
4) Involvement of the cooperating teacher and college/university supervisor in
the evaluation of practitioner candidates.
5) Use of a written evaluation procedure with the completed evaluation form
included in candidates’ permanent records.
C.
The institution shall annually offer workshop(s) for prospective cooperating
teachers to define the objectives of the student teaching experience, review the responsibilities
of the cooperating teacher, and provide the cooperating teacher other information and assistance
the institution deems necessary. The cumulative instructional time for the workshop(s) shall be
a day or the equivalent hours and utilize delivery strategies identified as appropriate for staff
development and reflecting information gathered via feedback from workshop participants.
XI. Contracts
D. The institution shall enter into a written contract with the cooperating school providing field
experiences, including student teaching.
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Team Decision
Met
Or
Met with Strength
Met Pending
Conditions
Noted Below
Not Met
Strengths
Observations/Comments from the Field
From Cooperating teachers:
 Student teachers are well-prepared in content, theory, strategies, and planning.
 Music student teachers are so well prepared they are ready to take over the class on the first day.
 ----------- is rigorous, with strong expectations and appropriate supervision.
 “I have seen no deficiencies in preparation, at least not any that professors could address”
 “I always get two students teachers per year because they are always great. The transition to teaching is
smooth. They are always eager, involved, and engaged.”
From Student teachers:
 Professors are supportive, responsive, caring, and prompt.
 Many professors have had K-12 classroom teaching experience.
 Music education students reported strong practical experiences.
 Professors model their theories.
 The Special Education Program teaches students to look holistically at each student’s life. Candidates
recognize the value of the holistic approach and see the importance of collaborating with general educators.
From Administrators:
 Student teachers understand and interpret data to modify instruction.
 Cooperating teachers are experienced and care about what happens to the students in their classrooms.
They try to ensure that the student teachers’ first experiences are successful.
 Excellent communication exists between the field office and student teacher supervisors. Concerns are
addressed quickly.
 Supervisors in one district serve a cluster group of student teachers and are familiar with local schools and
communities. This provides strong support and direct communication with -----------.
 Local supervisors provide “Shop Talks” for students from cluster groups (elementary, middle school and
high school from surrounding districts).
 -----------’s change in practicum from half day to full day provides strong preparation for student teaching.
 America Reads and Math Counts programs offer positive experiences for ----------- students prior to student
teaching and enhance the placement process.
 “By the time students get to student teaching, they know that education is the field they want to enter.”
 “During regularly scheduled in-service, student teachers become familiar with contemporary issues, the
latest instructional strategies such as reading strategies.”
 “Students get classroom management strategies from many sources.”
 Elem— “----------- student teachers have an extremely strong work ethic. They arrive early and leave late.”
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Elem—“The ----------- student teaching supervisors are especially strong. They serve as a safety net and
respond quickly if there is a problem, They come in the first day with a student teacher or practicum
student which makes them accountable.”
MS—“----------- students teach with integrity and kindness.”
HS—“I usually write a general recommendation for student teachers, but I can always write a very specific
recommendation for ----------- student teachers, and many request mock interviews.”
Superintendent—“The ethnic diversity has doubled in recent years (Asian, Latino, African American and
economically, there is diversity).”
HS—“----------- student teachers are dynamite; stunning in the classroom.”
HS— “We hire for character. ----------- student teachers give us the best they have every day. Character is
connected to classroom management. If instruction is meaningful, there is no management issue.”
“You don’t get kids’ heads until you get their hearts. One reason ----------- works is because they have that
attitude instilled.”
From K-12 School Observations:
 K-3 reading students were treated as human beings and felt that the student teacher was always available to
them.
 MS science teacher said that science student teachers could teach totally alone from the first day.
 A first grade teacher said, “----------- students know the teaching standards.”
 English education has exceptionally strong preparation. Students experience 100 hours of field experience
prior to student teaching.
 The English department strongly supports the English Education Program. Advising is strong. In their
documents “student-centered” is inherent in the pedagogy. Their course, “Listening,” is popular and instills
caring.
 Health and Human Performance requires an adaptive physical education course that introduces students to
modifying instruction to meet diverse needs.
 HS math student teacher’s lesson plan contained reflections for modifying instruction for students.
 Student teachers were confident, warm, professional, articulate, and knowledgeable.
From ----------- Faculty:
 Instilling a caring attitude is inherent in ----; for example --- teaches leadership skills, interpersonal
relationships, and nurturing. Their placement is not only throughout the state, but also nationally and
internationally.
 The ESL add-on endorsement model is successful and strong: it attracts students strong enough and
motivated enough to test out of many required courses in order to finish in four years.
Concerns/Recommendations
 Limited experiences exist with students of diverse backgrounds and abilities. Many students made
statements such as: “We feel we are being taught to teach kids in the middle with limited exposure to the
two extremes—gifted and talented and students with limited abilities. We need to see general education
and special education teachers collaborate and co-teach.” (For example, work with IEP team and the role of
the classroom teacher in staffing meetings).
 Inconsistent exposure to exceptional learners and classroom and behavior management is found across
content areas.
 Concerns about classroom management came from student teachers, administrators, cooperating teachers,
and supervisors.
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Students would benefit from more required opportunities in a variety of classrooms for hands-on
experiences prior to student teaching.
Few students know that through EDUC 280 additional practicum experiences are available prior to student
teaching.
A field experience required during an entry class may satisfy student desire for early classroom experience.
Since many students complained about the lack of classroom management skills and lack of field
experience, videotaped vignettes from classrooms or reflections from personal observations could
maximize a field experience.
Kindergarten teachers noted a difference in preparation between elementary and early childhood majors.
A strong need exists for a website for student teacher candidates: expectations, requirements, and
deadlines, schedules, explanations of DPI and portfolios, etc. Cooperating teachers suggested that
templates and information be placed on-line.
Severe budget cuts in recent years have impacted student teacher supervision. For example, supervisors
have not received a raise for seven years!
The recent restructuring of the University Teacher Education Program has substantially increased the
responsibilities of the Office of Field Director; budgeting for this important segment of the program should
be reviewed and adjustments made.
Item that must be Addressed Prior to State Board Action: None
Sources of Information
 Interviews with: student teachers, cooperating teachers, administrators, supervisors, Office of the Field
Director.
 Observations of student teachers
 Presentation of ----------- Program
 IR
 Provided artifacts
 Documents on international teaching
Institutional Response
Final Decision
Met
Or
Met with Strength
Met Pending
Conditions
Noted Below
Not Met
281-79.14(256) Practitioner preparation candidate performance standards.
XII.
Assessment of Candidate Knowledge and Competence
(1) Candidate knowledge and competence.
a. (Knowledge, Skills, and Dispositions) Candidates for teacher and other professional education personnel
roles in schools shall be expected to develop the knowledge, skills, and dispositions identified by the
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b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
profession and reflected in the national guidelines for the appropriate field, including methods of teaching
with an emphasis on the subject area and grade level endorsement sought.
(Alignment) Alignment shall exist between the unit’s expectations for content, performance, and
dispositions, content and pedagogy identified by national professional organizations, Iowa board of
educational examiners’ licensure standards, national advanced certification, educational leadership, and
others appropriate for specific areas.
(Alignment with INTASC and Iowa Professional Core) Teacher candidates shall develop the
dispositions, knowledge, and performance expectations of the INTASC standards embedded in the
professional education core for an Iowa teaching license at a level appropriate for a novice teacher.
(Core Professional Education Knowledge) Teacher candidates shall acquire a core of professional
education knowledge that includes social, historical, and philosophical foundations; human growth and
development; student learning; diversity, including mobile students, students speaking English as a second
language, and exceptionalities (students with disabilities and students who are gifted and talented);
assessment methods including use of student achievement data in instructional decision making; classroom
management addressing high-risk behaviors including, but not limited to, behavior related to substance
abuse; teachers as consumers of research; law and policy, ethics, and the profession of teaching.
(Liberal Arts Knowledge) Teacher candidates shall acquire a core of liberal arts knowledge including but
not limited to mathematics, natural sciences, social sciences, and humanities.
(Human Relations and Diversity Component) Teacher candidates shall acquire through a human relations
course approved by the board of educational examiners knowledge and skill of interpersonal and intergroup
relations that shall contribute to the development of sensitivity to and understanding of the values, beliefs,
life styles, and attitudes of individuals and the diverse groups found in a pluralistic society.
(Dispositions and Knowledge Related to Diversity) Teacher and other professional school personnel
candidates shall demonstrate their dispositions and knowledge related to diversity as they work with student
populations and communities.
(Reading Preparation for Elementary Teachers) Teacher candidates in elementary education shall
acquire knowledge about and receive preparation in elementary reading programs, including but not limited
to reading recovery.
(Reading Preparation for Secondary Teachers) Teacher candidates in secondary education candidates
shall acquire knowledge about and receive preparation in the integration of reading strategies into secondary
content areas.
(Technology) Teacher candidates shall effectively integrate technology in their instruction to support
student learning.
(Graduate Programs) Experienced teachers in graduate programs shall build upon and extend their prior
knowledge and experiences to improve their teaching and their effect on student learning as outlined in the
national advanced certification propositions.
Team Decision
Met
Or
Met with Strength
Met Pending
Conditions
Noted Below
Not Met
Strengths
 The required technology course, the technology resources available, especially through the Center for
Technology in Learning and Teaching, and the opportunities to apply these skills in course assignments
were seen as strengths.
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






Reading in content areas is strong in English, Foreign Languages, Health, and the M.Ed. in Math and M.A.T. in
Science programs.
INTASC standards are embedded in the professional education core.
Strong content background is provided for elementary education candidates through general education
requirements; especially strong are the multiple courses in science, math and social science.
The division of several courses for focus on specific age-groups appears very successful; examples include:
o Elementary Education reading coursework has two separate courses: one aimed at early and one at older
elementary student.
o Educational Psychology offers separate sections (and emphases) for elementary and secondary
candidates.
Most secondary endorsement areas require two courses in methodology in addition to general methodology.
Several areas of the program are exemplary in the assessment of candidates: curricula directly linked to national
standards with well-designed scope and sequence, effective use of DPIs, and communication with candidates. It
is recommended that these areas of the program could serve as models/consultants for other content areas.
Among those noted include:
o Secondary English.
o M.A.T. in Science and M.Ed. in Math.
Sample PDIs from three MS and HS students were clear and articulate.
Concerns/Recommendations
 Some specific issues surfaced regarding courses. The following concerns are worthy of review by the
program:
o Students expressed concern about the multiple sections of the same course; expectations
and requirements differ among instructors. Collaboration among instructors teaching the
same course would provide consistent content and rigor.
o Students gave examples of identical content in two or three required courses (ed psych, dev
psych, and human development). Early childhood majors are required to take all three
courses. Curriculum mapping may help find voids and duplications.
o Students mentioned frustration with sequencing in some classes (e.g. 201 uses educational
technology to plan lessons required prior to 204 when lesson planning is taught).
o Many students found theory stronger than application in some courses; a more balanced
approach might be considered.
o A review of lesson plan formats might increase consistency and facilitate more effective use
by candidates.
 More consistency throughout the program is recommended, especially among the secondary offerings.
Areas to be reviewed include:
o Specific standards used: some areas use INTASC; others use Teacher Quality Standards.
o A determination of how standards are met: what competencies are required.
o Use of technology within courses.
o Sequencing of courses.
o Course requirements, use of DPIs, and assessment strategies. The team recommends
consideration of:
 Reviewing DPIs for valid, meaningful requirements throughout program.
 Collaborating on the use of DPIs with faculty throughout program so that they have
clear understanding and appreciation for the valid use of the system.
 Communicating a positive message to all candidates the reasons for DPIs as well as
how the requirements can be fulfilled.
o Purpose and structure of practica across the program.
o Collection and use of data to assist candidates in development of professional dispositions.
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o
o

Orientation of candidates to the program; teacher education programs are complex systems.
Policies and procedures regarding entry to program and check points to assure that
candidates have completed requirements prior to moving on in the program.
o Evidence in syllabi that national professional content standards are implemented in courses
and that program standards/competencies are being addressed.
o Evidence that all candidates are prepared to educate mobile students, English language
learners, and students with exceptionalities.
It appears that some elementary education candidates cannot complete endorsement courses until
after student teaching (specifically the reading endorsement); it is suggested that this situation be
reviewed as such preparation would serve candidates well in student teaching and when applying
for teaching positions.
Items that Must Be Addressed Prior to State Board Action:
1) Present a plan to assure that all candidates have an adequate background to educate students
with exceptionalities (especially the gifted and talented and students with disabilities).
2) Present a plan a to improve the consistency of the program overall, with attention,
especially, to the use of standards, DPIs, and other program requirements.
Sources of Information:
 IR
 Provided exhibit materials
 Interviews with: Dean of College of Human Sciences, Coordinator of M.A.T. in Science and M.Ed. in
Math, Coordinator of DPI system, Chair of C & I, candidates (secondary and elementary), advisors,
faculty
 Course syllabi
 Curriculum exhibits
 CTLT
Institutional Response
Final Decision
Met
Or
Met with Strength
Met Pending
Conditions
Noted Below
Not Met
XIII. (2) Candidate assessment and unit planning and evaluation.
a. The performance assessment system for teacher and other professional school personnel candidates
shall be an integral part of the unit's planning and evaluation system.
b. Performance of teacher and other professional school personnel candidates shall be measured
against national professional standards, state licensure standards, and the unit's learning outcomes.
c. Multiple criteria and assessments shall be used for admission at both graduate and undergraduate
levels to identify teacher and other professional school personnel candidates with potential for
becoming education practitioners.
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d. The teacher candidate performance system shall include the administration of a basic skills test with
program admission denied to any applicants failing to achieve the institution's designated criterion
score.
e. Information on performance of teacher and other professional school personnel candidates shall be
drawn from multiple assessments, including, but not limited to, institutional assessment of content
knowledge, professional knowledge and its application, pedagogical knowledge and its application;
teaching and other school personnel performance and the effect on student learning, as candidates
work with students, teachers, parents, and professional colleagues in school settings; and follow-up
studies of graduates and employers.
f. The design and implementation of the assessment system shall include all stakeholders associated
with the unit and its practitioner preparation activities.
g. The unit's assessment system shall:
(1) Provide description of stakeholders' involvement in system development.
(2) Provide evidence that the assessment system reflects both the institution's
mission and the unit's framework for preparation of effective teachers and other
professional school personnel.
(3) Include a coherent, sequential assessment system for individual practitioner
candidates that shall:
1. Provide evidence that the unit and Iowa licensure standards are shared
with teacher and other professional school personnel candidates.
2. Utilize, for both formative and summative purposes, a range of
performance-based assessment strategies throughout the program that shall provide
teacher and other professional school personnel candidates with ongoing feedback
about:
* What performance of teacher and other professional school personnel candidates is
being assessed/measured. Examples include preentry understandings, skills and
dispositions, including professional and pedagogical and content knowledge, teaching
abilities and dispositions, and effect on student learning.
* How performance of teacher and other professional school personnel candidates is
being assessed/measured. Examples include a specified grade point average at preentry,
standardized test scores, authentic assessments of content and professional studies,
authentic assessments of teaching.
3. Have multiple summative decision points. Examples include admission to
professional education, after completing introductory courses; prior to, during, and
upon completion of student teaching/internship; and beginning performance on the job.
4. Clearly document teacher and other professional school personnel
candidates' attainment of the unit and the board of educational examiners' licensure
standards by providing evidence of:
* Content knowledge via multiple measures. Examples include content tests, lesson
plans showing representation of knowledge structures, ability to apply principles of the
discipline to problem solving in the classroom, written essays on content, evidence of
being able to represent classroom/school problems in terms of abstract principles of the
discipline.
* Professional and pedagogical knowledge via multiple measures. Examples include
core performance tasks such as analyzing a child's progress on learning and
development and instruction using a case study of a child; designing a curriculum unit;
analyzing a curriculum case study; analyzing an example of teaching as presented on
video clip or teacher candidate's own teaching, including an assessment on student
learning; evaluating examples of performance of a range of school district and area
education agency personnel; analyzing student work and learning over time; assessing
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feedback given by teachers to students; communicating with parents and the
community; and other measures appropriate to a given task.
* Effect on student learning and achievement via multiple measures. Examples include
student work, lesson plans, scores on achievement tasks, feedback from cooperating
teachers and administrators, scoring rubrics for determining levels of student
accomplishment, and other measures appropriate to a given task.
5. Include scoring rubrics or criteria for determining levels or benchmarks of
teacher and other professional school personnel candidate
accomplishment.
6. Demonstrate credibility of both the overall assessment system and the
instruments being used.
(4) Document the quality of programs through the collective presentation of assessment data related
to performance of teacher and other professional school personnel candidates and demonstrate how
the data are used for continuous program improvement. This shall include:
1. Evidence of evaluative data collected by the department from teachers, administrators and
other professional school personnel who work with the unit's candidates. The department shall
report this data to the unit.
2. Evidence of evaluative data collected by the unit through follow-up studies of graduates and
their employers.
(5) Demonstrate how the information gathered via the individual practitioner candidate assessment
system is utilized to refine and revise the unit's framework and programs' goals, content and delivery
strategies.
(6) Describe how the assessment system is managed.
(7) Explain the process for reviewing and revising the assessment system.
h. An annual report including a composite of evaluative data collected by the unit shall be submitted
to the bureau of practitioner preparation and licensure by September 30 of each year.
Team Decision
Met
Or
Met with Strength
Met Pending
Conditions
Noted Below
Not Met
Concerns/Recommendations

The assessment system at present is under development. Given the recent organizational and
administrative changes, there is a need and an opportunity to clarify the coordination of the assessment
system development. Time and resources must be provided for this responsibility.

UTEP is encouraged to review the current assessment plan with attention to the following items:
o An electronic system needs to be developed to help in the collection, storage, and processing of
candidate performance data over time.
o At present, multiple measures are used to monitor candidate progress, but it is not clear how
results are summarized, reported, and used to improve programs at each stage of preparation.
o A more systematic plan for sharing assessment data with faculty along with guidance for
reflection and improvement is needed.
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o
A process for reviewing and revising assessments to establish fairness, accuracy and validity
needs to developed.
Items that must be Addressed Prior to State Board Action: Submit a comprehensive plan for program
assessment throughout the University Teacher Education Program prior to recommendation. Implementation
should be well underway within two years.
Sources of Information
 IR
 Provided exhibits
 Interview with faculty and Coordinator of DPI system
Institutional Response
Final Decision
Met
Or
Met with Strength
Met Pending
Conditions
Noted Below
Not Met
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