Mansfield University Teacher Preparation Report 2012-2013

Mansfield University of Pennsylvania

Teacher Education Unit

2012-13 HEOA Teacher Preparation Report

06 December 2013



2012-13 HEOA Teacher Preparation Report

In 2008, the Higher Education Opportunity Act (HEOA) reauthorized the Higher Education Act (HEA) of

1965. The 2008 HEOA outlines the requirements for all teacher preparation programs to provide a report to the public. The requirements are defined below; the pages that follow provide evidence for each of the requirements.

Requirements: HEOA Sec. 201 amended HEA Title II, Part A: new HEA Sec. 205-208 (20 U.S.C. 1022d-

1022g).

1. Goals (Pages 2-3): “The institution must set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Department or by the state education agency.” The public report includes: “information about whether goals have been met, activities implemented to achieve goals, and steps taken to improve performance in meeting goals.”

2. Assurances (Pages 4-10): “The institution must provide assurances to the Department of Education regarding training related to identified needs of local education agencies or states and the needs of schools, training of special education teachers, training in providing instruction to diverse populations, and training to effectively teach in urban and rural schools, as applicable.” The public report includes: a

“description of activities the institution has implemented to meet assurances.”

3. Certification Exam Data (Pages 11-12): “Pass rates and scaled scores for the most recent year for which information is available on assessments used by the state for teacher certification or licensure that have been taken by students who are enrolled in the teacher preparation program and students who have completed the program during the prior 2 years… If a program has fewer than 10 scores reported on any assessment during an academic year, the average pass rate and scaled scores shall be provided for a 3-year period.”

4. General Program Information (Pages 13-16): “Admission criteria; enrollment disaggregated by race, ethnicity, and gender; average number of hours of supervised clinical experience; number of full-timeequivalent faculty and students in the supervised clinical experience; total number of students who have been certified or licensed as teachers, disaggregated by subject and area of certification or licensure.”

5. Accreditation (Page 17): “Statement of approval or accreditation of program (if required by the state); whether the state has designated the program as low-performing.”

6. Technology (Page 18): “Description of activities that prepare teachers to effectively use technology in instruction and to collect, manage, and analyze data.”

7. Diversity (Pages 19-30): “Description of activities that prepare teachers to teach effectively students with disabilities and students who have limited English proficiency.”

Page 1



Goals 2012-2013

Summary in Blue Ink

1.

Develop diversity proficiencies and assessments for the teacher education unit. (Continue from

2011-2012.) Monitor and assess the “Passport” use.

Not Achieved: The Passport was issued to students but according to Social Equity &

Multicultural Affairs Officer, no monitor of the use of Passport was done and no assessment of the passport use was conducted.

2.

Employer survey: Review and refine the questions using pilot study results in summer 2012.

Administer surveys and compile data to share with the unit and programs for program improvement purposes.

Partially Achieved: Pilot study results in summer 2012 were summarized. Additional follow up emails were sent to those principals who did not respond in the initial e-mail invitation. The response rate for the follow up e-mails was low. No additional valid data was added to the initial result. The instrument has not been revised and additional administration of the survey was not conducted during the Spring 2013 semester. The revision of the instrument and the data collection should be planned in the Fall 2013 semester.

3.

Alumni survey: Develop and administer the questionnaire to graduates and compile data to share with the unit and programs for program improvement purposes.

Partially Achieved: Alumni survey was developed and administered by phone. However, minimal success was achieved. A better contact phone number is needed to survey our graduates.

4.

Review and revise the current teacher education portfolio system in all programs to better align with the conceptual framework for teacher education, assessment goals, program changes, and

PDE initiatives. (continue from 2011-2012)

Achieved: The portfolio template and rubric were reviewed by each program and the changes were made when necessary. Data collection for the portfolio review was planned and will be completed by May 31, 2013.

5.

NCATE Standard 2 was identified as being the highlighted standard. Continue collecting assessment data in TracDat and use the results to improve the program.

Achieved: NCATE coordinator has re-established the membership for Standard 2 team. The tasks and assessment plan will be continued throughout the AY2013-2014.

6.

Continue providing assistance to the NCATE Coordinator towards completing the SPA report.

Achieved: Annual SPA reports were completed by the assistance of the NCATE coordinator.

Page 2

7.

Expand the assessment analysis for program improvement.

Partially Achieved: STER analysis for AY2011-2012 was completed. Assessment analysis for

AY2012-2013 needs to be done once spring 2013 STER data is available. Review of the assessment analysis results will be used to suggest the program improvement.

We have also had an additional assessment system in place and have finished out first cycle according to the system as is evident by the Continuous Improvement Report Forms that have been archived in the warehouse and reviewed by the respective deans and program leaders.

These will be used to track the programs’ continuous improvement.

8.

Field Experiences



Evaluating and making changes to the STER in order to meet NCATE and PDE expectations.

Partially Achieved: NCATE coordinator and Dr. Moore have started working on the revision and the plan. They will be revising and finalizing the STER instrument during summer 2013 and pilot study in fall 2013 in Dr. Moore’s student teaching supervision class.



Creating a sustainable plan to support new teachers a required by Part VI of Chapter

49.16 (22 PA Code).

Not Achieved: Field Experience Office will look into this goal in fall 2013.



Reviewing SPA narratives with NCATE Coordinator’s direction.

Not Achieved: there is no need for this goal.

9.

Technology:

Identify courses that assess The International Society for Technology in Education (I.S.T.E.) standards.

Achieved: Dr. Gambill will submit the matrix to TEC chair by May 15 th .

Page 3



Assurances 2012-2013

The Mansfield University Teacher Education Unit (TEU) Student Learning Outcomes (SLOs) serve as the

University’s assurances to the Department of Education “regarding training related to identified needs of local education agencies or states and the needs of schools, training of special education teachers, training in providing instruction to diverse populations, and training to effectively teach in urban and rural schools, as applicable.” Each TEU SLO has been developed in alignment with the unit’s conceptual framework and with the National Council for the Accreditation of Teacher Education. The TEU SLOs are assessed annually using unit-wide key assessments at both undergraduate and graduate levels. These data are then analyzed and interpreted for use in continuous program improvement.

The Mansfield University TEU SLOs and their results for 2012-13 are below.

Candidates will:

1.

Demonstrate professional reflection that supports continuing critical and constructive selfassessment leading to professional growth as evidenced by student teaching reflective exercises in Parts

Two and Three of the STER.

Criteria:

(a) At least 90% of candidates score at or above 80% on the totaled scores of the four reflective exercises on Part Two of the STER;

(b) At least 90% of candidates score at or above 80% on The P-12 Student Learning Project.

Results: The TEU SLO1 criteria have each been met:

(a) 90 out of 91 (99%) of candidates, scored at or above 80% on the totaled scores of the four reflective exercises on Part Two of the STER.

(b) 85 out of 91 (93%) of candidates score at or above 80% on The P-12 Student Learning Project.

Page 4

2.

Plan and prepare effective instruction that leads to student learning as evidenced by Domain

One evaluations in Part One of the STER and Category One of the PDE 430 summative assessment.

Criteria:

(a) At least 90% of candidates score “Very Good” (level 5) on STER Domain One items;

(b) At least 80% or above score “Outstanding” (level 6) on STER Domain One items;

(c) At least 95% of candidates score at or above the “Satisfactory” (level 1) on Category 1 of the PDE 430 summative assessment;

(d) At least 80% of candidates score at or above the “Superior” (level 2) on Category 1 of the PDE 430 summative assessment.

Results: The TEU SLO2 criteria are partially met:

(a) Met: 91 out of 91 (100%) of candidates score “Very Good” (level 5) or above on STER Domain One items.

(b) Not Met: Not more than 80% of candidates scored above 80% on STER Domain One items; these results are: 1a (74%), 1b (68%), 1c (55%), 1d (71%), 1e (70%), and 1f (58%).

(c) Met: 91 out of 91 (100%) of candidates score at or above “Satisfactory” (level 1) on Category 1 of the

PDE430.

(d) Met: 82 out of 91 (90%) of candidates score at or above “Superior” (level 2) on Category 1 of the PDE

430 summative assessment.

Page 5

3.

Support and maintain positive classroom environments that are conducive to student learning as evidenced by Domain Two evaluations in Part One of the STER and Category Two of the PDE 430

summative assessment

Criteria:

(a) At least 90% of candidates score “Very Good” (level 5) on STER Domain Two items;

(b) At least 80% or above score “Outstanding” (level 6) on STER Domain Two items;



Results: The TEU SLO 3 criteria are partially met:

(a) Met: 91 out of 91 (100%) of candidates score “Very Good” (level 5) or above on DomainTwo, Part

One of the STER.

(b) Not Met: 80% or more of the candidates scored “Outstanding” (level 6) on Domain Two elements 2a

(89%) and 2e (87%); not more than 80% of candidates scored above 80% on Domain 2 elements 2b

(78%), 2c (64%), and 2d (52%).


PDE430.



Page 6

4.

Deliver effective and appropriate instruction leads to student learning as evidenced by Domain

Three evaluations in Part One of the STER, The P-12 Student Learning Project, and Category Three of the

PDE 430 assessment

Criteria:

(a) At least 90% of candidates score “Very Good” (level 5) on STER Domain Three items;

(b) At least 80% or above score “Outstanding” (level 6) on STER Domain Three items;

(c) At least 90% of students score above 80% on the P-12 Student Learning Project;

(d) At least 95% of candidates score at or above the “Satisfactory” (level 1) on Category 3 of the PDE 430 summative assessment;

(e) At least 80% of candidates score at or above the “Superior” (level 2) on Category 3 of the PDE 430 summative assessment.


(a) Met: 91 out of 91 (100%) of candidates score “Very Good” (level 5) or above on Domain Three, Part

One of the STER.

(b) Not Met: 80% or more of the candidates scored “Outstanding” (level 6) on Domain Three element 3e

(81%); not more than 80% of candidates scored above 80% on Domain 3 elements 3a (76%), 3b (64%),

3c (77%), and 3d (67%).

(c) Met: 85 out of 91 (93%) of candidates score at or above 80% on The P-12 Student Learning Project.

(d) Met: 91 out of 91 (100%) of candidates score at or above “Satisfactory” (level 1) on Category 3 of the

PDE430.

(e) Met: 82 out of 91 (90%) of candidates score at or above “Superior” (level 2) on Category 3 of the PDE


Page 7

5.

Demonstrate abilities to meet professional responsibilities as evidenced by Domain Four artifacts in professional portfolios and Domain Four evaluations in Part One of the Student Teaching Evaluation

Report and Category Four of the PDE 430 assessment

Criteria:

(a) At least 90% of candidates score “Very Good” (level 5) on STER Domain Four items;

(b) At least 80% or above score “Outstanding” (level 6) on STER Domain Four items;




(a) Met: 91 out of 91 (100%) of candidates score “Very Good” (level 5) or above on Domain Four, Part

One of the STER.

(b) Not Met: 80% or more of the candidates scored “Outstanding” (level 6) on the following Danielson elements: 4a (84%), 4b (80%), 4d (92%), 4e (89%), and 4f (95%), while less than 80% of candidates scored “Outstanding” on Danielson elements 4c (76%).


PDE430.



Page 8

6.

Demonstrate professional knowledge and skills on Praxis I and II examinations and in field experiences

Criteria:

(a) Using the PDE cut scores, annually at least 95% of candidates will earn passing scores on the Praxis I tests (reading, writing, mathematics) and at least 80% of candidates will earn passing scores on all applicable Praxis II tests (based on Title II reporting data);

(b) At least 90% of respondents rate the success of the teacher education program as Good or above;

(c) At least 85% of respondents rate the success of the teacher education program as Very Good.

Results: Unable to determine at this time:

(a) The Praxis reports have not yet been provided to Mansfield University. When available, this data will be analyzed and forwarded to the TEC.

(b) Met: 97% (Fall 2012) and 100% (Spring 2013) of Cooperating Teachers rated the success of the teacher education program as “Good” or above.

(c) Not Met: 71% (Fall 2012) and 63% (Spring 2013) of Cooperating Teachers rated the success of the teacher education program as “Very Good.”

Page 9

7.

Conduct themselves in accordance with Pennsylvania’s Code of Professional Practice and

Conduct for Educators and the Mansfield University dispositions policy as evidenced by assessments of dispositions in field placements

Criterion: At least 98% of candidates are scored at or above “Satisfactory” for all professional dispositions evaluated by field placement cooperating teachers and professors supervising field experience

Results: Unable to determine:

The formal dispositions instruments were being revised during AY 2012-13 in response to data analysis from previous years, in which it was determined that the former instruments were not valid.

However, the following two (general) questions are asked of cooperating teachers, and their results indicate that the criterion for TEU SLO 7 are probably met:

Fall 2012

100% of cooperating teachers either agree (19%) or strongly agree (81%) that student teachers displayed positive teaching dispositions with students.

98.4% of cooperating teachers either agree (23.8%) or strongly agree (74.6%) that student teachers displayed positive teaching dispositions with staff and faculty.

Spring 2013

97.3% of cooperating teachers either agree (28.8%) or strongly agree (68.5%) that student teachers displayed positive teaching dispositions with students.

94.6% of cooperating teachers either agree (20.3%) or strongly agree (74.3%) that student teachers displayed positive teaching dispositions with staff and faculty.

Page 10

2010-

2011

2010-

2011

2010-

2011

2010-

2011

2010-

2011

2010-

2011

2010-

2011

2010-

2011

2010-

2011

2010-

2011

2010

2009-

2010

2009-

2010

2009-

2010

2009-

2010

Year

2009-

2010

2009-

2010

2009-

2010

2009-

2011-

2012

Test Name

Elem.Ed. Curr. Instruc. Assessment

Mathematics: Content Knowledge

Social Studies: Content Knowledge

Music: Content Knowledge

Art: Content Knowledge

Library Media Specialist


Art: Content Knowledge




Certification Exam Data 2012-13

Test

Number

Passing

Score

Number of

Examinees

Number

Passing

Ed. Of Exceptional Students: Core CK

Fundamental Subjects: Content Knowledge

Elem. Ed. Curr. Instruc. Assessment

Eng. Lang. Lit. Comp. Content Knowledge



S.E. Core Knowledge & Applications

Fundamental Subjects: Content Knowledge



0011

0061

0081

0113

0133

0311

0353

0511

0011

0041

0061

0081

0113

0133

0311

0354

0511

5011

0011

168

136

157

158

158

151

136

150

168

160

136

157

158

158

151

151

150

168

168

74

7

6

33

8

31

35

119

20

51

12

15

9

39

13

31

31

106

41

60

5

6

26

7

8

6

32

12

29

101

37

Pass

Rate

81%

71%

100%

79%

88%

31 100%

34

115

30

97%

59%

12 100%

31 100%

18

97%

53%

67%

82%

92%

94%

95%

90%

90%

Range

Mean

Score

143-

188

155-

182

145-

186

154-

196

133-

193

160-

196

116-

175

136-

191

136-

197

141-

195

137-

198

180

156-

196

152-

184

134-

195

130-

200

135-

193

132-

164

157-

195

143-

175

145

171

164

172

170

177

172

178

171

178

143

166

166

167

170

176

173

177

Page 11

2012-

2013

2012-

2013

2012-

2013

2012-

2013

2012-

2013

2012-

2013

2012-

2013

2012-

2013

2012-

2013

2012-

2013

2011-

2012

2011-

2012

2011-

2012

2011-

2012

2011-

2011-

2012

2011-

2012

2011-

2012

2011-

2012

2012

2011-

2012





Art: Content knowledge

Reading Specialist



Fundamental Subjects: Content







Art: Content knowledge



Fundamental Subjects: Content


160

136

157

158

150

168

168

158

151

151

150

168

158

570

151

151

160

136

157

158

0511

5011

0011

0041

0061

0081

0113

0134

0311

0354

0511

5011

0134

0300

0311

0354

0041

0061

0081

0113

5

13

5

6

96

17

5

5

10

8

6

10

13

22

8

5

11

9

11

37

182

133

157

167

174

174

180

164

169

182

175

172

162

654

171

177

173

135

171

171

11 100%

3

9

35

5

4

13 100%

22 100%

93

13

5

4

2

2

12

6

6

5

9

8

33%

82%

95%

63%

80%

97%

76%

100%

80%

33%

40%

92%

75%

100%

100%

90%

80%

157-

186

151-

179

155-

183

173-

196

168-

193

158-

192

110-

170

149-

167

143-

195

141-

188

147-

181

560-

730

158-

188

165-

195

134-

161-

186

112-

165

149-

189

148-

184

200

150-

195

Page 12



General Program Information 2012-13

HEOA reporting requires the following general program information: “admission criteria; enrollment disaggregated by race, ethnicity, and gender; average number of hours of supervised clinical experience; number of full-time-equivalent faculty and students in the supervised clinical experience; total number of students who have been certified or licensed as teachers, disaggregated by subject and area of certification or licensure.”

Admission criteria

Admission criteria can be found in the Policies section of the Mansfield University Catalog, available here: http://catalog.mansfield.edu/content.php?catoid=22&navoid=432

Average number of hours of supervised clinical experience

190

Number of full-time-equivalent faculty and students in the supervised clinical experience;

Fall 2012 Student Teachers: 42

Fall 2012 University Supervisors: 12

Spring 2013 Student Teachers: 49

Spring 2013 University Supervisors: 16

Page 13

Total number of students who have been certified or licensed as teachers, disaggregated by subject and area of certification or licensure.

Degrees Awarded - Current Programs Certificate

AY

10-11

AY

11-12

Undergraduate Programs

Bachelor of Music - Music Education

Bachelor of Science in Education - Art Education

K-12

K-12

Bachelor of Science in Education - English Education

Bachelor of Science in Education - Earth and Space Science Education

Bachelor of Science in Education - Social Studies: History Education

Bachelor of Science in Education - Mathematics Education

7-12

7-12

7-12

7-12

Bachelor of Science in Education - Early Childhood and Elementary Education PreK-4

Bachelor of Science in Education - Early Childhood and Elementary Education with Special Education second certification

PreK-4 and

Sp Ed PreK-8

31

8

1

3

7

10

0

0 0

4

2

7

34

10

2

0

Master's Programs

Master of Education-Special Education: Certification

Master of Education-Special Education: Non-Certification

Master of Science - Education: Reading Specialist

Master of Education - School Library and Information Technologies

Sp Ed PreK-8

None

K-12

K-12

0

0

0

0

0

1

1

46

AY

12-13

11

3

4

0

28

6

3

7

2

2

0

45

Total Degrees Awarded in Current Programs at Both Undergraduate and Graduate Level 60 107 111

Degrees Awarded - Old (Closed) Programs

Closed Undergraduate Programs

Certificate Undergrad - Elementary and Early Childhood Ed

Certificate Undergrad - Elementary Ed

Certificate Undergrad - English Ed

Certificate Undergrad - Social Studies: History Ed

Bachelor of Science-Ldshp for Child & Adlts Dis

Bachelor of Science in Education - French Ed

Bachelor of Science in Education - Spanish Ed

Bachelor of Science in Education - Chemistry Ed

Bachelor of Science in Education - Elementary Ed

Bachelor of Science in Education - Elementary Ed

Bachelor of Science in Education-Elementary Ed

Bachelor of Science in Education - Special Education

Bachelor of Science in Education - Special Education with Special Education

Second Certification

Closed Master's Programs

Master of Education - Elementary Education: Track 1, Children's Literature

Concentration

Program

Code

PreK-4

PreK-4

7-12

7-12

None

7-12

7-12

7-12

PreK-4

PreK-4

PreK-4

Sp Ed PreK-8

Sp Ed PreK-8

PreK-4

AY

10-11

AY

11-12

AY

12-13

16

20

3

0

0

9

0

0

0

0

0

0

2

18

18

7

1

1

9

1

1

1

1

1

6

0 4 4

1

12

0

0

0

6

0

0

8

0

0

0

0

Page 14

Master of Education - Elementary Education: Track 1, Other Concentration

Master of Education - Elementary Education: Track 4, Area of Interest, Student is seeking certification

PreK-4

Master of Education - Elementary Education: Track 2, Reading Concentration PreK-4

Master of Education - Elementary Education: Track 3, Area of Interest PreK-4

PreK-4

Master of Education - Elementary Education: Track 3, Area of Interest

Master of Education - Special Education



Master of Science - Education: Track 1, Children's Literature Concentration

Master of Science - Education: Track 1, Other Concentration

Master of Science - Education: Track 2, Reading Concentration

PreK-4

Sp Ed PreK-8

Sp Ed PreK-8

Sp Ed PreK-8

PreK-4

PreK-4

PreK-4

Master of Science - Education: Track 4, Area of Interest, Student is seeking certification

PreK-4

Master of Science - Education: Track 5, Area of Interest, Student is not seeking certification

Master of Music- Music Ed and Music Special Ed

Master of Education - Art Education

None

K-12

K-12

0

0

0

7

0

2

1

0

0

0

2

4

2

1

1

3

1

4

2

6

3

1

1

1

1

4

4

8

3

1

2

1

0

2

4

4

5

1

Total Degrees Awarded in Closed Programs at Both Undergraduate and Graduate Level

Enrollment disaggregated by gender

Bachelor of Music - Music Education

Bachelor of Science in Education - Art Education

Bachelor of Science in Education - English Education

Bachelor of Science in Education - Earth and Space Science

Bachelor of Science in Education - Social Studies: History

Bachelor of Science in Education - Mathematics Education

Bachelor of Science in Education - Early Childhood & El Ed

Bachelor of Science in Education - Early Childhood and

Elementary Ed with Special Ed Second Cert

Master of Education-Special Education: Certification

Master of Education-Special Education: Non-Certification

Master of Science - Education: Reading Specialist

Master of Science - Education: Teaching Children's Lit

Master of Education - School Library and Information Tech

Master of Education - School Library and Information

Technologies (Non-Cert)

Total

Headcount

Fall

2012

Fall

2013

Female

Fall

2012

Fall

2013

Male

Fall

2012

Fall

2013

BM.ME 127 97 72 57 55 40

BSE.AE 21 16 18 14 3 2

BSE.EN

BSE.ESS

19

5

13

2

13

2

8

0

6

3

5

2

BSE.SSH 20 19 10 7

BSE.MA 17 19 11 11

10

6

BSE.ECEE 54 43 42 34 12

12

8

9

BSE.ECSE

MED.SEC 15

MED.SENC 7

MS.EDRS 4

15

10

13

13

6

3

12

10

10

2

1

1

70

3

0

3

MS.EDCL 1 1 0 0 1 1

MED.LIT 121 78 106 67 15 11

NDG.LIT

88

10

94

12

76

10

84

84

12

94

12

0

10

0

1

8

0

7

Page 15

Enrollment disaggregated by race, ethnicity

Asian

FA

12

FA

13

Black Hispanic

FA

12

FA

13

FA

12

FA

13

Mixed

Race

FA

12

FA

13

Native

American

FA

12

FA

13

NRA

FA

12

FA

13

Pacific

Islander

FA

12

FA

13

Race

Unknown

FA

12

FA

13

White

FA

12

FA

13

Current Undergraduate Programs

Music Education

Art Education

English Education

Earth and Space Science Ed

Social Studies: History Ed

Mathematics Education

Early Childhood & El Ed

Early Childhood & El Ed with Special

Ed Second Cert

Current Graduate Programs

Special Education: Certification

Special Education: Non-Certification

Education: Reading Specialist

Education: Teaching Children's Lit

School Library and Information Tech

School Library and Information

Technologies (Non-Cert)

BM.ME

BSE.AE

BSE.EN

BSE.ESS

BSE.SSH

BSE.MA

BSE.ECEE

2 2 2 3 2 3 1

1

1 1

1 1

2 1 1 1 1 1 1

BSE.ECSE 2 2 2 2 3 1 1

MED.SEC

MED.SENC

MS.EDRS

MS.EDCL

MED.LIT 2 1 6 4 4 3

NDG.LIT

1

1 1

1 1

1

8

1

1

2

2

4

1

6

115 89

1 19 15

1 16 11

5 2

19 19

1 15 17

2 47 38

7 77 125

1

15 15

1 7 9

3

1

12

1

5 100 64

9 11

Page 16



Accreditation Information 2012-13

The statement below appears in Mansfield University’s Catalog as an indication of the Teacher

Education Unit’s accreditation status.

“Mansfield University is accredited by the Middle States Commission on Higher Education, 3624 Market

Street, Philadelphia, PA 19104. (267-284-5000) The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher

Education Accreditation.

“The professional education unit at Mansfield University (MU) is accredited by the National Council for

Accreditation of Teacher Education (NCATE). NCATE is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation as “a professional accrediting body for teacher preparation” (see http://www.ncate.org/Public/AboutNCATE/tabid/179/Default.aspx). Selected

Mansfield programs that prepare teachers and other educational professionals at the initial or advanced levels are nationally recognized by specialized professional associations (SPAs), which are member organizations of NCATE. For a current listing of specific Mansfield University nationally recognized SPAs, please consult the NCATE listing at http://www.ncate.org/tabid/178/Default.aspx?state=PA&CO_ID=10753. The contact information for

NCATE is:

“National Council for Accreditation of Teacher Education

2010 Massachusetts Ave NW, Suite 500

Washington, DC 20036

Telephone: (202) 466-7496

Fax: (202) 296-6620

General e-mail: ncate@ncate.org

”

Page 17



Technology Use Information 2012-13

Activities that “prepare teachers to effectively use technology in instruction and to collect, manage, and analyze data” are integrated throughout the curricula of Mansfield University’s Teacher Education Unit

(TEU). Through face-to-face, online, and hybrid coursework leading to initial and advanced certifications, candidates are prepared to use technology as an instructional tool and as a pedagogical tool for the collection, management, and analysis of data with the intention of leading to greater student learning.

Page 18



Diversity Information 2012-13

Activities that “prepare teachers to effectively teach students with disabilities and students who have limited English proficiency” are integrated throughout the curricula of Mansfield University’s Teacher

Education Unit (TEU). Additionally, faculty have designed four specific courses to focus on students with exceptionalities and students with limited English proficiency. These four courses are offered at both the undergraduate level for initial certification programs and at the graduate level for advanced certification programs. All Mansfield University candidates complete these courses, which have been mapped to the proficiencies as required by the Pennsylvania Department of Education as shown in the chart below.

Accommodations & Adaptations/ Special

Education & ELL Competencies

SPE 1001:

Foundations in Special

Education

SPE 3291:

High

Incidence

Disabilities

SPE 3352:

Assessment and

Evidence

Based

Behavior

SPE 2276:

Instruction for English

Language

Learners

I. Types of Disabilities and Implications

for Learning: Candidate will be able to :

Support for

Inclusion

Test Project A) Demonstrate an understanding of and ability to plan for: type, identification and characteristics of different types of disabilities, as well as effective, evidencebased instructional practices and adaptations

B) Demonstrate understanding of the legal rights and responsibilities of the teacher for special educational referral and evaluation and the rights and procedural safeguard that students are guaranteed.

C) Demonstrate an understanding of possible causes and implications of overrepresentation of minorities in special education so as not to misinterpret behaviors that represent cultural, linguistic differences as indicative of learning problems.

II. Cognitive Skill Development to Ensure

Achievement of Students with Disabilities in Standards aligned Systems to Include

All School Environments

A) Cognitive—Delineate how individuals acquire and process information.

Test

Test

Test/Quiz

Essay

Test/Quiz

Write on test

Evaluate CS for problems

Case Study

Case Study

Page 19



1) Design learning environments to facilitate encoding, storage and retrieval of knowledge and information for memory, attention, perception, and actions, problem-solving.

2) Describe the developmental patterns of change, physical, cognitive, and psychosocial areas that have been identified for each stage of child development.

3) Apply concepts of human development to education and learning regarding attention, memory, conceptual knowledge and its formation, reasoning, decisionmaking, problem solving, executive functioning, principles and mechanisms of development, intelligence, action, and motor control.

4) Specify the experiences children need from birth to age eight to prepare them to learn, read, and succeed in school.

5) Identify early interactions with adults and peers, the early childhood education teaching methods and curricula, and comprehensive early childhood interventions that support learning and development, specifically in domains that prepare children from diverse backgrounds for kindergarten and the early grades. (see early childhood)

B) Physical—Recognize patterns of normal physical developmental milestones and how patterns of students with disabilities may be different, and plan effectively for possible accommodations and/or modifications which may be necessary to implement effective instructional practices.

Test

Test

Test

Test

Test

Test

SPE 1001:


Education

SPE 3291:

High

Incidence

Disabilities

Project

SPE 3352:

Assessment and

Evidence

Based

Behavior

Support for

Inclusion

Test/Quiz

Test

SPE 2276:


Language

Learners

Case Study

Case Study

Page 20



SPE 1001:


Education

SPE 3291:

High

Incidence

Disabilities

SPE 3352:

Assessment and

Evidence

Based

Behavior

Support for

Inclusion

Case study

SPE 2276:


Language

Learners

C) Social—Initiate, maintain, and manage positive social relationships with a range of people in a range of contexts.

1) Recognize areas of development for students with disabilities and plan effectively for: interpersonal processes, forming and maintaining relationships

(including parent-child, care giving, peer, friend, sibling), and attachment models and their effects on learning.

2) Apply principles in social competence, social withdrawal, social role formation and maintenance, and pro-social behaviors, and aggression as the affect learning.

D) Behavioral—Recognize patterns of normal behavioral milestones and how patterns of students with disabilities may be different, and plan effectively for positive teaching of appropriate behaviors that facilitate learning.

E) Language—Apply reading predicators, analyzing the effect individual differences in specific perceptual, linguistic, and cognitive skills and how they affect a child’s ability to read.

1) Apply principles of early learning to language development in the following areas: language comprehension, language expression, language form and syntax, morphology and semantics. Content reading child development.

2) Apply and teach skills of spoken language as a precursor of reading and academic development.

F) Positive Environments for Learning for

Students with Disabilities

1) Define the scientific principles influencing academic and social behavior

Test

Case Study Case Study CS/

Exploration of course/

Mock IEP

Test Case

Study

Case Study

Project

Case Study CS

Project

Project

Project

Test responses

Case Study

IEP

IEP

Test

Case Study

Case Study

Case Study

Page 21



SPE 1001:


Education

SPE 3291:

High

Incidence

Disabilities

2)Implement positive behavioral interventions based on a functional analysis of behavior

3) Create an optimal learning environment by utilizing, evaluating, modifying and adapting the classroom setting, curricula, teaching strategies, materials, and equipment.

G) Collaboration and Communication

1) Identify effective co-planning and coteaching strategies.

2)Identify collaborative consultative skills and models (i.e. understanding role on the

IEP team; teaming; parallel teaching)

Case Study Project

Case Study Test/Quiz

Test

SPE 3352:

Assessment and

Evidence

Based

Behavior

Support for

Inclusion

Screening

Field Exp/

Practicum

Test/Quiz Mock Multidiscipline team

SPE 2276:


Language

Learners

Case Study

Presentation

Case Study

Case Study

3) Identify instructional level of students through collaboration with members of the IEP team.

4) Understand the role of the general educator as part of the team for transition planning across transition points (i.e. preschool to school entry, grade level to grade level, school to school, to post school outcomes)

5) Demonstrate an understanding of the meaningful roles that parents and students play in the development of the student’s education

6) Demonstrate sensitivity multicultural and economic perspectives in order to encourage parent participation

7) Demonstrate an understanding of how to support student and family communication and meaningful participation into the student’s educational program

8) Work collaboratively with all members of the student’s instructional team including parents and agency personnel

Test

Test

Test

Test

Test

Test

IEP project Mock IEP

Test/Quiz Mock MDT

Mock

IEP/MDT

Test

Case Study

Presentation

Research

Paper &

Presentation

Research

Paper &

Presentation

Page 22



III. Assessments: Candidates will be able to:

A) Identify, administer, interpret, and plan instruction based on each of the following assessment components in a standards aligned system.

1.) Authentic--A form of assessment in which, students are asked to perform realworld tasks that demonstrate meaningful application of essential knowledge and skills. The assessment usually includes a task for students to perform, and a rubric is used to evaluate their performance.

2.) Screening--Screening assessments are used to determine which students may be at risk. Poor performance on the screening assessments identifies those students needing additional, in-depth assessment of strengths and weaknesses.

The primary purpose of screening assessments is to identify children who need additional instructional (or behavioral) intervention. An essential element of using a screening assessment is implementing additional identified intervention(s) (instructional, behavioral, or medical).

3.) Diagnostic--The purpose of diagnostic assessments is to ascertain, prior to instruction, each student's strengths, weaknesses, knowledge, and skills. Using diagnostic assessments enable the instructor to remediate students and adjust the curriculum to meet each pupil's unique needs. (Examples of diagnostic assessments are: DRA's; Running Records;

GRADE; GMADE)

SPE 1001:


Education

SPE 3291:

High

Incidence

Disabilities

SPE 3352:

Assessment and

Evidence

Based

Behavior

Support for

Inclusion

Test & Mock

Application

(MA)

IEP/MDT

Mock

Prereferral

MDT/IEP

Test & Give to children-- practice

SPE 2276:


Language

Learners

Case Study

Case Study

Page 23



4.) Formative--Pennsylvania defines formative assessments are classroom based assignments that allow teachers to monitor and adjust their instructional practice in order to meet the individual needs of their students. Formative assessments can consist of formal instruments or informal observations. The key is how the results are used. Results should be used to shape teaching and learning.

5.) Benchmark--Assessments that are designed to provide feedback to both the teacher and the student about how the student is progressing towards demonstrating proficiency on grade level standards.

6.) Summative--Summative assessments seek to make overall judgment of progress at the end of a defined period of instruction. Often the summative assessment occurs at the end of a school level, grade, or course, or is administered at certain grades for purposes of state or local accountability.

B) Demonstrate an understanding of the types of assessments used (e.g., screening, diagnostic, formative, summative) and the purpose of each assessment in a data-based decision making process.

C) Demonstrate the use of formal and informal assessment data for instructional, behavioral and possible eligibility decisions based on the type of assessment, level of the students being assessed, and the point and quality of instruction.

SPE 1001:


Education

SPE 3291:

High

Incidence

Disabilities

SPE 3352:

Assessment and

Evidence

Based

Behavior

Support for

Inclusion

Case Study

/Test (MA)

Practicum

Case Study

Test (MA)

MDT/IEP

Test (MA)

Case Study

Mock reverse case study in class

SPE 2276:


Language

Learners

Page 24



D) Demonstrate an understanding of the multi-disciplinary evaluation process and an ability to articulate the findings presented in an evaluation report including grade-level equivalents, percentile rank, standard scores, and stamina.

E) Demonstrate an understanding of the components of the Individualized

Education, Plan (IEP) process, with emphasis on understanding measurable goals based on present levels, specially designed instruction, adaptations, accommodations, supplementary aids and services, and supports for school personnel.

F) Articulate differences between achievement tests, aptitude tests, and observational data used in special education placement decisions.

G) Create an instructional plan using assessment information related to individual student achievement,

H) Analyze and interpret formative assessment (e.g. curriculum based assessment, CBA)

Test

SPE 1001:


Education

SPE 3291:

High

Incidence

Disabilities

SPE 3352:

Assessment and

Evidence

Based

Behavior

Support for

Inclusion

Case Study essay explanation

IEP project Explain the process to parents - in class mock scenario

Paper pencil test

Case Study

Given data reach conclusion

SPE 2276:


Language

Learners

Case Study

I) Demonstrate an understanding of the purpose and intent of standardized assessments and progress monitoring as one of multiple indicators used in overall student evaluations

J) Systematically monitor student performance to best identify areas of need

K) Use evaluative data on an individual, class and district level to implement instructional and/or programmatic revisions for quality improvement.

Student Teaching

Explain - essay exam

Case study

Case study

Case Study

Case Study

Page 25



L) Demonstrate an understanding of legally acceptable modifications and accommodations for assessment for students with disabilities.

M) Demonstrate an understanding of ethical practice for assessment.

N) Recognize the need to consult with multi-disciplinary team when cultural, economic, or linguistic differences are present in order to avoid biased assessment

IV. Literacy Development and Instruction

in Core and Intervention Areas:

Candidates will be able to

A) Demonstrate an ability to match instructional research-validated literacy interventions to identified student needs.

B) Demonstrate a conceptual understanding of the components of reading and describe how these areas pose challenges for students with disabilities:

· Phonological Awareness &Phonics

· Fluency

· Vocabulary

· Comprehension

· Language

· Word Study (Phonological

Awareness & Phonics)

C) Demonstrate an ability to review and evaluate literacy programs for purpose, quality, effectiveness, and research-base and show knowledge of commonly available programs

D) Identify evidence-based instructional practices to be used with students with disabilities in the area of literacy

Test

Test

X

SPE 1001:


Education

Test

SPE 3291:

High

Incidence

Disabilities

SPE 3352:

Assessment and

Evidence

Based

Behavior

Support for

Inclusion

IEP project Explain - essay exam

SPE 2276:


Language

Learners

Test/Quiz

Project

Test/Quiz

Test/Quiz

Project

Project

Case Study

Case Study

Test/Quiz

Test/Quiz

Test/Quiz

Test/Quiz

Test/Quiz

Case Study

Case Study

Activities

Page 26



E) Demonstrate an understanding of the evidence-based connection between literacy and behavior.

F) Demonstrate a conceptual understanding of the components of writing and describe how these areas pose challenges for students with disabilities

· Text production

· Spelling

· Composition for different types of writing

G) Clearly articulate and model the use of explicit and systematic instruction in the teaching of literacy (reading and writing) for students with disabilities across all reading levels

H) Clearly articulate and model the use of explicit and systematic instruction in the teaching of content area literacy for all students with disabilities.

I) Demonstrate instructional strategies to enhance comprehension of material

J) Demonstrate an understanding of the challenges that students with specific disabilities face in content area literacy

K) Assess the readability of content and reading materials

L) Demonstrate the ability to adapt content area materials to the student’s instructional level

M) Utilize assessment tools with appropriate accommodations in the area of literacy to identify effectiveness of the standards based curriculum (core literacy program for students with disabilities).

N) Establish and maintain progress monitoring practices within the content area aligned with the identified needs of each student to adjust instruction and

SPE 1001:


Education

SPE 3291:

High

Incidence

Disabilities

SPE 3352:

Assessment and

Evidence

Based

Behavior

Support for

Inclusion

Test/Quiz

Test/Quiz

Test/Quiz

Test/Quiz

Test/Quiz

Project

Project

Project

Project

Project

Project

Project

Case Study

SPE 2276:


Language

Learners

Case Study

Page 27



SPE 1001:


Education

SPE 3291:

High

Incidence

Disabilities

SPE 3352:

Assessment and

Evidence

Based

Behavior

Support for

Inclusion

SPE 2276:


Language

Learners provide rigor in the area of literacy for all students with disabilities

O) Establish and maintain progress monitoring practices within the content area aligned with the identified needs of each student to adjust instruction and provide rigor in the area of literacy for all student with disabilities.

V. Effective Instructional Strategies for

Students with Disabilities in Inclusive

Settings: Candidates will be able to

A) Identify effective instructional strategies to address areas of need

B) Scaffold instruction to maximize instructional access to all students

C) Monitor student progress to provide mediated scaffolding and increase academic rigor when appropriate

D) Provide feedback to students at all levels to increase awareness in areas of strength, as well as areas of concern

E) Strategically align standard based curriculum with effective instructional practices

F) Identify and implement instructional adaptations based on evidence-based practices (demonstrated to be effective with students with disabilities) to provide curriculum content in a variety of ways without compromising curriculum intent

G) Analyze performance of all learners and make appropriate modifications.

H) Design and implement programs that reflect knowledge, awareness and responsiveness to diverse needs of students with disabilities.

Project

Case Study Project

Test

Project

Project

Project

IEP Project

Intro/ Test Project

Test Project

Project

C.S.

Practicum

Case Study

Research /

Poster

Session

Page 28



I) Use research supported methods for academic and non-academic instruction for students with disabilities

J) Develop and implement universally designed instruction

K) Demonstrate an understanding of the range and the appropriate use of assistive technology (i.e. no tech, low tech, high tech)

L) Demonstrate efficient differentiated instruction and an understanding of efficient planning, coordination and delivery for effective instruction required for inclusive setting

3 Credits/90 hours--English Language

Learners

I. Foundations for Pre-Service

Candidates: Candidates will be able to

A. Language

1) Demonstrate knowledge of language systems, structures, functions, and variation

2) Identify the process of acquiring multiple languages and literacy skills, including the general stages of language development.

3) Identify the differences between academic language and social language.

B. Culture

1) Identify socio-cultural characteristics of

ELLs including educational background and demographics.

2) Describe how ELLs’ cultural communication styles and learning styles affect the learning process.

3) Describe how ELLs' cultural values affect their academic achievement and language development.

Test

SPE 1001:


Education

SPE 3291:

High

Incidence

Disabilities

Project

SPE 3352:

Assessment and

Evidence

Based

Behavior

Support for

Inclusion

IEP Project

Project

SPE 2276:


Language

Learners

Paper

Case Study

Case Study

Case Study

Case Study

Class activities

Case Study

Case Study

Page 29



SPE 1001:


Education

SPE 3291:

High

Incidence

Disabilities

SPE 3352:

Assessment and

Evidence

Based

Behavior

Support for

Inclusion

SPE 2276:


Language

Learners

Case Study 4) Identify bias in instruction, materials and assessment

5) Demonstrate cross-cultural competence in interactions with colleagues, administrators, school and community specialists, students and their families.

6) Observe culturally and/or linguistically diverse instructional settings.

Case Study

Video or field experience

II. Applications for Pre-Service

Candidates: Candidates will be able to

A. Standards-based instruction

1) Apply research, concepts and theories of language acquisition to instruction.

2) Implement appropriate research-based instructional strategies to make content comprehensible for all ELLs.

3) Demonstrate effective instructional planning and assessment integrating the

PA Language Proficiency Standards for

English Language Learners PreK-12 (ELPS) and PA academic standards

B. Assessment specific to ELL

1) Use PA ELPS to design content assessment.

2) Identify issues related to standardsbased formative and summative assessment for all ELLs.

3) Use assessment data to differentiate and modify instruction for optimal student learning

C. Professionalism

1) Describe the legal responsibilities related to serving ELLs.

2) Demonstrate collaborative, co-teaching models for serving ELLs

Test/ Case study

Test/ Case study

Test/ Case study

Case study

Modify chapters in content area

Case study

Presentation

Case study

Case study

Presentation

Group activity

Page 30



SPE 1001:


Education

SPE 3291:

High

Incidence

Disabilities

SPE 3352:

Assessment and

Evidence

Based

Behavior

Support for

Inclusion

SPE 2276:


Language

Learners

Presentation 3) Define common terms associated with

English Language Learners.

4) Identify professional resources and organizations related to serving ELLs.

Presentation

Page 31

Mansfield University Teacher Preparation Report 2012-2013

Degrees Awarded - Current Programs Certificate

AY

10-11

AY

11-12

AY

12-13

Degrees Awarded - Old (Closed) Programs

Program

Code

AY

10-11

AY

11-12

AY

12-13

Related documents

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Support

Mansfield University Teacher Preparation Report 2012-2013

Degrees Awarded - Current Programs Certificate

AY

10-11

AY

11-12

AY

12-13

Degrees Awarded - Old (Closed) Programs

Program

Code

AY

10-11

AY

11-12

AY

12-13

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