Please Insert here the name of the submitting university/college and the licensure rule number for this application
Preparing the Report
Professional Education Program Evaluation Report (PEPER II)
and Request for Continuing Program Approval
Subject Matter Standards
This application is used for subject matter licensure programs addressing Minnesota licensure rules 8710.30008710.8080
PEPER II application for continuing approval consists of eleven different types of forms. In some instances, you
may have existing documents that you can copy as a response to a required component. (For example, you may
have an existing document listing the course sequence. Simply copy your document and attach the provided
identification “header label” called “Form I-B”.)
Continue through this document to locate all the required components and tips for completing the Professional
Education Program Evaluation Report and Request for Continuing Approval for subject matter licensure
programs. (PEPER II)
Please Insert here the name of the submitting university/college and the licensure rule number for this application
Institutional Authorization FORM
Professional Education Program Evaluation Report (PEPER II)
and Request for Continuing Program Approval
Subject Matter Standards
Name of licensure program:__________________________________________
Licensure rule number:______________________________________________
Licensure scope (K-12, 5-8, 9-12, etc.)__________________________________
Name of Institution: ___________________________________________________________________
Proposal Prepared By: ________________________________________________________________
Telephone No. ________________________________________________________________________
Fax No. _______________________ E-mail _______________________________________________
The following application is submitted to the Minnesota Board of School Teaching to meet program approval
requirements of Minnesota Rules, parts 8700.7600, subpart 4, Duration of approval.
Part 1: Institutional Authorization
The undersigned affirm that the institution is committed to providing the resources needed to maintain the
course of study required to provide licensure candidates with the knowledge, and skills in the standards of
this licensure program, and that the information provided in this application is accurate and true.
________________________________
Name of Academic Dean/Vice President
____________________________________________
Name of Education Dean/Chair
____________________________________
Signature of Academic Dean/Vice President
___________________________________________
Signature of Education Dean/Chair
____________________________________
Signature
Date
____________________________________
Signature
Date
Part 2: Instructional Leadership
Who is the professional responsible for providing instructional leadership and oversight of this licensure
program?
Name: ________________________________________________________________________
Title:
_________________________________________________________________________
Telephone No. ____________________________________________________________
Email:___________________________________________________________________
Please Insert here the name of the submitting university/college and the licensure rule number for this application
FORM I-A
Subject Matter Standards
Name of licensure program __________________________________________
Licensure rule number_______________________________________________
Licensure scope (K-12, 5-8, 9-12etc.)___________________________________
_____________Baccalaureate
_________________Post baccalaureate
(If the program is offered at both levels and is equivalent, then only one application is needed. If the coursework differs, then separate
applications are required.)
Professional Education Program
Evaluation Report (PEPER II)
PRESENT PROGRAM
Attach this heading to
your program
description.
What changes have been made since the last time this program was reviewed? Provide the rationale for the
change(s), including how the institution/program uses assessment data to inform and revise the program. Be
sure to indicate how standards identified as “not evidenced” or “met with weakness” during the last review
process have been considered and/or clarified for this review.
A. Program description (from 2006-2007 bulletin)
B. Program changes, use of assessment data, and how program has
addressed standards not met or weak during initial review process in
2000. (see handwritten comments from reviewers)
Please Insert here the name of the submitting university/college and the licensure rule number for this application
FORM I B
Subject Matter Standards
Name of licensure program____________________________________________
Licensure rule number________________________________________________
Licensure scope (K-12, 5-8, 9-12 etc.) ___________________________________
Professional Education Program
Evaluation Report (PEPER II)
Course Number
LISTING OF PROGRAM
COURSES & SEQUENCE
Course/Experience name or title
Attach this heading to your
documentation.
Credit hours
Directions:
(List the sequence of required courses/experiences that provide candidates with the knowledge, skills and
understandings required in this licensure rule.)
Include copies of all syllabi for required courses
Please Insert here the name of the submitting university/college and the licensure rule number for this application
FORM I-C
Subject Matter Standards
Professional Education
Program Evaluation
Report (PEPER II)
Insert selected subject matter standards in the grid
below
or
matrices with the licensure standards already
inserted are available for each licensure field
(insert licensure rule number here)
MATRIX
Identify coding used to indicate placement or
assignment of standards here:
(Example: K= knowledge, A= assessed, P= Primary focus)

COURSE NUMBERS

SAMPLE:
8710.4500 Teachers of Health Education
3G:A teacher of health understands how to use goalsetting and decision-making skills to enhance health
including:
3) the components of and processes for the
development and implementation of personal health
plans; and
Insert Course ID & Numbers Below
HEAL
220
PE
111
K
K, P, A
HEALTH
344
Tips to assist in the review process:
“Knowledge” is what the candidate has learned and “competence” is the skill the candidate has in using that
knowledge. Some standards require only demonstrated competence with the intent that one cannot be competent
without being knowledgeable. Some standards are written specifically to address the assessment of “knowledge”.
Reviewers need to be able to verify attainment of “knowledge” or assessment of “competence” accordingly.
The matrix is intended to be a “map” of the learning opportunities throughout your program. It can be
comprehensive to serve many purposes. However, reviewers will not check each and every learning opportunity
you indicate on your matrix. Therefore, use coding/symbol (perhaps circle, or bold, the “K” or “A” that is
PRIMARY) to direct the reviewer to the learning opportunity that most clearly targets the standard and can be
easily verified by an outside reviewer.
To locate FORM I-C: see the Matrices for specific licensure fields
Some standards are written so they only include knowledge, while others
include knowledge and the application of that knowledge (assessment).
Please Insert here the name of the submitting university/college and the licensure rule number for this application
FORM I-D GRID
Subject Matter Standards
Professional Education
Program Evaluation Report
(PEPER II)
FORM I-D
COMPLETE
THIS FORM &
EVIDENCE OF LEARNING & ASSESSMENT
SUBMIT
OPPORTUNITIES
SYLLABI
Insert selected content standards below
Use specific references to activities* in
or
the syllabi that evidence learning
Course ID
forms with the licensure standards already
opportunities & assessments that
Number(s)
inserted are available for use. Find the prealign to the standard. (*readings,
made forms on the INDEX page.
activities, topics of discussion,
assignments, experiences, etc.) All
referenced experiences must be
(insert licensure name/rule number here)
verifiable in the course syllabi
submitted.
EXAMPLE:
8710.4500 Teachers of Health
3G:A teacher of health understands how to use
goal-setting and decision-making skills to enhance
health including
3) the components of and processes for the
development and implementation of personal
health plans;
EXAMPLE
Health 223
EXAMPLE:
Readings: Chapter 2 of text “Developing
Health Plans for Students”; class
discussion of components and goal
setting on session 3;
Session 4: (Group project)- developing
and evaluating sample personal health
plans
Assignment 3- developing a personal
health fitness plan; evaluation of plan by
professor; and implementation success
critiqued by peer review on session 15
Assessment: Personal Health plan model
is a required portfolio entry; description
of requirements and evaluation rubric is
in syllabus -- see session 5
If this standard
is the
PRIMARY focus
of other
courses/activities,
continue listing
them here &
below
Please Insert here the name of the submitting university/college and the licensure rule number for this application
Tips to assist in the review process:
Do’s

Be specific: “Knowledge” is what the candidate has learned and “competence” is the skill the candidate has
in using that knowledge. Some standards require only demonstrated competence with the intent that one
cannot be competent without being knowledgeable. Some standards are written specifically to address the
assessment of “knowledge”. Reviewers need to be able to verify attainment of “knowledge” or assessment
of “competence” accordingly. Whatever experiences are indicated on the Grid need to be evident in the
corresponding syllabi. Reviewers will look at the syllabus to validate the learning opportunity, but they
won’t HUNT for the evidence.

Use coding: The matrix is intended to be a “map” of the learning opportunities throughout your program.
It can be comprehensive to serve many purposes. However, reviewers will not check each and every
learning opportunity you indicate on your matrix. Therefore, use coding/symbol in the Matrix (example:
perhaps circle or bold the “K” or “A” that is PRIMARY) to direct reviewers to the course/experience(s)
that most clearly target this standard and can be easily verified by an outside reviewer. You might want to
also code the learning opportunity in the syllabus so that the reviewer doesn’t miss it.

Focus on the PRIMARY experiences: For primary experiences, be specific about topics of readings,
topics of discussions, how competencies are assessed. Reviewers will focus on these identified primary
opportunities in their review.
Don’ts

Cut and Paste: In completing the Grid, don’t simply “cut and paste” elements such as : portfolio, portfolio,
portfolio or Exam, exam ,exam, readings, readings, readings.
Rather for the PRIMARY learning or assessment activity for each standard, define specifically how the
standard is addressed/assessed. Include clarifiers or qualifiers of readings- for example, include the chapter
title or topic or context. While an “exam” might be a means to assess knowledge, demonstration of
“competence” requires an evaluation of a candidate’s skill in using specific knowledge. It will be necessary
to explain the assessment that will occur to verify competency standards. Instead of “portfolio”, explain
the document/evaluation that will be added to the “portfolio” that evidences competency of the standard. If
“class discussions” will provide PRIMARY learning opportunities, be sure to indicate the specific topic of
the discussion/activity or how it relates to the correlating standard(s) so that the reviewer will clearly see
the association.
 List too many primary experiences for a single standard: Identification of one or two primary learning
opportunities that clearly explain and evidence the opportunity to learn and be assessed will suffice.
Secondary learning opportunities can be indicated on the Matrix Form I-C, but DO NOT need to be listed
on the Learning Opportunities GRID Form I-D at all.
This form will take time for copying and pasting content from the syllabi. If
exams are used for the application (or assessment) level, they must go beyond
multiple choice items.
If the learning opportunities are the same, repeat as necessary.
Please Insert here the name of the submitting university/college and the licensure rule number for this application
FORM II
Subject Matter Standards
Professional Education Program
Evaluation Report (PEPER II)
FORM II
CONTENT METHODS
Attach this heading to
the documentation.
CONTENT METHODS
8700.7600 Subpart 5a B
Candidates enrolled in the teacher preparation program are required to complete course work in methods of teaching
the content and levels of students for which they are preparing to be licensed
COURSE
NUMBER
COURSE/EXPERIENCE NAME OR TITLE
(Indicate any methods courses that are required for this licensure program.)
List your methods courses here.
CREDIT HOURS
Please Insert here the name of the submitting university/college and the licensure rule number for this application
FORM III
Subject Matter Standards
Professional Education Program
Evaluation Report (PEPER II)
FORM III
CLINICAL EXPERIENCES
Attach this heading to
the documentation.
Provide a description or chart of the sequence of early and ongoing clinical experiences, and the student teaching
requirement (sequence/courses/hours required)
Include the Clinical Summary Chart for your program.
Please Insert here the name of the submitting university/college and the licensure rule number for this application
FORM IV-A
Subject Matter Standards
Professional Education Program
Evaluation Report (PEPER I)
FORM IV-A
FACULTY QUALIFICATIONS
Complete this form
8700.7600 Subpart 5a D(1,2,3,4,5). necessary faculty and
physical resources are allocated to implement and maintain
the teacher preparation program as follows:
The instructional leader for this program who is
named below signifies that standard D (1) has been
verified and met.
(1) professional staff member, qualified by academic
preparation, shall provide the instructional leadership
for the program
____________________________________________
name
and
____________________________________________
title
develop the course of study in collaboration with
licensed, experienced school personnel in the field;
additionally:
Please provide a current list of program advisory
members, which includes school personnel in the
field.
Use Form IV-B
(2) faculty assigned to instruct and assess the subject
matter content shall have advanced academic preparation
to teach the content
The instructional leader for this program who is
named below signifies that standard D (1) has been
verified and met.
____________________________________________
name
(4) program faculty assigned to provide instruction in
methods of teaching and to supervise student teaching
experiences shall have teaching experience at the licensure
level of the licensure program;
The instructional leader for this program who is
named below signifies that standard D (1) has been
verified and met.
___________________________________________
name
Each program must collect the vitae of faculty who are teaching methods
courses to verify that those faculty have the advanced preparation and K-12
experience in the teaching field.
Please Insert here the name of the submitting university/college and the licensure rule number for this application
FORM IV-B
Subject Matter Standards
Please complete this form
Professional Education Program
Evaluation Report (PEPER II)
Program Advisory Member
First, list the school personnel that
collaborated with the instructional
leadership to develop this program.
Next, please list the faculty members
who served on the committee.
(Individual’s name)
ADVISORY GROUP
Please list the licensed, experienced
school personnel from the field that
collaborated with the instructional
leadership of this program to
develop the course of study.
8700.7600 subpart 5a (1).
Licensure field/level
Professional position
( examples: Elem, Music K-12, Secondary
Math, )
(examples: grade 3 teacher, grade 12 math
teacher, fine arts curriculum coordinator; and
school/district affiliation, faculty position)
(Mathematics grades7-12 )
(Grade 7 math, XYZ School
District)
(add lines as needed)
The advisory group should include teachers in your field who you have
collaborated with to develop the program and periodically “review” your
program. It should also include faculty members from the program who
participate in the advisory committee meetings.
Please Insert here the name of the submitting university/college and the licensure rule number for this application
FORM V
Subject Matter Program
Professional Education Program
Evaluation Report (PEPER II)
FORM IV
ASSESSMENT PROCESS
Attach this heading to
your response.
Describe the assessment process to assure that candidates have attained the specific subject matter standards for this
licensure rule. This may include: comprehensive and integrated set of evaluation measures, transition points,
decision points, benchmarks, multiple assessments used to determine candidate progress through the program,
assessments’ alignment to BOT standards, descriptions of performance-based standards and criteria for evaluation.
Refer to the assessment system for your program. Add in additional relevant
information about your admissions, core assessments and clinical evaluations.
This is designed to measure subject specific standards.
Please Insert here the name of the submitting university/college and the licensure rule number for this application
FORM VI
Subject Matter Standards
FORM VI
Attach this heading to
Professional Education Program
CANDIDATE COMPETENCE
your candidate proficiency
Evaluation Report (PEPER II)
(Subject Matter Standards)
data.
Provide evidence that candidates have academic competence in the subjects they teach and have attained the
program outcomes. This may include summary or aggregated data specific to this program collected and analyzed
from the assessment process in Part V.
Available data for several years should include: Praxis II pass rates, core
assessment performance data, student teaching summative evaluations, and
clinical experience evaluations. These should be aggregated and shown in
tables. Include a written analysis and description of results over several years.
END OF PEPER II REPORT