COE General Faculty Meeting
Supporting Programs through Assessment
August 20, 2007
Assessment activities will continue to be a major focus in the College of Education for
2007-2008. However, primary emphasis for the year, including the direction of this
meeting, will be to use assessment in support of academic programs. In particular, we are
hopeful that working together we can complete a general assessment of each program by
the end of spring 2008.
Agenda
1.
2.
3.
4.
5.
6.
Current Status of Assessment in the College
Redesigning Program Webpages (Worksheet #1)
Documenting Data Usage within Programs (Worksheet #2)
Program Assessment Plans: Student Learning Outcomes (Worksheet #3)
Program Assessment Plans: Strategic Goals (Worksheet #4)
Using Data for Decision Making (Worksheet #5)
a. Data Set #5a: Patterns of Diversity
b. Data Set #5b: Patterns of Faculty Scholarly Productivity
c. Data Set #5c: Public School Student Demographics
d. Data Set #5d: Patterns of Enrollment
Much has been accomplished in respect to assessment, and many data indicate that COE
faculty and staff have a reason to be proud of their past hard work. However, much
remains to be done. For this reason, the Assessment Group is scheduling a series of
meetings for all faculty and appropriate staff as follows:
 August 20, 2007
Fall semester opening meeting
 October 19, 2007
 January 7, 2008
Spring semester opening meeting
 March 14, 2008
The meetings will be held in Room 001 and are tentatively scheduled for 8:30-11:30 a.m.
Please reserve those dates and times. More details will follow as we get closer to the
meetings.
2
Worksheet #1
Program Webpage Elements
Name of Program___________________ Name of Recorder_________________
We are in the process of redesigning academic program web pages and need your input.
Following are elements currently found on a variety of program web pages. Discuss
these elements in your program faculty group and designate, by using “Y” for yes and
“N” for no, those elements you’ll want included on your redesigned program web pages.
In addition, we need you to specify the individual(s) who will update or develop the web
page content. The blank lines in front of the statement are used for the “Y” and “N.”
The lines behind the statement are for the name of the program individual(s) responsible
for developing/updating the content. We are attempting to have all program web pages
operational by the end of the fall 2007 semester and need your assistance in doing so.
If you find some extra time during this general faculty meeting, you may want to begin to
discuss the updating and development of webpage content.
_____ Statement about the program _________________________________
 Departmental location, (EP&L or C&I)
 Program goal/purposes
 General statement of the degree/certification programs of study available
 Programs of study delivery, e.g., distance, on-campus, off-campus.
 Standards that guide the program, e.g., NCATE, SPAs.
_____ Details about degree/certification programs of study __________________
 Student learning outcomes
 Courses, which are included in the program of study (course descriptions,
scheduled rotation of courses, upcoming semester course schedule, etc.)
_____ Program Assessment Plan ________________________________
_____ Advisement _____________________________________
 General advisement information
 Contact information for advisors and administrative assistance
_____ Financial assistance (college and university) (to be developed for all programs)
_____ Application to the program _______________________________
_____ Faculty: a picture with a brief vita including education, work experiences,
research agenda, and courses often taught __________________________
_____ Students _______________________________
 General information about students
 Professional organizations for students
_____ Frequently Asked Questions _____________________________
_____ Handbooks ________________________________________
 Prospective student handbook
 Degree/certification handbooks
Continue on backside
3
_____
_____
_____
_____
Employment opportunities ___________________________________
Funded projects with which program faculty are involved __________________
Special Events _____________________________________
Links to related sites
 COE Homepage
 TTU Homepage
 Standards that guide the program (NCATE, SPAs)
 Campus site map
 Undergraduate/Graduate Catalogs
_____ Website management
 Date website last updated
 Contact person for website concerns
_____ Other elements that should be on the homepage (use space below to designate)
If you have time in today’s meeting, use the space below to collectively develop the web
content.
4
Worksheet #2
Documentation of Data Usage
Name of Program____________________________
Name of Recorder____________________________
An essential component of an effective assessment system is the documentation of the
use of data for making improvements. NCATE, SACS, and the university all require this
process. As examples:


The Counselor Education Program made several changes based on data as noted
in a Program Evaluation Report. The data were used to support the addition of a
course on addictions, and the modification of the career class to include more
career assessment inventories.
In spring 2006, a survey of candidates and faculty was conducted to assess their
satisfaction with the use of TaskStream, the commercial software used to develop
and organize portfolios. The review resulting in changes in the training of
candidates using TaskStream, and an expanded timeframe for collecting portfolio
artifacts.
Using the space below, describe program changes that have occurred the past 2-3 years
and note how data (even very informal input) influenced those modifications.
5
Worksheet #3
Program Assessment Plans: Student Learning Outcomes
Over the past two years program faculty members have developed Program Assessment
Plans (PAPs) that include program purposes, student learning outcomes, and assessments
of those learning outcomes. A review of those documents indicates that student learning
outcomes (what a student will look like at the conclusion of the program), generally
group into the following categories:
 what the student knows (knowledge);
 what the student is able to do (skills); and
 what the student values and believes (dispositions).
This exercise asks you to reflect on your current Program Assessment Plan (provided to
the program groups) and categorize each student learning outcome as knowledge (K),
skills (S), dispositions (D), or other (O). If a major category of knowledge, skills, or
dispositions is missing, then attempt to add such a learning outcome to the PAP.
Also note that issues of diversity and technology are major concerns of accreditation and
certification standards. Are these two areas addressed in your student learning outcomes?
Please indicate by using a “T” or “DIV.” Note the example on the reverse side.
These categories are far from exact, and often a learning outcome may fall into multiple
categories. However, it seems reasonable that graduates of our programs should leave
with some degree of knowledge, skills, and dispositions, as well as some understanding
of technology and issues of diversity.
6
Program Title: Elementary EC-4 Certification Program
Purpose of Program: To prepare creative, reflective and innovative professional
educators with high moral and ethical standards who view themselves as agents of
change, who are committed to the welfare of children, and who have the understanding,
attitudes and skills necessary for effective teaching.
Item
1
Expected Learning Outcomes
Develop content area expertise in the
candidate’s teaching field
K
2
Plan instruction and assessment to
promote student learning
S
3
Create a positive, safe, and productive
classroom environment
S and D
4
Implement effective and responsive
instruction and assessment
S
5
Fulfill professional roles and
responsibilities
D
6
Understand student diversity and plan
appropriate learning experiences and
assessment
Methods of Assessment
Review of data over a several year period: TExES
EC-4 Generalist (content area) exam; GPA of all
courses required for certification; Competency 3a
for student teaching, end of program survey, alumni
survey, and employer survey. Use Portfolio 3 (not
strong) and focus group data. Use domain scores
from TExES as appropriate. Add content specific
assessments to student teaching evaluations.
Review of data over a several year period: domain 1
scores of the TExES PPR, student teaching
evaluation, end of program survey, alumni survey,
and employer survey. Use portfolio and focus
group data.
Review of data over a several year period: domain 2
scores of the TExES PPR, student teaching
evaluation, end of program survey, alumni survey,
and employer survey. Use portfolio and focus
group data.
Review of data over a several year period: domain 3
scores of the TExES PPR, student teaching
evaluation, end of program survey, alumni survey,
and employer survey. Use portfolio and focus
group data.
Review of data over a several year period: domain 4
scores of the TExES PPR, student teaching
evaluation, end of program survey, alumni survey,
and employer survey. Use portfolio and focus
group data.
Review of data over a several year period for
competencies: student teaching 2 and 5; portfolio 2,
5, and 10; and end of program survey 2 and 5.
K, S, D, DIV
7
Effective use of technology to plan,
organize and deliver instruction
K, S, T
Review of data over a several year period: student
teaching, end of program survey, and portfolio
Domain I, Assignment 3.
Knowledge, skills, dispositions, and issues of technology and diversity appear to all be
covered in this example of a program assessment plan. However, if one of those elements
was missing, then a student learning outcome to address that element should be discussed
and possibly added.
7
Worksheet #4
Program Assessment Plans: Strategic Goals
Currently, Program Assessment Plans (PAPs) focus on identifying and assessing student
learning outcomes. It seems reasonable that other assessments, particularly those
relevant to strategic goals should also be included.
For example, strategic Goal 1 and Benchmark 1.1 is most likely important to your
program.
Goal 1 Access and Diversity: Recruit, retain and graduate/certify a larger, more
academically prepared, and more diverse candidate body, including individuals
served at a distance.
 Benchmark 1.1: Increase candidate enrollment and diversity.
As a program faculty, review the attached listing of strategic goals (beginning on the
reverse side), and circle those benchmarks that you agree should be part of a more
complete assessment of your program. Try to limit your selection to the benchmarks that
are most important to defining your program (about 4-6).
The Assessment Group will organize your responses and develop appropriate data sets to
support the more complete assessment of your programs. We are hopeful that developing
and operationalizing a complete assessment will be a major focus of program work for
this academic year.
8
Worksheet #4
Name of Program ____________________
College of Education Strategic Goals and Benchmarks
Goal 1 Access and Diversity: Recruit, retain and graduate/certify a larger, more
academically prepared, and more diverse candidate body, including individuals served at
a distance.
 Benchmark 1.1: Increase candidate enrollment and diversity.
 Benchmark 1.2: Increase the candidate retention and graduation/certification rate.
Benchmark 1.3: Increase partnerships, collaborative relationships, and enrollment
in distance and off-campus courses. (Developed under Goal 6.)
 Benchmark 1.4: Increase financial and mentoring support for undergraduate and
graduate candidates.
Goal 2 Human Resources, Infrastructure and Accountability: Increase and use resources
to recruit and retain high quality and diverse faculty and staff, and to support an optimal
work environment. Strengthen mechanisms inside the college to conduct academic,
student and administrative affairs effectively. Maximize the appropriate use of
technology in the delivery of COE programs and services. Utilize an assessment system
that supports accountability and promotes data-informed decision making.
 Benchmark 2.1: Recruit and retain a high quality and diverse faculty.
 Benchmark 2.2: Recruit and retain a high quality and diverse staff.
 Benchmark 2.3: Increase the support for an optimal work environment for college
personnel and candidates.
 Benchmark 2.4: Strengthen mechanisms to effectively conduct academic,
candidate and administrative affairs, and to support effective governance
structures.
 Benchmark 2.5: Increase the integration of technology throughout the college.
 Benchmark 2.6: Increase the use of an assessment system supporting
accountability and informed decision making in respect to candidates, faculty,
programs, and unit operations.
Goal 3 Initial Certification Teaching and Learning: Provide state and nationally
recognized initial certification (undergraduate and post-baccalaureate) teacher education
programs, founded on high quality teaching, which develops candidates who are
academically and professionally prepared, technologically literate, and who can adapt
instruction, service, and programs for diverse populations.
 Benchmark 3.1: Maintain state and national recognition of programs.
 Benchmark 3.2: Improve and/or maintain the quality of teaching, curricula,
courses, and programs.
 Benchmark 3.3: Improve candidate academic and professional preparedness in
respect to knowledge, skills, and dispositions, including those related to diversity
and technology.
9
Goal 4 Graduate and Advanced Certification Education: Enhance graduate and advanced
certification programs and opportunities, founded on high quality teaching, which
develops candidates who are academically and professionally prepared, technologically
literate, and who can adapt instruction, service, and/or programs for diverse populations.
 Benchmark 4.1: Maintain state and national recognition of programs.
 Benchmark 4.2: Improve and/or maintain the quality of teaching, curricula,
courses, and programs.
 Benchmark 4.3: Improve candidate academic and professional preparedness in
respect to knowledge, skills, and dispositions, including those related to diversity
and technology.
 Benchmark 4.4: Increase graduate student scholarly productivity. (Developed
under Goal 5.)
Goal 5 Research Productivity: Increase research productivity and funding for all areas of
inquiry within the college.
 Benchmark 5.1: Increase the level of external funding.
 Benchmark 5.2: Increase faculty scholarly productivity.
 Benchmark 5.3: Increase graduate student scholarly productivity. (Also under
Goal 4.)
Goal 6 Engagement and Partnerships: Provide scholarly outreach opportunities, which
contribute to candidates’ learning, and build strategic partnerships, alliances and
community outreach.
 Benchmark 6.1: Increase the number of partnerships and collaborations,
including grant opportunities. (Also see Goal 7, developing a positive image
based on collaboration, and Goal 5, increasing grant opportunities.)
 Benchmark 6.2: Increase faculty service activities. (Developed in Goal 2.)
 Benchmark 6.3: Increase enrollment in distance, off-campus, study abroad, and
service learning programs.
 Benchmark 6.4: Provide appropriate field experiences and clinical practice so
that candidates develop and demonstrate the knowledge, skills, and dispositions
necessary to help all students learn. (Developed in Goals 3 & 4.)
 Benchmark 6.5: Meet or exceed annual State Employee Charitable Campaign
(SECC) goals.
Goal 7 Recognition: Develop a positive image based on College of Education’s activities
and achievements.
 Benchmark 7.1: Increase the use of data, publications and websites to promote a
positive image.
 Benchmark 7.2: Increase connections with alumni and donors to promote a
positive image.
 Benchmark 7.3: Increase community collaborations and community participation
to promote a positive image. (Also see Goal 6.)
 Benchmark 7.4: Increase activities that recognize college, university and
community personnel to promote a positive image.
10
Worksheet #5
Using Data for Decision Making
Some strategic benchmarks will almost certainly be part of expanded program assessment
plans. The Assessment Group has developed the following data sets specific to some of
those benchmarks. Worksheet #5 asks program faculty to review these data sets and
consider implications for the program. Then using the recording sheet, note at least one
current and/or possible future strategy for improving the program based on that particular
set of data. There may not be time during the meeting to completely consider these data,
so discussions/actions should continue throughout the semester.
Benchmark 1.1: Increase candidate enrollment and diversity.
Data Set #5a: Patterns of Diversity
Using the recording sheet, each program group should record a current and/or possible
future strategy to increase candidate diversity.
COE and TTU Candidate Demographics
Fall 2006 1
Teacher 3
TTU
Education Undergrad.
(Undergrad)
Ethnicity
Gender 2
Teacher
Education
(PostBac)
TTU
Other
Graduate
COE
Masters
TTU
COE
TTU
Masters Doctoral Doctoral
COE
Total 3
54
(2.77%)
TTU
Total
Black
11
(1.22%)
786
(3.44%)
14
(3.28%)
18
(3.17%)
17
(4.88%)
51
(2.13%)
12
(4.51%)
44
(2.97%)
Hispanic
127
(14.05%)
2772
(12.13%)
39
(9.13%)
54
(9.52%)
41
(11.77%)
229
(9.57%)
25
(9.40%)
88
232
3217
(5.94%) (11.92%) (11.49%)
Other
19
(2.10%)
1040
(5.26%)
45
(10.54%)
115
(20.28%)
25
(7.16%)
574
50
624
139
(23.98%) (18.80%) (42.11%) (7.14%)
White
747
(82.63%)
18253
(79.88%)
329
(77.05%)
380
(67.02%)
266
(76.22%)
1541
179
736
1521
21439
(65.37%) (67.39%) (49.66%) (78.16%) (76.58%)
Male
208
(23.01%)
12611
(55.19%)
105
(24.59%)
192
(34.57%)
74
(21.20%)
1276
91
811
478
15284
(53.30%) (34.21%) (54.72%) (24.56%) (54.65%)
Female
696
(76.99%)
10240
(44.81%)
322
(75.41%)
371
(65.43%)
275
(78.80%)
1118
175
671
1468
12717
(46.70%) (65.79%) (45.38%) (75.44%) (45.35%)
904
22851
427
567
349
Total
1
2394
TTU Data Warehouse and COE File Index
unknown genders were proportionally assigned to a gender for statistical purposes
3
Also includes undergraduate certification candidates from outside the COE
2
266
1482
1946
927
(3.31%)
2428
(8.62%)
28001
11
Certification Program Completer Demographics
2005-2006 1
Ethnicity
Female
Male
Total
Black
8
3
11
Hispanic
53
23
76
Other
17
4
21
White
422
107
529
Total 2
500
137
637
1 2005-2006 Certification Report
2 The total number of persons completing certification programs
In addition to considering the data related to diversity, program groups should also
review the following portion of the COE Diversity Plan related to candidate recruitment.
2. Implement good-faith efforts to increase or maintain candidate, faculty and staff
diversity
a. Candidate recruitment. Candidate (TTU student) recruitment is pursued in
numerous ways, including but not limited to the following:
i. Participating in the South Plains Closing the Gaps Coalition, which
included 31 West Texas agencies, institutions, elected officials, and
organizations with a shared mission of reaching underrepresented
populations across West Texas with the goal of attracting students to
higher education. Annual activities of the Coalition include Juneteenth
Celebration, Back to School Fiesta, Ultimate Education Summit,
Summer Science Camp, and Career Expo.
ii. Participating in the P-16 Council Initiative.
iii. Sponsoring an annual transfer conference for counselors from seven
regional two-year colleges who meet with TTU educator preparation
advisors. Recruiting from two-year colleges provides a more diverse
pool of candidates.
iv. Expanding the Project FUTURE Program, designed to recruit underrepresented groups into teacher education.
v. Participating in the Raiders Rojos Back to School Fiesta.
vi. Partnering with South Plains College (SPC), a Hispanic serving
institution, with a new Associate of Arts in teaching (AAT) program.
The AAT program creates a seamless degree plan between the two
institutions that will hopefully encourage more Hispanic students and
more first-generation college students to complete their degrees and
choose a career in education.
vii. Utilizing the Professional Development School relationship with the
Texas School for the Blind and Visually Impaired for recruitment
purposes.
12
Benchmark 5.1: Increase the level of external funding.
Benchmark 5.2: Increase faculty scholarly productivity.
Data Set #5b: Patterns of Faculty Scholarly Productivity
Using the recording sheet, each program group should note a current and/or possible
future strategy to increase scholarly productivity and external funding.
Scholarly Productivity 1
2001 2
2002
2003
2004
2005
2006
Publications 3
Refereed
Non-refereed
Other
51
18
0
56
11
5
62
27
32
61
13
22
45
9
49
63
11
18
Presentations 3
Refereed
Non-refereed
Invited
102
26
18
104
8
0
128
22
24
153
9
51
156
4
39
189
13
37
Tenure/Tenure Track FTE4
42.94 47.36 53.83 55.01
Refereed Publications/FTE
1.19
1.18
1.15
1.11
Refereed Presentation/FTE
2.38
2.20
2.38
2.78
1
COE Annual Faculty Report
2
Calendar Year
3
Multiple authors or presenters only counted once
4
FTE per each fall semester
56.22
.80
2.77
57
1.12
3.32
Scholarly Productivity
13
External Funding
Scholarly Productivity
Grant Report 2
# Proposals submitted
# Proposals newly funded
Total amount requested
Total amount approved
Total awards received
2002
1
12
1
6,929,589
1,372,797
798,785
2003
55
37
10,036,557
3,361,040
1,235,740
2004
2005
67
21
13,147,807
3,513,919
1,144,544
53
23
3,736,180
1,384,192
1,735,189
Grant Report 3
Amount of Dollars Sought
Amount of Dollars Awarded
Number of Newly Funded
Grants
Percent of Proposals Funded
Number of Faculty Involved
Number of Proposals
Submitted
1
2
2006
see below
see below
see below
see below
see below
$7,223,383
$864,945
21
30.00%
36
70
Grant Report 4
College of Education
Total Number of Grants
Total Amount Awarded
Number of Faculty Involved
23.25
$2,285,616.95
23
Curriculum and Instruction
Total Number of Grants
Total Amount Awarded
Number of Faculty Involved
10.82
$665,671.50
15
Educational Psychology and
Leadership
Total Number of Grants
Total Amount Awarded
Number of Faculty Involved
12.43
$1,619,945.45
8
Calendar Year
COE Annual Faculty Report
3
COE Internal Report
4
Office of Research Services (ORS)
14
Benchmark 3.3: Improve candidate (undergraduate and post-baccalaureate)
academic and professional preparedness in respect to knowledge, skills, and
dispositions, including those related to diversity and technology.
Benchmark 4.3: Improve candidate (graduate) academic and professional
preparedness in respect to knowledge, skills, and dispositions, including those
related to diversity and technology.
Data Set #5c: Public School Student Demographics
Using the recording sheet, each program group should note a current and/or possible
future strategy to prepare our graduates as future teachers, counselors, administrators,
etc., to work in classrooms and schools with the demographics as follows.
State and Region 17 1
Public School Student Ethnicity and Status
2005-2006
Student Ethnicity
Region 17 2
State
and Status
African American
8.4%
14.7%
Hispanic
50.8%
45.3%
White
39.5%
36.5%
Native American
0.3%
0.3%
Pacific Islander/Asian
0.9%
3.1%
Economically Disadvantaged
58.4%
55.6%
Limited English Proficiency
5.2%
15.8%
At-risk
42.6%
48.7%
1
Texas Public Education Information Management System (PEIMS)
2
57 School Districts and 5 Charter Schools
15
Benchmark 1.1: Increase candidate enrollment and diversity.
Data Set #5a: Enrollment Patterns
COE Enrollment Patterns 1
Program
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Fall 2006
5 Yr %
Change
Undergraduate
C&I Totals
COE Totals
365
365
417
417
415
415
421
421
435
435
19%
19%
Post-baccalaureate
COE Totals
284
280
337
353
289
2%
Masters
C&I Totals
EP&L Totals
COE Totals
91
228
319
81
250
331
81
267
348
87
257
344
99
250
349
9%
10%
9%
Doctoral
C&I Totals
EP&L Totals
COE Totals
36
168
204
42
185
227
53
185
238
59
190
249
67
199
266
86%
18%
30%
1
TTU Data Warehouse, includes full and part-time candidates
Undergraduate Enrollment 1
Program
Fall 2002
Fall
2003
Fall
2004
Fall
2005
Fall
2006
5 Year
Totals
Curriculum & Instruction
Multidisciplinary Science
Multidisciplinary Studies
C&I Totals
44
321
365
33
384
417
Ed. Psych. & Leadership
No undergraduates
1
TTU Data Warehouse, includes full and part-time candidates
35
380
415
31
390
421
37
398
435
180
1873
2053
16
Masters Enrollment 1
Fall 2003
Fall 2004
8
14
23
14
24
8
91
4
13
23
16
13
12
81
9
6
14
19
21
12
81
8
11
21
11
20
16
87
4
13
33
11
12
26
99
33
57
114
71
90
74
439
92
56
4
31
11
34
228
92
71
0
26
23
38
250
103
62
3
21
28
50
267
84
57
5
17
31
63
257
70
60
4
20
37
59
250
441
306
16
115
130
244
1252
COE Totals
319
331
348
1
TTU Data Warehouse, includes full and part-time candidates
344
349
Program
Fall 2002
Fall 2005
Fall 2006
5 Year
Totals
Curriculum & Instruction
Bilingual Education
Curriculum & Instruction
Elementary Education
Language Literacy
Multidisciplinary Science
Secondary Education
C&I Totals
Ed. Psych. & Leadership
Counselor Education
Educational Leadership
Educational Psychology
Higher Education
Instructional Technology
Special Education
EP&L Totals
Doctoral Enrollment 1
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Fall 2006
36
36
42
42
53
53
59
59
67
67
257
257
12
31
14
66
26
19
168
16
37
13
68
29
22
185
17
30
19
68
33
18
185
13
30
22
70
33
22
190
11
33
27
64
36
28
199
69
161
95
336
157
109
927
COE Totals
204
227
238
1
TTU Data Warehouse, includes full and part-time candidates
249
266
Program
5 Year
Totals
Curriculum & Instruction
Curriculum & Instruction
C&I Totals
Ed. Psych. & Leadership
Counselor Education
Educational Leadership
Educational Psychology
Higher Education
Instructional Technology
Special Education
EP&L Totals
17
Other Graduate (Certification) Enrollment 1
Program
Fall 2002
Fall 2003
Fall
2004
Fall
2005
Fall
2006
5 Year
Totals
Curriculum & Instruction
Teacher Certification
284
280
Ed. Psych. & Leadership
No cert. sts.
1
TTU Data Warehouse, includes full and part-time candidates
337
353
289
1543
18
Enrollment in Certification Programs 1
Fall
2005 2
Program
Fall
2006
Fall 2007
(anticipated)
Undergraduate
EC-4
Middle
8-12/All Level
Total
345
216
350
911
365
153
377
895
400
123
384
907
Post-baccalaureate
EC-4
Middle
8-12/All Level
Total
166
37
290
493
166
37
194
397
134
29
200
363
Supplemental 3
125
57
70
Professional
108
146
156
1
COE Certification Office Data
2
Fall 2005 data as accurate as possible within initial File Index definitions
3
Previously called “endorsements”
Certificate 2
Standard 3
Initial
Teaching
Professional
19992000
Certificates Issued 1
2000- 2001- 2002- 20032001
2002
2003
2004
641
538
621
58
39
34
12
*
*
*
41
58
60
63
*
*
4
2
4
41
68
33
Probationary
Extension
Professional
Probationary
1
539
459
Standard
Temporary
Total
20052006
452
Standard
Professional
Probationary
544
20042005
*
18
61
51
43
4
1
5
3
2
2
657
752 4
1
555
568
610
696
664
2005-06 Certification Report
Some candidates received multiple certificates during one year. Individuals receiving more than
one certificate are included in each category.
3
Initial teaching certificates include both undergraduate and post-baccalaureate
4
23% increase from 2001-02 to 2005-06. 35% increase from 1999-2000 to 2005-06.
* SBEC no longer issues these certificates.
2
19
Program Completers by Teaching or Professional Field
2005-2006 1
Certificate Description
Number of
Program
Completers
03-04
Total (U, PB)
32 (27, 5)
12 (9, 3)
1 (1, 0)
Number of
Program
Completers
04-05
Total (U, PB)
34 (30, 4)
14 (13, 1)
7 (2, 5)
Number of Program
Completers
05-06
Total (U, PB)
Agriculture Production
30 (29, 1)
Art (All level or Secondary)
15 (13, 2)
Bilingual Generalist EC-4 (Spanish)
4 (3, 1)
Bilingual Supplemental
4 (0, 4)
Computer Science (Secondary)
2 (0, 2)
0
0
Dance (Secondary)
0
1 (0, 1)
1 (1, 0)
Educational Diagnostician
8 (0, 8)
8 (0, 8)
13 (0, 13)
English (Secondary)
29 (21, 8)
35 (17, 18)
33 (13 , 20)
English as a Second Language
3 (2, 1)
5 (1, 4)
6 (3, 3)
English Language Arts & Reading (Middle)
9 (2, 7)
5 (4, 1)
7 (2, 5)
English Language Arts & Reading/Social Studies(Middle)
11 (10, 1)
28 (27, 1)
26 (23, 3)
11 (9, 2)
8 (4, 4)
Family and Consumer Science (Home Economics)
13 (9, 4)
French (Secondary)
0
1 (0, 1)
2 (0, 2)
Generalist EC-4
205 (152,53)
236 (160, 76)
227 (139, 88)
German (Secondary)
1 (1, 0)
1 (1, 0)
1 (0, 1)
Health Education (Secondary or All Level)
4 (3, 1)
5 (0, 5)
3 (0, 3)
History (Secondary)
21 (15, 6)
24 (15, 9)
26 (15, 11)
Journalism (Secondary)
1 (0, 1)
0
4 (1, 3)
Latin (Secondary)
1 (0, 1)
0
1 (0, 1)
Life Sciences (Secondary)
7 (5, 2)
5 (2, 3)
6 (0, 6)
Master Reading Teacher
2 (0, 2)
1 (0, 1)
4 (0, 4)
Master Technology Teacher
-2 (0, 2)
0
Mathematics (Middle)
27 (26, 1)
21 (17, 4)
16 (13, 3)
Mathematics (Secondary)
9 (5, 4)
23 (10, 13)
23 (9, 14)
Mathematics/Science (Middle)
9 (7, 2)
Music (All level or Secondary)
31 (30, 1)
33 (30, 3)
23 (21, 2)
Physical Education (All level or Secondary)
33 (2, 31)
33 (7, 26)
49 (27 , 22)
Physical Science (Secondary)
0
1 (0, 1)
0
Principal
28 (0, 28)
18 (0, 18)
21 (0, 21)
Reading Specialist
0
1 (0, 1)
2 (0, 2)
School Counselor
5 (0, 5)
10 (0, 10)
11 (0, 11)
Science (Middle)
2 (1, 1)
3 (2, 1)
5 (4, 1)
Science Composite (Secondary)
11 (6, 5)
7 (4, 3)
8 (6, 2)
Social Studies (Middle)
8 (8, 0)
11 (9, 2)
3 (2, 1)
Social Studies Composite (Secondary)
6 (5, 1)
7 (3, 4)
11 (2, 9)
Spanish (Secondary)
7 (2, 5)
9 (4, 5)
16 (8, 8)
Special Education
16 (7, 9)
26 (17, 9)
26 (18, 8)
Speech Communications (Secondary)
3 (0, 3)
6 (1, 5)
3 (1, 2)
Superintendent
6 (0, 6)
5 (0, 5)
12 (0, 12)
Technology Applications
-1 (0, 1)
3 (0, 3)
Theatre Arts (Secondary)
2 (0, 2)
3 (0, 3)
1 (1, 0)
Visually Impaired
7 (0, 7)
5 (0, 5)
16 (0, 16)
Total
535*
606*
649 (340, 309)*
1
2005-2006 Certification Report
*Some students finished the program with multiple certification areas; i.e. a student may seek a standard
certificate in two fields.
20
Recording Sheet
Name of Program _______________ Name of Recorder _______________





Worksheet #1: Program Webpage Elements
o Complete the activity and turn in the worksheet
Worksheet #2: Documentation of Data Usage
o Complete the activity and turn in the worksheet
Worksheet #3: Program Assessment Plans: Student Learning Outcomes
o Mark the copy of the Program Assessment Plan and turn it in
Worksheet #4: Program Assessment Plans: Strategic Goals
o Mark the copy of the Strategic Goals and turn it in.
Worksheet #5: Using Data for Decision Making (use backside space if needed)
o Data Set #5a: Patterns of Diversity: In the space below, describe a current
and/or possible future strategy to increase candidate diversity.
o Data Set #5b: Patterns of Faculty Scholarly Productivity: In the space
below, describe a current and/or possible future strategy to increase
scholarly productivity and external funding.
o Data Set #5c: Public School Student Demographics: In the space below,
note a current and/or possible future strategy to prepare our graduates to
work in classrooms and schools as described by the demographics.
o Data Set #5d: Patterns of Enrollment: In the space below, describe a
current and/or possible future strategy to increase candidate enrollment.