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Bridgewater College
Traditional Program
Complete Report Card
AY 2013-14
Institution Information
Name of Institution: Bridgewater College
Institution/Program Type: Traditional
Academic Year: 2013-14
State: Virginia
Address: 402 East College Street
Bridgewater, VA, 22812
Contact Name: Dr. Jean Hawk
Phone: 540-828-5355
Email: jhawk@bridgewater.edu
Is your institution a member of an HEA Title II Teacher Quality Partnership (TQP) grant awarded by the U.S. Department of Education? (http://www2.ed.gov/about
/offices/list/oii/tqp/index.html)
No
If yes, provide the following:
Award year:
Grantee name:
Project name:
Grant number:
List partner districts/LEAs:
List other partners:
Project Type:
Section I.a Program Information
List each teacher preparation program included in your traditional route. Indicate if your program or programs participate in a Teacher Quality Partnership Grant
awarded by the U.S. Department of Education as described at http://www2.ed.gov/about/offices/list/oii/tqp/index.html.
Teacher Preparation Programs
Teacher Quality
Partnership Grant
Member?
8VAC20-542-110 Elementary Education
preK-6
No
8VAC20-542-180 Career and Technical-Family and Consumer Science 6-12
No
8VAC20-542-280 English 6-12
No
8VAC20-542-290 English as a second
language preK-12
No
8VAC20-542-300 (Spanish) preK-12
No
8VAC20-542-300 Foreign Language (French)
preK-12
No
8VAC20-542-320 Health and Physical
Education preK-12
No
8VAC20-542-330 History and social science
6-12
No
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8VAC20-542-370 Mathematics 6-12
No
8VAC20-542-390 Music (Instrumental)
preK-12
No
8VAC20-542-400 Music (Vocal/Choral)
preK-12
No
8VAC20-542-410 Science-Biology 6-12
No
8VAC20-542-420 Science (Chemistry) 6-12
No
8VAC20-542-440 Science (Physics) 6-12
No
8VAC20-542-510 Theater Arts preK-12
No
8VAC20-542-520 Visual Arts perK-12
No
Total number of teacher preparation programs: 16
Section I.b Admissions
Indicate when students are formally admitted into your initial teacher certification program:
Other Once they've established a Bridgewater College GPA of 2.5 and met all other admissions requirements
Does your initial teacher certification program conditionally admit students?
Yes
Provide a link to your website where additional information about admissions requirements can be found:
https://www.bridgewater.edu/academics/departments/education/tep-transition-points
Please provide any additional comments about or exceptions to the admissions information provided above:
The state has a SAT and/or ACT score waiver option for the Praxis Core Mathematics assessment, which the Bridgewater College Teacher Education Program also accepts
for admissions.
Section I.b Undergraduate Requirements
Please provide the following information about your teacher preparation program's entry and exit requirements. (§205(a)(1)(C)(i))
Are there initial teacher certification programs at the undergraduate level?
Yes
If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Undergraduate level.
Element
Required for Entry Required for Exit
Transcript
Yes
Yes
Fingerprint check
No
Yes
Background check
No
Yes
Minimum number of courses/credits/semester hours completed
No
Yes
Minimum GPA
Yes
Yes
Minimum GPA in content area coursework
No
Yes
Minimum GPA in professional education coursework
No
Yes
Minimum ACT score
No
No
Minimum SAT score
No
No
Minimum basic skills test score
Yes
Yes
Subject area/academic content test or other subject matter verification
No
Yes
Recommendation(s)
Yes
Yes
Essay or personal statement
Yes
No
Interview
Yes
No
Other Program Exit Survey
No
Yes
What is the minimum GPA required for admission into the program?
2.5
What was the median GPA of individuals accepted into the program in academic year 2013-14
3.08
What is the minimum GPA required for completing the program?
2.5
What was the median GPA of individuals completing the program in academic year 2013-14
3.36
Please provide any additional comments about the information provided above:
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Section I.b Postgraduate Requirements
Please provide the following information about your teacher preparation program's entry and exit requirements. (§205(a)(1)(C)(i))
Are there initial teacher certification programs at the postgraduate level?
No
If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Postgraduate level.
Element
Required for Entry Required for Exit
Transcript
Data not reported
Data not reported
Fingerprint check
Data not reported
Data not reported
Background check
Data not reported
Data not reported
Minimum number of courses/credits/semester hours completed
Data not reported
Data not reported
Minimum GPA
Data not reported
Data not reported
Minimum GPA in content area coursework
Data not reported
Data not reported
Minimum GPA in professional education coursework
Data not reported
Data not reported
Minimum ACT score
Data not reported
Data not reported
Minimum SAT score
Data not reported
Data not reported
Minimum basic skills test score
Data not reported
Data not reported
Subject area/academic content test or other subject matter verification
Data not reported
Data not reported
Recommendation(s)
Data not reported
Data not reported
Essay or personal statement
Data not reported
Data not reported
Interview
Data not reported
Data not reported
Other
Data not reported
Data not reported
What is the minimum GPA required for admission into the program?
What was the median GPA of individuals accepted into the program in academic year 2013-14
What is the minimum GPA required for completing the program?
What was the median GPA of individuals completing the program in academic year 2013-14
Please provide any additional comments about the information provided above:
Section I.c Enrollment
Provide the number of students in the teacher preparation program in the following categories. Note that you must report on the number of students by ethnicity
and race separately. Individuals who are non-Hispanic/Latino will be reported in one of the race categories. Also note that individuals can belong to one or more
racial groups, so the sum of the members of each racial category may not necessarily add up to the total number of students enrolled.
For the purpose of Title II reporting, an enrolled student is defined as a student who has been admitted to a teacher preparation program, but who has not
completed the program during the academic year being reported. An individual who completed the program during the academic year being reported is counted as
a program completer and not an enrolled student.
Additional guidance on reporting race and ethnicity data.
Total number of students enrolled in 2013-14:
124
Unduplicated number of males enrolled in 2013-14:
29
Unduplicated number of females enrolled in 2013-14:
95
2013-14
Number enrolled
Ethnicity
Hispanic/Latino of any race:
2
Race
American Indian or Alaska Native:
1
Asian:
1
Black or African American:
6
Native Hawaiian or Other Pacific Islander:
0
White:
Two or more races:
116
0
Section I.d Supervised Clinical Experience
Provide the following information about supervised clinical experience in 2013-14.
Average number of clock hours of supervised clinical experience required prior to student teaching
150
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Average number of clock hours required for student teaching
530
Average number of clock hours required for mentoring/induction support
0
Number of full-time equivalent faculty supervising clinical experience during this academic year
12
Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff) 6
Number of students in supervised clinical experience during this academic year
177
Please provide any additional information about or descriptions of the supervised clinical experiences:
Over the course of the program, candidates take part in five field experiences, which are each taken concurrently with a specified class. The sixth and final clinical experience
is student teaching – a full-day, 15-week, supervised placement. All supervisors were counted once above, although some oversaw students in both the fall and spring
semesters. In early field experiences, the faculty member teaching the concurrent course supervises the students in the field experience. The EDUC 380 Practicum has a
1:12 faculty to candidate ratio. The Student Teaching sections (EDUC 460, 465 and 470) have a 1:1 supervisor to candidate ratio. Each faculty member receives a 1 credit
hour load per student teacher that s/he supervises.
Section I.e Teachers Prepared by Subject Area
Please provide the number of teachers prepared by subject area for academic year 2013-14. For the purposes of this section, number prepared means the number
of program completers. "Subject area" refers to the subject area(s) an individual has been prepared to teach. An individual can be counted in more than one
subject area. If no individuals were prepared in a particular subject area, please leave that cell blank. (§205(b)(1)(H))
Subject Area
Number Prepared
Education - General
Teacher Education - Special Education
Teacher Education - Early Childhood Education
Teacher Education - Elementary Education
26
Teacher Education - Junior High/Intermediate/Middle School Education
Teacher Education - Secondary Education
10
Teacher Education - Multiple Levels
15
Teacher Education - Agriculture
Teacher Education - Art
1
Teacher Education - Business
Teacher Education - English/Language Arts
2
Teacher Education - Foreign Language
Teacher Education - Health
12
Teacher Education - Family and Consumer Sciences/Home Economics
9
Teacher Education - Technology Teacher Education/Industrial Arts
Teacher Education - Mathematics
3
Teacher Education - Music
2
Teacher Education - Physical Education and Coaching
Teacher Education - Reading
Teacher Education - Science Teacher Education/General Science
Teacher Education - Social Science
Teacher Education - Social Studies
2
Teacher Education - Technical Education
Teacher Education - Computer Science
Teacher Education - Biology
1
Teacher Education - Chemistry
Teacher Education - Drama and Dance
Teacher Education - French
Teacher Education - German
Teacher Education- History
2
Teacher Education - Physics
1
Teacher Education - Spanish
Teacher Education - Speech
Teacher Education - Geography
Teacher Education - Latin
Teacher Education - Psychology
Teacher Education - Earth Science
Teacher Education - English as a Second Language
5
Teacher Education - Bilingual, Multilingual, and Multicultural Education
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Education - Other
Specify:
Section I.e Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year 2013-14. For the purposes of this section, number prepared means the
number of program completers. "Academic major" refers to the actual major(s) declared by the program completer. An individual can be counted in more than one
academic major. If no individuals were prepared in a particular academic major, please leave that cell blank. (§205(b)(1)(H))
Academic Major
Number Prepared
Education - General
Teacher Education - Special Education
Teacher Education - Early Childhood Education
Teacher Education - Elementary Education
Teacher Education - Junior High/Intermediate/Middle School Education
Teacher Education - Secondary Education
Teacher Education - Agriculture
Teacher Education - Art
Teacher Education - Business
Teacher Education - English/Language Arts
Teacher Education - Foreign Language
Teacher Education - Health
Teacher Education - Family and Consumer Sciences/Home Economics
Teacher Education - Technology Teacher Education/Industrial Arts
Teacher Education - Mathematics
Teacher Education - Music
Teacher Education - Physical Education and Coaching
Teacher Education - Reading
Teacher Education - Science
Teacher Education - Social Science
Teacher Education - Social Studies
Teacher Education - Technical Education
Teacher Education - Computer Science
Teacher Education - Biology
Teacher Education - Chemistry
Teacher Education - Drama and Dance
Teacher Education - French
Teacher Education - German
Teacher Education - History
Teacher Education - Physics
Teacher Education - Spanish
Teacher Education - Speech
Teacher Education - Geography
Teacher Education - Latin
Teacher Education - Psychology
Teacher Education - Earth Science
Teacher Education - English as a Second Language
Teacher Education - Bilingual, Multilingual, and Multicultural Education
Education - Curriculum and Instruction
Education - Social and Philosophical Foundations of Education
Liberal Arts/Humanities
Psychology
Social Sciences
Anthropology
Economics
Geography and Cartography
Political Science and Government
Sociology
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Visual and Performing Arts
History
2
Foreign Languages
Family and Consumer Sciences/Human Sciences
9
English Language/Literature
2
Philosophy and Religious Studies
Agriculture
Communication or Journalism
Engineering
Biology
1
Mathematics and Statistics
3
Physical Sciences
Astronomy and Astrophysics
Atmospheric Sciences and Meteorology
Chemistry
Geological and Earth Sciences/Geosciences
Physics
1
Business/Business Administration/Accounting
Computer and Information Sciences
Other
Specify: Liberal Studies (26) HPE (12)
38
Section I.f Program Completers
Provide the total number of teacher preparation program completers in each of the following academic years:
2013-14: 60
2012-13: 44
2011-12: 46
Section II Annual Goals - Mathematics
Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional
development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual
quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational
agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))
Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.
Please provide the information below about your program's goals to increase the number of prospective teachers in mathematics in each of three academic years.
Academic year 2013-14
Did your program prepare teachers in mathematics in 2013-14?
Yes
How many prospective teachers did your program plan to add in mathematics in 2013-14?
3
Did your program meet the goal for prospective teachers set in mathematics in 2013-14?
Yes
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
Academic year 2014-15
Is your program preparing teachers in mathematics in 2014-15?
Yes
How many prospective teachers did your program plan to add in mathematics in 2014-15?
4
Provide any additional comments, exceptions and explanations below:
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y
Will your program prepare teachers in mathematics in 2015-16?
Yes
How many prospective teachers does your program plan to add in mathematics in 2015-16?
4
Provide any additional comments, exceptions and explanations below:
Section II Annual Goals - Science
Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional
development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual
quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational
agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))
Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.
Please provide the information below about your program's goals to increase the number of prospective teachers in science in each of three academic years.
Academic year 2013-14
Did your program prepare teachers in science in 2013-14?
Yes
How many prospective teachers did your program plan to add in science in 2013-14?
2
Did your program meet the goal for prospective teachers set in science in 2013-14?
Yes
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
We now expect to have have one completer in Biology as well as 1 in Physics.
Academic year 2014-15
Is your program preparing teachers in science in 2014-15?
Yes
How many prospective teachers did your program plan to add in science in 2014-15?
2
Provide any additional comments, exceptions and explanations below:
1 Biology
1 Chemistry
Academic year 2015-16
Will your program prepare teachers in science in 2015-16?
Yes
How many prospective teachers does your program plan to add in science in 2015-16?
2
Provide any additional comments, exceptions and explanations below:
1 Physics
1 Biology
Section II Annual Goals - Special Education
Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional
development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual
quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational
agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))
Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.
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p
y
p g
g
p
p
p
years.
Academic year 2013-14
Did your program prepare teachers in special education in 2013-14?
No
How many prospective teachers did your program plan to add in special education in 2013-14?
Did your program meet the goal for prospective teachers set in special education in 2013-14?
Data not reported
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
Academic year 2014-15
Is your program preparing teachers in special education in 2014-15?
No
How many prospective teachers did your program plan to add in special education in 2014-15?
Provide any additional comments, exceptions and explanations below:
Academic year 2015-16
Will your program prepare teachers in special education in 2015-16?
No
How many prospective teachers does your program plan to add in special education in 2015-16?
Provide any additional comments, exceptions and explanations below:
Section II Annual Goals - Instruction of Limited English Proficient Students
Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional
development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual
quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational
agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))
Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.
Please provide the information below about your program's goals to increase the number of prospective teachers in instruction of limited English proficient
students in each of three academic years.
Academic year 2013-14
Did your program prepare teachers in instruction of limited English proficient students in 2013-14?
Yes
How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2013-14?
5
Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2013-14?
Yes
Description of strategies used to achieve goal, if applicable:
Targeting PreK-6 students in advising, providing more visibility of the ESL program.
Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
Academic year 2014-15
Is your program preparing teachers in instruction of limited English proficient students in 2014-15?
Yes
How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2014-15?
5
Provide any additional comments, exceptions and explanations below:
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y
Will your program prepare teachers in instruction of limited English proficient students in 2015-16?
Yes
How many prospective teachers does your program plan to add in instruction of limited English proficient students in 2015-16?
6
Provide any additional comments, exceptions and explanations below:
Section II Assurances
Please certify that your institution is in compliance with the following assurances. (§205(a)(1)(A)(iii), §206(b)) Note: Be prepared to provide documentation and
evidence for your responses, when requested, to support the following assurances.
Preparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and
recruitment trends.
Yes
Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom.
Yes
Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects.
NA
Prospective general education teachers are prepared to provide instruction to students with disabilities.
Yes
Prospective general education teachers are prepared to provide instruction to limited English proficient students.
Yes
Prospective general education teachers are prepared to provide instruction to students from low-income families.
Yes
Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable.
Yes
Describe your institution’s most successful strategies in meeting the assurances listed above:
Our LEAs range from three urban settings to four rural settings. During their 5 required field experiences, which amount to a minimum of 150 hours and antecede the 15-week
student teaching experience, candidates are placed in the greatest variety of local schools possible. This not only trains them to teach in rural and urban schools, but also how
to work with children with disabilities, limited English skills and limited economic resources. In addition, this tight collaboration amongst the Teacher Education Program and
LEAs results in continuous interaction and dialogue to assure that the training we provide our teacher candidates indeed meets the local needs and allows candidates to make
appropriate instructional choices.
Candidates receive training in providing instruction to students with disabilities and in strategies to create equitable learning opportunities. Furthermore, all lesson plans
require IEP objectives, which must indicate accommodations. In addition to discussions on linguistic diversity, candidates receive training in adapted literacy strategies and in
the SIOP model. We have strengthened the ESL program by offering a dual ESL certification (PreK-12) track. Finally, candidates are taught to recognize that poverty is a
focused area of diversity. They complete case studies to reinforce this and receive training in using inclusive language and strategies to work with children from low-income
families. All elementary candidates tutor children at a designated Title I school using a Book Buddies model.
Section III Assessment Pass Rates
Assessment code - Assessment name
Test Company
Group
Number Avg. Number Pass
taking scaled passing rate
tests score tests
(%)
5134 -ART: CONTENT KNOWLEDGE (CBT)
Educational Testing Service (ETS)
Other enrolled students
1
5134 -ART: CONTENT KNOWLEDGE (CBT)
Educational Testing Service (ETS)
All program completers, 2013-14
1
0235 -BIOLOGY: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
Other enrolled students
1
0235 -BIOLOGY: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2011-12
1
5235 -BIOLOGY: CONTENT KNOWLEDGE (CBT)
Educational Testing Service (ETS)
All program completers, 2013-14
1
0245 -CHEMISTRY: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
1
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0014 -ELEMENTARY EDUCATION: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
1
5014 -ELEMENTARY EDUCATION: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
1
5014 -ELEMENTARY EDUCATION: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
Other enrolled students
14
0014 -ELEMENTARY EDUCATION: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
Other enrolled students
2
0014 -ELEMENTARY EDUCATION: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2013-14
170
14
100
17
172
17
100
5014 -ELEMENTARY EDUCATION: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2013-14
16
166
16
100
5014 -ELEMENTARY EDUCATION: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2012-13
10
170
10
100
0014 -ELEMENTARY EDUCATION: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2012-13
11
172
11
100
5014 -ELEMENTARY EDUCATION: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2011-12
14
170
14
100
0014 -ELEMENTARY EDUCATION: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2011-12
7
5033 -ELEMENTARY EDUCATION: MATHEMATICS
Educational Testing Service (ETS)
Other enrolled students
1
5032 -ELEMENTARY EDUCATION:READING / LANG. ARTS
Educational Testing Service (ETS)
Other enrolled students
1
5038 -ENGLISH LANGUAGE: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
Other enrolled students
1
5038 -ENGLISH LANGUAGE: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2013-14
1
0041 -ENGLISH LANGUAGE: LITERATURE AND COMPOSITION
Educational Testing Service (ETS)
All program completers, 2013-14
1
0041 -ENGLISH LANGUAGE: LITERATURE AND COMPOSITION
Educational Testing Service (ETS)
All program completers, 2012-13
1
5041 -ENGLISH LANGUAGE: LITERATURE AND COMPOSITION (CBT)
Educational Testing Service (ETS)
All program completers, 2013-14
1
5041 -ENGLISH LANGUAGE: LITERATURE AND COMPOSITION (CBT)
Educational Testing Service (ETS)
All program completers, 2012-13
4
0121 -FAMILY AND CONSUMER SCIENCES
Educational Testing Service (ETS)
All program completers, 2013-14
4
0121 -FAMILY AND CONSUMER SCIENCES
Educational Testing Service (ETS)
All program completers, 2012-13
3
0121 -FAMILY AND CONSUMER SCIENCES
Educational Testing Service (ETS)
All program completers, 2011-12
4
5856 -HEALTH AND PHYSICAL ED: CONTENT KNOWLEDGE (CBT)
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
1
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5856 -HEALTH AND PHYSICAL ED: CONTENT KNOWLEDGE (CBT)
Educational Testing Service (ETS)
Other enrolled students
4
5856 -HEALTH AND PHYSICAL ED: CONTENT KNOWLEDGE (CBT)
Educational Testing Service (ETS)
All program completers, 2013-14
3
0856 -HEALTH AND PHYSICAL EDUCATION: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
1
0856 -HEALTH AND PHYSICAL EDUCATION: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2013-14
9
0856 -HEALTH AND PHYSICAL EDUCATION: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2012-13
6
0856 -HEALTH AND PHYSICAL EDUCATION: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2011-12
8
5161 -MATHEMATICS: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
Other enrolled students
2
0061 -MATHEMATICS: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2013-14
2
0061 -MATHEMATICS: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2012-13
1
0061 -MATHEMATICS: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2011-12
2
5061 -MATHEMATICS: CONTENT KNOWLEDGE (CBT)
Educational Testing Service (ETS)
All program completers, 2013-14
1
0113 -MUSIC: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2012-13
2
5113 -MUSIC: CONTENT KNOWLEDGE (CBT)
Educational Testing Service (ETS)
Other enrolled students
1
5113 -MUSIC: CONTENT KNOWLEDGE (CBT)
Educational Testing Service (ETS)
All program completers, 2013-14
2
5265 -PHYSICS: CONTENT KNOWLEDGE (CBT)
Educational Testing Service (ETS)
All program completers, 2013-14
1
0306 -READING FOR VA EDUCATORS ELEMENTARY & SPECIAL ED
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
2
5306 -READING FOR VA EDUCATORS ELEMENTARY & SPECIAL ED
Educational Testing Service (ETS)
Other enrolled students
14
0306 -READING FOR VA EDUCATORS ELEMENTARY & SPECIAL ED
Educational Testing Service (ETS)
Other enrolled students
1
5306 -READING FOR VA EDUCATORS ELEMENTARY & SPECIAL ED
Educational Testing Service (ETS)
All program completers, 2013-14
175
14
100
11
173
11
100
0306 -READING FOR VA EDUCATORS ELEMENTARY & SPECIAL ED
Educational Testing Service (ETS)
All program completers, 2013-14
22
178
22
100
5306 -READING FOR VA EDUCATORS ELEMENTARY & SPECIAL ED
Educational Testing Service (ETS)
All program completers, 2012-13
12
174
12
100
0306 -READING FOR VA EDUCATORS ELEMENTARY & SPECIAL ED
Educational Testing Service (ETS)
All program completers, 2012-13
7
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5306 -READING FOR VA EDUCATORS ELEMENTARY & SPECIAL ED
Educational Testing Service (ETS)
All program completers, 2011-12
15
0306 -READING FOR VA EDUCATORS ELEMENTARY & SPECIAL ED
Educational Testing Service (ETS)
All program completers, 2011-12
1
0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
Other enrolled students
1
0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2013-14
1
0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2012-13
1
0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2011-12
3
5081 -SOCIAL STUDIES: CONTENT KNOWLEDGE (CBT)
Educational Testing Service (ETS)
Other enrolled students
1
5081 -SOCIAL STUDIES: CONTENT KNOWLEDGE (CBT)
Educational Testing Service (ETS)
All program completers, 2012-13
3
5195 -SPANISH: WORLD LANGUAGE
Educational Testing Service (ETS)
Other enrolled students
1
5195 -SPANISH: WORLD LANGUAGE
Educational Testing Service (ETS)
All program completers, 2012-13
1
5195 -SPANISH: WORLD LANGUAGE
Educational Testing Service (ETS)
All program completers, 2011-12
1
099 -VCLA
Evaluation Systems group of Pearson
All enrolled students who have completed all noncl
6
170
15
100
099 -VCLA
Evaluation Systems group of Pearson
Other enrolled students
103
532
103
100
099 -VCLA
Evaluation Systems group of Pearson
All program completers, 2013-14
59
531
59
100
099 -VCLA
Evaluation Systems group of Pearson
All program completers, 2012-13
44
532
44
100
099 -VCLA
Evaluation Systems group of Pearson
All program completers, 2011-12
43
531
43
100
001 -VRA - ELEMENTARY/SPECIAL ED. TEACHERS
Evaluation Systems group of Pearson
All program completers, 2012-13
2
001 -VRA - ELEMENTARY/SPECIAL ED. TEACHERS
Evaluation Systems group of Pearson
All program completers, 2011-12
7
Section III Summary Pass Rates
Group
Number Number Pass
taking passing rate
tests
tests
(%)
All program completers, 2013-14
60
60
All program completers, 2012-13
44
44
100
100
All program completers, 2011-12
43
43
100
Section IV Low-Performing
Provide the following information about the approval or accreditation of your teacher preparation program.
Is your teacher preparation program currently approved or accredited?
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If yes, please specify the organization(s) that approved or accredited your program:
State
Is your teacher preparation program currently under a designation as "low-performing" by the state (as per section 207(a) of the HEA of 2008)?
No
Section V Use of Technology
Provide the following information about the use of technology in your teacher preparation program. Please note that choosing 'yes' indicates that your teacher
preparation program would be able to provide evidence upon request.
Does your program prepare teachers to:
integrate technology effectively into curricula and instruction
Yes
use technology effectively to collect data to improve teaching and learning
Yes
use technology effectively to manage data to improve teaching and learning
Yes
use technology effectively to analyze data to improve teaching and learning
Yes
Provide a description of the evidence that your program uses to show that it prepares teachers to integrate technology effectively into curricula and instruction,
and to use technology effectively to collect, manage, and analyze data in order to improve teaching and learning for the purpose of increasing student academic
achievement. Include a description of the evidence your program uses to show that it prepares teachers to use the principles of universal design for learning, as
applicable. Include planning activities and a timeline if any of the four elements listed above are not currently in place.
Technology is integrated into curricula and instruction beginning with the introduction of all candidates in their initial education class to the VA-DOE Technology Standards for
Instructional Personnel, and by insuring that candidates meet these standards in their coursework throughout the program. By the end of program, all candidates have been
prepared to use technology effectively to collect, manage, and analyze data in order to improve teaching and learning, and are required to address the rationale for
technology integration (or lack of) within individual lessons. In the Summative Evaluation of Student Teaching, each candidate's effective integration of technology into
instruction is assessed by both the classroom cooperating teacher and the college supervisor.
The mission of the Bridgewater College Teacher Education Technology Committee is to provide assistance in the design and delivery of integrative technology within (1) the
curriculum, (2) the assessment of candidates’ technological skills, knowledge and dispositions, and (3) the instructional design of the Bridgewater College Teacher Education
Program.
The Bridgewater College Teacher Education Technology Committee reports to the Bridgewater College Committee on Teacher Education. The purpose of the Teacher
Education Technology Committee is to:
- Serve as a resource and advisory committee to the Teacher Education Program as to the technological skills, knowledge and dispositions needed for all program
candidates
- Assist in the assessment design to make sure that Bridgewater College Teacher Education candidates are well prepared in 21st century technology skills.
- Provide direction, with regards to cutting edge technology and instructional design, to the Bridgewater College Teacher Education program, as the program develops:
(1) Curriculum mapping
(2) Virginia Department of Education TSIP certification verification
(3) Technology budget requests
(4) Staff development for faculty within the program
(5) Pre-service technology education opportunities
- Collaborate among the various constituencies that shape the design and delivery of skills, knowledge and dispositions of Bridgewater College Teacher Education
candidates (i.e. the Bridgewater College Teacher Education Program, local PreK-12 school divisions, the Bridgewater College Information Technology Center and
Bridgewater College academic departments that teach candidates within courses and house majors leading toward teacher certification)
NOTE: The concept of universal design is embedded into the philosophy of the program's commitment to the integration of technology, both from a pedagogical perspective
as well as from an instructional and curriculum design perspective for both candidates and faculty.
Bridgewater College Teacher Education Program candidates are required to produce lessons that utilize a multitude of technologies: a blogging site like WordPress (all
senior students develop an online portfolio posted to their website), interactive whiteboards such as Smart Notebook, iPads, Moodle and Web 2.0 techniques. The BC TEP
faculty has posted over 50 YouTube videos on the department's website that tutor students in using these technologies. BC students are proficient producers and integrators
of technology. Students also learn to gather data using Personal Response Systems, online Moodle forums, Google forms, etc., which can be analyzed and used to improve
teaching. The student academic progress assignment is a culminating project all students complete during student teaching. Students have a strong knowledge of Google for
education products and apps. This program is modeled after the Virginia Department of Education teacher evaluation work sample. Teacher candidates use technology to
evaluate student progress and use the data collected to develop instructional plans that promote student learning.
Section VI Teacher Training
Provide the following information about your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would
be able to provide evidence upon request.
Does your program prepare general education teachers to:
teach students with disabilities effectively
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participate as a member of individualized education program teams
Yes
teach students who are limited English proficient effectively
Yes
Provide a description of the evidence your program uses to show that it prepares general education teachers to teach students with disabilities effectively,
including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with
Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three
elements listed above are not currently in place.
Teach students with disabilities effectively:
Our initial course in education introduces program candidates to classroom diversity, the tenets of the Individuals with Disabilities Education Act (IDEA) and the legal
underpinnings of IEPs. The Diversity in the Classroom course provides a survey of the exceptional child and special education. An overview of the 15 disability categories is
provided. The legal foundations of special education include the legislation/court cases for the educational rights of individuals with disabilities and the Individuals with
Disabilities Education Act. Candidates learn about the Council for Exceptional Children and read their Ethical Principles and Practice Standards for Special Education
Professionals. Candidates examine the collaboration between regular education teachers and special education professionals with a focused written reflection essay in the
co-requisite field experience, detailing how the education teacher and host teacher collaborate and provide services to meet the needs of exceptional students. Throughout
the program, candidates are required to write lesson plans that include accommodations for students with special needs. Also throughout, but especially in the curriculum and
methods classes, candidates are instructed to write plans that include objectives that may be taken directly from an IEP.
Teach students who are limited English proficient effectively:
The literacy courses provide instruction in teaching English language learners. In the curriculum courses, candidates study the Sheltered Instruction Observation Protocol
(SIOP) and plan lessons for students based on this information. Field experiences and a practicum are strong components of the education sequence prior to student
teaching. We are fortunate to be located in an area where a large number of students with limited language proficiency attend the public schools where our candidates
complete their field experiences and their student teaching. This virtually assures that every program completer has a significant field experience in a classroom with ESL
students.
Does your program prepare special education teachers to:
teach students with disabilities effectively
NA
participate as a member of individualized education program teams
NA
teach students who are limited English proficient effectively
NA
Provide a description of the evidence your program uses to show that it prepares special education teachers to teach students with disabilities effectively,
including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with
Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three
elements listed above are not currently in place.
Our program formerly prepared special education teachers, but due to budget issues and low enrollment, the College faculty voted 6 years ago to terminate the special
education program. The last three students who began the special education program before the faculty vote pursued the elementary PreK-6 licensure program. They then
completed their supervised clinical experience in special education in fall 2010 and were licensed in "specific learning disabilities (PreK-12)."
Section VII Contextual Information
Please use this space to provide any additional information that describes your teacher preparation program(s). You may also attach information to this report card.
The U.S. Department of Education is especially interested in any evaluation plans or interim or final reports that may be available.
The Teacher Education Program (TEP) at Bridgewater College consists of nearly 1 out of approximately every 6 students on the Bridgewater College campus. As of April
21, 2014, there were 151 students who had been formally admitted to the Teacher Education Program. This does not include the 180+ students enrolled in the first three
courses, EDUC 140, EDUC 200 and EDUC 215, which may be taken prior to admission to TEP. Bridgewater College is a four-year liberal arts campus of which over 85% of
the students are residential. As an integral program within the College, the Teacher Education Program approaches the delivery of education courses across the liberal arts.
As the Commonwealth of Virginia does not allow an education major, all teacher education candidates at Bridgewater College have a content major. Therefore, all candidates
seek licensure and certification through the Teacher Education Program. The Bridgewater College Teacher Education Program (BC-TEP) offers licensure in PreK-6, 6-12
and PreK-12, with certification in 16 areas. Each year, several candidates seeking elementary PreK-6 licensure also add the PreK-12 licensure in the certification of English
as a Second Language. Because of low enrollment in the Special Education Program, the TEP phased out course work in its Special Education licensure program in 2009.
Instead, we now incorporate aspects of Special Education for general educators across the curricula. The Teacher Education Program is accredited by the Virginia
Department of Education every 7 years. Throughout these 7 years, the program submits biennial reports to the VA-DOE and reports Title II data. Further, the program
conducts an annual evaluation using the Bridgewater College Institutional Effectiveness Plan Assessment model. The data is given to the Committee on Teacher Education,
which acts as an advisory committee. This committee is composed of faculty from across the Bridgewater College campus and area PreK-12 personnel. The use of external
measures (Praxis II, Virginia Communications and Literacy Assessment and Reading for Virginia Educators (for PreK-6 candidates only)) is used to certify all candidates.
The use of one external assessment (Praxis Core - Mathematics) and several internal assessment measures (minimum GPA of 2.5, personal interview, faculty and external
recommendations) are also used for entrance requirements. Each candidate's performance in the BC-TEP is reviewed at three gates: 1) Entry and admission to program, 2)
Admission to student teaching and 3) Completion of student teaching/Licensure Application.
Supporting Files
Complete Report Card
AY 2013-14
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