Institutional Report 2015-2016
Complete Report Card
AY 2015-16
Institution Information
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? |
Agricultural Education |
No |
Art Education |
No |
Childhood & Early Adolescent Education PK-4 |
No |
Childhood & Early Adolescent Education 4-8 English |
No |
Childhood & Early Adolescent Education 4-8 Mathematics |
No |
Childhood & Early Adolescent Education 4-8 Social Studies |
No |
Communication Sciences and Disorders |
No |
Kinesiology - Health & Physical Education |
No |
Music Education |
No |
Reading Specialist |
No |
Secondary Education Biological Science |
No |
Secondary Education Chemistry |
No |
Secondary Education Earth & Space Science |
No |
Secondary Education English/Communication |
No |
Secondary Education Mathematics |
No |
Secondary Education Physics |
No |
Secondary Education Social Studies |
No |
Special Education 7-12 |
No |
Special Education PK-8 |
No |
Workforce Education and Development |
No |
World Languages French |
No |
World Languages German |
No |
World Languages Latin |
No |
World Languages Russian |
No |
World Languages Spanish |
No |
Total number of teacher preparation programs: 25 |
Section I.b Admissions
Indicate when students are formally admitted into your initial teacher certification program:
Junior year after 48 credits, passing basic skills test, and other required courses
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:
http://www.ed.psu.edu/educ/current-students/undergrad/academic-programs-1/entrance-and-exit-criteria
Please provide any additional comments about or exceptions to the admissions information provided above:
A student who is unable to get a course required for admission to major at a Penn State campus location prior to transferring to University Park is given conditional admission to the major for one semester pending successful completion of the required course. Successfully passing a basic skills test is required by state law before admittance into a teacher certification program.
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 |
No |
No |
Fingerprint check |
Yes |
Yes |
Background check |
Yes |
Yes |
Minimum number of courses/credits/semester hours completed |
Yes |
Yes |
Minimum GPA |
Yes |
Yes |
Minimum GPA in content area coursework |
Yes |
Yes |
Minimum GPA in professional education coursework |
Yes |
Yes |
Minimum ACT score |
Yes |
No |
Minimum SAT score |
Yes |
No |
Minimum basic skills test score |
Yes |
No |
Subject area/academic content test or other subject matter verification |
No |
Yes |
Recommendation(s) |
No |
No |
Essay or personal statement |
No |
No |
Interview |
No |
No |
Other Varying hours of work experience with age appropriate children |
Yes |
No |
What is the minimum GPA required for admission into the program?
3
What was the median GPA of individuals accepted into the program in academic year 2015-16:
3.54
What is the minimum GPA required for completing the program?
3
What was the median GPA of individuals completing the program in academic year 2015-16:
3.66
Please provide any additional comments about the information provided above:
Students are required to reach a minimum basic skills test score in reading, writing, and math. They may use any combination of SAT, ACT, Praxis CORE or PECT PAPA to achieve acceptable scores.
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?
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 Postgraduate level.
Element |
Required for Entry |
Required for Exit |
Transcript |
Yes |
No |
Fingerprint check |
No |
Yes |
Background check |
No |
Yes |
Minimum number of courses/credits/semester hours completed |
Yes |
Yes |
Minimum GPA |
Yes |
Yes |
Minimum GPA in content area coursework |
Yes |
Yes |
Minimum GPA in professional education coursework |
No |
Yes |
Minimum ACT score |
No |
No |
Minimum SAT score |
No |
No |
Minimum basic skills test score |
No |
No |
Subject area/academic content test or other subject matter verification |
No |
Yes |
Recommendation(s) |
Yes |
No |
Essay or personal statement |
Yes |
No |
Interview |
No |
No |
Other Application |
Yes |
No |
What is the minimum GPA required for admission into the program?
3
What was the median GPA of individuals accepted into the program in academic year 2015-16?
3.69
What is the minimum GPA required for completing the program?
3
What was the median GPA of individuals completing the program in academic year 2015-16? 3.9
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 2015-16: |
791 |
Unduplicated number of males enrolled in 2015-16: |
131 |
Unduplicated number of females enrolled in 2015-16: |
660 |
2015-16 |
Number enrolled |
Ethnicity |
|
Hispanic/Latino of any race: |
24 |
Race |
|
American Indian or Alaska Native: |
1 |
Asian: |
17 |
Black or African American: |
9 |
Native Hawaiian or Other Pacific Islander: |
0 |
White: |
690 |
Two or more races: |
10 |
Section I.d Supervised Clinical Experience
Provide the following information about supervised clinical experience in 2015-16.
Average number of clock hours of supervised clinical experience required prior to student teaching |
154.5 |
Average number of clock hours required for student teaching |
586.5 |
Average number of clock hours required for mentoring/induction support |
0 |
Number of full-time equivalent faculty supervising clinical experience during this academic year |
38 |
Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff) |
0 |
Number of students in supervised clinical experience during this academic year |
417 |
Please provide any additional information about or descriptions of the supervised clinical experiences:
Some full-time faculty who supervise clinical experiences are also engaged in teaching methods courses. Included are 44 students in a year-long elementary professional development school program.
Section I.e Teachers Prepared by Subject Area
Please provide the number of teachers prepared by subject area for academic year 2015-16. 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 |
429 |
Teacher Education - Special Education |
26 |
Teacher Education - Early Childhood Education |
192 |
Teacher Education - Elementary Education |
192 |
Teacher Education - Junior High/Intermediate/Middle School Education |
13 |
Teacher Education - Secondary Education |
92 |
Teacher Education - Multiple Levels |
133 |
Teacher Education - Agriculture |
13 |
Teacher Education - Art |
9 |
Teacher Education - Business |
0 |
Teacher Education - English/Language Arts |
35 |
Teacher Education - Foreign Language |
|
Teacher Education - Health |
4 |
Teacher Education - Family and Consumer Sciences/Home Economics |
0 |
Teacher Education - Technology Teacher Education/Industrial Arts |
0 |
Teacher Education - Mathematics |
15 |
Teacher Education - Music |
27 |
Teacher Education - Physical Education and Coaching |
3 |
Teacher Education - Reading |
18 |
Teacher Education - Science Teacher Education/General Science |
5 |
Teacher Education - Social Science |
0 |
Teacher Education - Social Studies |
43 |
Teacher Education - Technical Education |
0 |
Teacher Education - Computer Science |
0 |
Teacher Education - Biology |
8 |
Teacher Education - Chemistry |
4 |
Teacher Education - Drama and Dance |
0 |
Teacher Education - French |
3 |
Teacher Education - German |
1 |
Teacher Education - History |
0 |
Teacher Education - Physics |
2 |
Teacher Education - Spanish |
8 |
Teacher Education - Speech |
27 |
Teacher Education - Geography |
0 |
Teacher Education - Latin |
0 |
Teacher Education - Psychology |
0 |
Teacher Education - Earth Science |
0 |
Teacher Education - English as a Second Language |
64 |
Teacher Education - Bilingual, Multilingual, and Multicultural Education |
0 |
Education - Other Specify: Speech and Language Impaired (19); Environmental Science (1) |
20 |
Section I.e Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year 2015-16. 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 |
429 |
Teacher Education - Special Education |
27 |
Teacher Education - Early Childhood Education |
192 |
Teacher Education - Elementary Education |
192 |
Teacher Education - Junior High/Intermediate/Middle School Education |
13 |
Teacher Education - Secondary Education |
71 |
Teacher Education - Agriculture |
18 |
Teacher Education - Art |
9 |
Teacher Education - Business |
|
Teacher Education - English/Language Arts |
23 |
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 |
15 |
Teacher Education - Music |
27 |
Teacher Education - Physical Education and Coaching |
|
Teacher Education - Reading |
|
Teacher Education - Science |
|
Teacher Education - Social Science |
|
Teacher Education - Social Studies |
43 |
Teacher Education - Technical Education |
|
Teacher Education - Computer Science |
|
Teacher Education - Biology |
3 |
Teacher Education - Chemistry |
2 |
Teacher Education - Drama and Dance |
|
Teacher Education - French |
3 |
Teacher Education - German |
1 |
Teacher Education - History |
|
Teacher Education - Physics |
2 |
Teacher Education - Spanish |
7 |
Teacher Education - Speech |
15 |
Teacher Education - Geography |
|
Teacher Education - Latin |
|
Teacher Education - Psychology |
|
Teacher Education - Earth Science |
|
Teacher Education - English as a Second Language |
1 |
Teacher Education - Bilingual, Multilingual, and Multicultural Education |
|
Education - Curriculum and Instruction |
38 |
Education - Social and Philosophical Foundations of Education |
|
Liberal Arts/Humanities |
|
Psychology |
|
Social Sciences |
|
Anthropology |
|
Economics |
|
Geography and Cartography |
|
Political Science and Government |
|
Sociology |
|
Visual and Performing Arts |
|
History |
1 |
Foreign Languages |
|
Family and Consumer Sciences/Human Sciences |
|
English Language/Literature |
1 |
Philosophy and Religious Studies |
|
Agriculture |
|
Communication or Journalism |
|
Engineering |
|
Biology |
1 |
Mathematics and Statistics |
|
Physical Sciences |
|
Astronomy and Astrophysics |
|
Atmospheric Sciences and Meteorology |
|
Chemistry |
|
Geological and Earth Sciences/Geosciences |
|
Physics |
|
Business/Business Administration/Accounting |
|
Computer and Information Sciences |
|
Other |
23 |
Section I.f Program Completers
Provide the total number of teacher preparation program completers in each of the following academic years:
2015-16: 429
2014-15: 450
2013-14: 544
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 2015-16
Did your program prepare teachers in mathematics in 2015-16?
Yes
How many prospective teachers did your program plan to add in mathematics in 2015-16?
22
Did your program meet the goal for prospective teachers set in mathematics in 2015-16?
No
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:
Fifteen students completed a Secondary Mathematics teacher preparation program in the AY 2015-16 with 12 of these students currently receiving teacher certification. In response to student and school district interest in mathematics preparation at the middle school level, the unit has developed a state approved Grades 4-8 Middle Level Mathematics teacher preparation program and expects the initial two students to complete this current academic year.
Provide any additional comments, exceptions and explanations below:
Academic year 2016-17
Is your program preparing teachers in mathematics in 2016-17?
Yes
How many prospective teachers did your program plan to add in mathematics in 2016-17?
15
Provide any additional comments, exceptions and explanations below:
Fourteen students are student teaching at the secondary level in spring 2017, and are expected to graduate in May 2017, from the initial 18 students who were approved to enter the mathematics teacher preparation program for Fall 2015. Also, two students have been accepted into the PDE approved Grades 4-8 mathematics program beginning Fall 2015. We expect an additional two students through change of majors and students seeking post-baccalaureate certification in mathematics. These students are expected to complete their programs in the AY 2016-17
Academic year 2017-18
Will your program prepare teachers in mathematics in 2017-18?
Yes
How many prospective teachers does your program plan to add in mathematics in 2017-18?
20
Provide any additional comments, exceptions and explanations below:
Currently there are 33 students who are currently registered in the Secondary Mathematics 7-12 teacher preparation program, 11 of which are expected to complete in AY 2017-18. Also, there are 15 students who are currently registered in the Grades 4-8 mathematics teacher preparation program, five of which are expected to complete in AY 2017-18.
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 2015-16
Did your program prepare teachers in science in 2015-16?
Yes
How many prospective teachers did your program plan to add in science in 2015-16?
15
Did your program meet the goal for prospective teachers set in science in 2015-16?
Yes
Description of strategies used to achieve goal, if applicable:
Twelve secondary science majors have completed the teacher preparation program for the AY 2015-16 and have received for teacher certification. Five AG ED students have also completed science area certifications: four have received certification for general science and one for environmental science certification.
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 2016-17
Is your program preparing teachers in science in 2016-17?
Yes
How many prospective teachers did your program plan to add in science in 2016-17?
18
Provide any additional comments, exceptions and explanations below:
Currently there are 13 undergraduate level and four graduate level students enrolled in student teaching in a secondary science teacher preparation program. Additionally, there are six agriculture education students who are student teaching and are eligible for general science education teacher certification upon completion.
Academic year 2017-18
Will your program prepare teachers in science in 2017-18?
Yes
How many prospective teachers does your program plan to add in science in 2017-18?
18
Provide any additional comments, exceptions and explanations below:
There are nine undergraduate students who have been entered into a secondary science teacher preparation program and should be completing within the 2017-18 academic year. Additionally there are four undergraduate Agriculture Education students who have been accepted into their program and should be completing in the 2017-18 academic year. An additional five graduate level science education students are expected to complete program requirements withing the 2017-18 academic year.
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.
Please provide the information below about your program's goals to increase the number of prospective teachers in special education in each of three academic years.
Academic year 2015-16
Did your program prepare teachers in special education in 2015-16?
Yes
How many prospective teachers did your program plan to add in special education in 2015-16?
25
Did your program meet the goal for prospective teachers set in special education in 2015-16?
Yes
Description of strategies used to achieve goal, if applicable:
The IHE provides multiple pathways for students to achieve special education certification. Students may pursue an IUG program that consists of a four year BS in Special Education and a one year Masters in Reading, or may pursue a four year BS in Elementary Education with a Special Education minor and a one year Masters in Special Education.
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:
The program accepted 8 graduate level and 14 undergraduate student into the special education program for Fall 2015. For the AY 2015-16, 19 undergraduate students and 7 master level students have completed a special education preparation program.
Academic year 2016-17
Is your program preparing teachers in special education in 2016-17?
Yes
How many prospective teachers did your program plan to add in special education in 2016-17?
20
Provide any additional comments, exceptions and explanations below:
There are currently 40 students who were enrolled in the special education undergraduate degree program, and 15 have filed an intent to graduate Spring 2017. An additional five graduate level students have also filed an intent to graduate.
Academic year 2017-18
Will your program prepare teachers in special education in 2017-18?
Yes
How many prospective teachers does your program plan to add in special education in 2017-18?
20
Provide any additional comments, exceptions and explanations below:
Currently there are sixteen enrolled undergraduate Special Education students who should be completing all program requirements for the 2017-18 academic year. Additionally, we can estimate an additional 5 students who intend to complete a masters degree in special education following their current early childhood education program.
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 2015-16
Did your program prepare teachers in instruction of limited English proficient students in 2015- 16?
Yes
How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2015-16?
45
Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2015-16?
Yes
Description of strategies used to achieve goal, if applicable:
There were 64 teachers recommended to the Pennsylvania Department of Education for Program Specialist certification in English as a Second Language. The College offers both a traditional five course program to meet the needs of residential students, plus a summer month abroad option with one additional course to meet the needs of working teachers and other adults.
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:
According to the US Department of Education, Office of Post Secondary Education, in their August 2016 report, Pennsylvania reported no significant teacher shortages for AY 2015-16, including English as a Second Language.
Academic year 2016-17
Is your program preparing teachers in instruction of limited English proficient students in 2016- 17?
Yes
How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2016-17?
45
Provide any additional comments, exceptions and explanations below:
The US Department of Education has not yet released the Teacher Shortage Area Report for 2016-17, but the program is continuing to prepare certified teachers as prospective program specialists. ESL is not an initial teacher certification area in Pennsylvania, but can only be obtained by certified teachers.
Academic year 2017-18
Will your program prepare teachers in instruction of limited English proficient students in 2017- 18?
Yes
How many prospective teachers does your program plan to add in instruction of limited English proficient students in 2017-18?
45
Provide any additional comments, exceptions and explanations below:
The Pennsylvania Department of Education has listed English as a Second Language PK-12 as a teacher shortage area in Pennsylvania
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.
Yes
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:
All candidates complete at least 9 credits (or 270 hours) of course work and/or experiences in accommodations and adaptations for special needs learners. All candidates complete at least 3 credits (or 90 hours) of course work and/or experiences in working with English language learners. All special education candidates seeking Pennsylvania certification complete dual certification programs. All students have several experiences working with students from ethnically and culturally diverse backgrounds built into each major as well as additional opportunities for diversity experiences in the classroom in Maymester courses (courses offered between the spring and summer sessions). For example, CI 295 Urban and Rural experiences is a course that provides students with opportunities to observe and participate in ethnically diverse urban settings as well as socioeconomically diverse rural settings. CI 280 provides immersion experiences for students in Hazleton, PA working with Latino ELL students. Five programs, representing the largest numbers of teacher candidates in the EPP, provide student teaching opportunities in Pittsburgh, Philadelphia, and Altoona in schools that have large numbers of students from under-represented populations.
Section III Assessment Pass Rates
Assessment code - Assessment name Test Company Group |
Number taking tests |
Avg. scaled score |
Number passing tests |
Pass rate (%) |
ETS5701 -AGRICULTURE Educational Testing Service (ETS) All program completers, 2015-16 |
12 |
169 |
12 |
100 |
ETS5701 -AGRICULTURE Educational Testing Service (ETS) All program completers, 2014-15 |
13 |
168 |
13 |
100 |
ETS5701 -AGRICULTURE Educational Testing Service (ETS) All program completers, 2013-14 |
1 |
|
|
|
ETS0780 -AGRICULTURE (PA) (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2013-14 |
12 |
704 |
12 |
100 |
ETS5134 -ART CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students |
1 |
|
|
|
ETS5134 -ART CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2015-16 |
9 |
|
|
|
ETS5134 -ART CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2014-15 |
8 |
|
|
|
ETS5134 -ART CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 |
25 |
172 |
24 |
96 |
ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students |
1 |
|
|
|
ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2015-16 |
9 |
|
|
|
ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2014-15 |
7 |
|
|
|
ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 |
7 |
|||
ETS0245 -CHEMISTRY CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students |
1 |
|
|
|
ETS0245 -CHEMISTRY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2015-16 |
4 |
|
|
|
ETS0245 -CHEMISTRY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2014-15 |
6 |
|
|
|
ETS0245 -CHEMISTRY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 |
3 |
|
|
|
ETS0800 -COMMUNICATION (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2014-15 |
1 |
|
|
|
ETS0800 -COMMUNICATION (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2013-14 |
39 |
696 |
37 |
95 |
ETS0811 -COOPERATIVE EDUCATION Educational Testing Service (ETS) All program completers, 2015-16 |
1 |
|
|
|
ETS0811 -COOPERATIVE EDUCATION Educational Testing Service (ETS) All program completers, 2014-15 |
1 |
|
|
|
ETS5732 -CORE ACADEMIC SKILLS FOR ED: MATH Educational Testing Service (ETS) Other enrolled students |
140 |
161 |
133 |
95 |
ETS5732 -CORE ACADEMIC SKILLS FOR ED: MATH Educational Testing Service (ETS) All program completers, 2015-16 |
6 |
|
|
|
ETS5732 -CORE ACADEMIC SKILLS FOR ED: MATH Educational Testing Service (ETS) All program completers, 2014-15 |
3 |
|
|
|
ETS5712 -CORE ACADEMIC SKILLS FOR ED: READING Educational Testing Service (ETS) Other enrolled students |
140 |
172 |
133 |
95 |
ETS5712 -CORE ACADEMIC SKILLS FOR ED: READING Educational Testing Service (ETS) All program completers, 2015-16 |
7 |
|
|
|
ETS5712 -CORE ACADEMIC SKILLS FOR ED: READING Educational Testing Service (ETS) All program completers, 2014-15 |
3 |
|
|
|
ETS5722 -CORE ACADEMIC SKILLS FOR ED: WRITING Educational Testing Service (ETS) Other enrolled students |
138 |
167 |
115 |
83 |
ETS5722 -CORE ACADEMIC SKILLS FOR ED: WRITING Educational Testing Service (ETS) All program completers, 2015-16 |
6 |
|
|
|
ETS5722 -CORE ACADEMIC SKILLS FOR ED: WRITING Educational Testing Service (ETS) All program completers, 2014-15 |
3 |
|
|
|
ETS5571 -EARTH AND SPACE SCIENCES - CK Educational Testing Service (ETS) All program completers, 2014-15 |
2 |
|
|
|
ETS5571 -EARTH AND SPACE SCIENCES - CK Educational Testing Service (ETS) All program completers, 2013-14 |
1 |
|
|
|
ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE (DISC) Educational Testing Service (ETS) All program completers, 2013-14 |
22 |
173 |
20 |
91 |
ETS5038 -ENGLISH LANGUAGE ARTS: CK Educational Testing Service (ETS) Other enrolled students |
7 |
|
|
|
ETS5038 -ENGLISH LANGUAGE ARTS: CK Educational Testing Service (ETS) All program completers, 2015-16 |
26 |
182 |
26 |
100 |
ETS5038 -ENGLISH LANGUAGE ARTS: CK Educational Testing Service (ETS) All program completers, 2014-15 |
38 |
181 |
37 |
97 |
ETS5038 -ENGLISH LANGUAGE ARTS: CK Educational Testing Service (ETS) All program completers, 2013-14 |
31 |
180 |
30 |
97 |
ETS0831 -ENVIRONMENTAL EDUCATION Educational Testing Service (ETS) All program completers, 2015-16 |
1 |
|
|
|
ETS5174 -FRENCH WORLD LANGUAGE Educational Testing Service (ETS) All program completers, 2014-15 |
1 |
|
|
|
ETS5511 -FUNDAMENTAL SUBJECTS Educational Testing Service (ETS) Other enrolled students |
7 |
|
|
|
ETS5511 -FUNDAMENTAL SUBJECTS Educational Testing Service (ETS) All program completers, 2015-16 |
100 |
180 |
100 |
100 |
ETS5511 -FUNDAMENTAL SUBJECTS Educational Testing Service (ETS) All program completers, 2014-15 |
94 |
180 |
94 |
100 |
ETS5511 -FUNDAMENTAL SUBJECTS Educational Testing Service (ETS) All program completers, 2013-14 |
147 |
180 |
145 |
99 |
ETS0435 -GENERAL SCI CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2015-16 |
1 |
|
|
|
ETS0435 -GENERAL SCI CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2014-15 |
2 |
|
|
|
ETS5857 -HEALTH AND PE Educational Testing Service (ETS) All program completers, 2015-16 |
4 |
|
|
|
ETS5857 -HEALTH AND PE Educational Testing Service (ETS) All program completers, 2014-15 |
8 |
|
|
|
ETS5856 -HEALTH AND PE (DISC) Educational Testing Service (ETS) All program completers, 2013-14 |
13 |
169 |
13 |
100 |
ETS5601 -LATIN Educational Testing Service (ETS) All program completers, 2013-14 |
1 |
|
|
|
ETS5161 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all noncl |
3 |
|
|
|
ETS5161 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students |
7 |
|
|
|
ETS5161 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2015-16 |
12 |
171 |
9 |
75 |
ETS5161 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2014-15 |
31 |
170 |
31 |
100 |
ETS5161 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 |
9 |
|
|
|
ETS0061 -MATHEMATICS CONTENT KNOWLEDGE (DISC) Educational Testing Service (ETS) All program completers, 2014-15 |
1 |
|
|
|
ETS0061 -MATHEMATICS CONTENT KNOWLEDGE (DISC) Educational Testing Service (ETS) All program completers, 2013-14 |
15 |
164 |
15 |
100 |
ETS0113 -MUSIC CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students |
2 |
|
|
|
ETS0113 -MUSIC CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2015-16 |
25 |
179 |
25 |
100 |
ETS0113 -MUSIC CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2014-15 |
22 |
179 |
22 |
100 |
ETS0113 -MUSIC CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 |
25 |
178 |
25 |
100 |
ETS5156 -PA 4-8 CORE SUBJ CONC ENG LANG ARTS Educational Testing Service (ETS) All program completers, 2015-16 |
5 |
|
|
|
ETS5156 -PA 4-8 CORE SUBJ CONC ENG LANG ARTS Educational Testing Service (ETS) All program completers, 2014-15 |
2 |
|
|
|
ETS5156 -PA 4-8 CORE SUBJ CONC ENG LANG ARTS Educational Testing Service (ETS) All program completers, 2013-14 |
5 |
|
|
|
ETS5158 -PA 4-8 CORE SUBJ CONC MATHEMATICS Educational Testing Service (ETS) All program completers, 2015-16 |
2 |
|
|
|
ETS5158 -PA 4-8 CORE SUBJ CONC MATHEMATICS Educational Testing Service (ETS) All program completers, 2014-15 |
1 |
|
|
|
ETS5158 -PA 4-8 CORE SUBJ CONC MATHEMATICS Educational Testing Service (ETS) All program completers, 2013-14 |
2 |
|
|
|
ETS5159 -PA 4-8 CORE SUBJ CONC SCIENCE Educational Testing Service (ETS) All program completers, 2013-14 |
1 |
|
|
|
ETS5157 -PA 4-8 CORE SUBJ CONC SOCIAL STUDIES Educational Testing Service (ETS) All program completers, 2015-16 |
5 |
|
|
|
ETS5157 -PA 4-8 CORE SUBJ CONC SOCIAL STUDIES Educational Testing Service (ETS) All program completers, 2014-15 |
6 |
|
|
|
ETS5157 -PA 4-8 CORE SUBJ CONC SOCIAL STUDIES Educational Testing Service (ETS) All program completers, 2013-14 |
4 |
|
|
|
ETS5154 -PA 4-8 CORE SUBTEST ENG LANG ARTS SOC STUDIES Educational Testing Service (ETS) All program completers, 2015-16 |
12 |
171 |
11 |
92 |
ETS5154 -PA 4-8 CORE SUBTEST ENG LANG ARTS SOC STUDIES Educational Testing Service (ETS) All program completers, 2014-15 |
9 |
|
|
|
ETS5154 -PA 4-8 CORE SUBTEST ENG LANG ARTS SOC STUDIES Educational Testing Service (ETS) All program completers, 2013-14 |
12 |
163 |
11 |
92 |
ETS5155 -PA 4-8 CORE SUBTEST MATH AND SCIENCE Educational Testing Service (ETS) All program completers, 2015-16 |
12 |
180 |
12 |
100 |
ETS5155 -PA 4-8 CORE SUBTEST MATH AND SCIENCE Educational Testing Service (ETS) All program completers, 2014-15 |
9 |
|
|
|
ETS5155 -PA 4-8 CORE SUBTEST MATH AND SCIENCE Educational Testing Service (ETS) All program completers, 2013-14 |
12 |
174 |
9 |
75 |
ETS5153 -PA 4-8 CORE SUBTEST PEDAGOGY Educational Testing Service (ETS) All program completers, 2015-16 |
12 |
181 |
12 |
100 |
ETS5153 -PA 4-8 CORE SUBTEST PEDAGOGY Educational Testing Service (ETS) All program completers, 2014-15 |
9 |
|
|
|
ETS5153 -PA 4-8 CORE SUBTEST PEDAGOGY Educational Testing Service (ETS) All program completers, 2013-14 |
12 |
178 |
12 |
100 |
ESP0001 -PAPA - MODULE 1 READING Evaluation Systems group of Pearson All enrolled students who have completed all noncl |
9 |
|
|
|
ESP0001 -PAPA - MODULE 1 READING Evaluation Systems group of Pearson Other enrolled students |
146 |
233 |
116 |
79 |
ESP0001 -PAPA - MODULE 1 READING Evaluation Systems group of Pearson All program completers, 2015-16 |
266 |
241 |
243 |
91 |
ESP0001 -PAPA - MODULE 1 READING Evaluation Systems group of Pearson All program completers, 2014-15 |
267 |
245 |
265 |
99 |
ESP0001 -PAPA - MODULE 1 READING Evaluation Systems group of Pearson All program completers, 2013-14 |
21 |
246 |
21 |
100 |
ESP0002 -PAPA - MODULE 2 MATH Evaluation Systems group of Pearson All enrolled students who have completed all noncl |
9 |
|
|
|
ESP0002 -PAPA - MODULE 2 MATH Evaluation Systems group of Pearson Other enrolled students |
146 |
245 |
143 |
98 |
ESP0002 -PAPA - MODULE 2 MATH Evaluation Systems group of Pearson All program completers, 2015-16 |
266 |
247 |
260 |
98 |
ESP0002 -PAPA - MODULE 2 MATH Evaluation Systems group of Pearson All program completers, 2014-15 |
267 |
250 |
264 |
99 |
ESP0002 -PAPA - MODULE 2 MATH Evaluation Systems group of Pearson All program completers, 2013-14 |
21 |
261 |
21 |
100 |
ESP0003 -PAPA - MODULE 3 WRITING Evaluation Systems group of Pearson All enrolled students who have completed all noncl |
9 |
|
|
|
ESP0003 -PAPA - MODULE 3 WRITING Evaluation Systems group of Pearson Other enrolled students |
147 |
235 |
120 |
82 |
ESP0003 -PAPA - MODULE 3 WRITING Evaluation Systems group of Pearson All program completers, 2015-16 |
267 |
237 |
231 |
87 |
ESP0003 -PAPA - MODULE 3 WRITING Evaluation Systems group of Pearson All program completers, 2014-15 |
267 |
243 |
264 |
99 |
ESP0003 -PAPA - MODULE 3 WRITING Evaluation Systems group of Pearson All program completers, 2013-14 |
21 |
238 |
21 |
100 |
ESP0006 -PECT PREK-4 - MODULE 1 Evaluation Systems group of Pearson All enrolled students who have completed all noncl |
5 |
|
|
|
ESP0006 -PECT PREK-4 - MODULE 1 Evaluation Systems group of Pearson Other enrolled students |
57 |
214 |
45 |
79 |
ESP0006 -PECT PREK-4 - MODULE 1 Evaluation Systems group of Pearson All program completers, 2015-16 |
179 |
226 |
165 |
92 |
ESP0006 -PECT PREK-4 - MODULE 1 Evaluation Systems group of Pearson All program completers, 2014-15 |
211 |
224 |
190 |
90 |
ESP0006 -PECT PREK-4 - MODULE 1 Evaluation Systems group of Pearson All program completers, 2013-14 |
229 |
223 |
217 |
95 |
ESP0007 -PECT PREK-4 - MODULE 2 Evaluation Systems group of Pearson All enrolled students who have completed all noncl |
5 |
|
|
|
ESP0007 -PECT PREK-4 - MODULE 2 Evaluation Systems group of Pearson Other enrolled students |
52 |
205 |
36 |
69 |
ESP0007 -PECT PREK-4 - MODULE 2 Evaluation Systems group of Pearson All program completers, 2015-16 |
179 |
220 |
153 |
85 |
ESP0007 -PECT PREK-4 - MODULE 2 Evaluation Systems group of Pearson All program completers, 2014-15 |
211 |
221 |
186 |
88 |
ESP0007 -PECT PREK-4 - MODULE 2 Evaluation Systems group of Pearson All program completers, 2013-14 |
228 |
223 |
212 |
93 |
ESP0008 -PECT PREK-4 - MODULE 3 Evaluation Systems group of Pearson All enrolled students who have completed all noncl |
5 |
|
|
|
ESP0008 -PECT PREK-4 - MODULE 3 Evaluation Systems group of Pearson Other enrolled students |
52 |
205 |
35 |
67 |
ESP0008 -PECT PREK-4 - MODULE 3 Evaluation Systems group of Pearson All program completers, 2015-16 |
180 |
219 |
139 |
77 |
ESP0008 -PECT PREK-4 - MODULE 3 Evaluation Systems group of Pearson All program completers, 2014-15 |
211 |
222 |
178 |
84 |
ESP0008 -PECT PREK-4 - MODULE 3 Evaluation Systems group of Pearson All program completers, 2013-14 |
228 |
220 |
203 |
89 |
ESP0015 -PECT SPEC ED 7-12 - MODULE 1 Evaluation Systems group of Pearson All program completers, 2014-15 |
14 |
255 |
14 |
100 |
ESP0015 -PECT SPEC ED 7-12 - MODULE 1 Evaluation Systems group of Pearson All program completers, 2013-14 |
15 |
261 |
15 |
100 |
ESP0016 -PECT SPEC ED 7-12 - MODULE 2 Evaluation Systems group of Pearson All program completers, 2014-15 |
14 |
264 |
14 |
100 |
ESP0016 -PECT SPEC ED 7-12 - MODULE 2 Evaluation Systems group of Pearson All program completers, 2013-14 |
15 |
254 |
15 |
100 |
ESP0011 -PECT SPEC ED PREK-8 - MODULE 1 Evaluation Systems group of Pearson Other enrolled students |
7 |
|
|
|
ESP0011 -PECT SPEC ED PREK-8 - MODULE 1 Evaluation Systems group of Pearson All program completers, 2015-16 |
1 |
|
|
|
ESP0011 -PECT SPEC ED PREK-8 - MODULE 1 Evaluation Systems group of Pearson All program completers, 2014-15 |
1 |
|
|
|
ESP0011 -PECT SPEC ED PREK-8 - MODULE 1 Evaluation Systems group of Pearson All program completers, 2013-14 |
5 |
|
|
|
ESP0012 -PECT SPEC ED PREK-8 - MODULE 2 Evaluation Systems group of Pearson Other enrolled students |
7 |
|
|
|
ESP0012 -PECT SPEC ED PREK-8 - MODULE 2 Evaluation Systems group of Pearson All program completers, 2015-16 |
1 |
|
|
|
ESP0012 -PECT SPEC ED PREK-8 - MODULE 2 Evaluation Systems group of Pearson All program completers, 2014-15 |
1 |
|
|
|
ESP0012 -PECT SPEC ED PREK-8 - MODULE 2 Evaluation Systems group of Pearson All program completers, 2013-14 |
5 |
|
|
|
ETS5265 -PHYSICS CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students |
2 |
|
|
|
ETS5265 -PHYSICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2014-15 |
2 |
|
|
|
ETS5265 -PHYSICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 |
1 |
|
|
|
ETS0730 -PRAXIS I MATHEMATICS (DISCONTINUED) Educational Testing Service (ETS) Other enrolled students |
3 |
|
|
|
ETS0730 -PRAXIS I MATHEMATICS (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2015-16 |
12 |
179 |
12 |
100 |
ETS0730 -PRAXIS I MATHEMATICS (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2014-15 |
140 |
181 |
140 |
100 |
ETS0730 -PRAXIS I MATHEMATICS (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2013-14 |
476 |
182 |
476 |
100 |
ETS0710 -PRAXIS I READING (DISCONTINUED) Educational Testing Service (ETS) Other enrolled students |
3 |
|
|
|
ETS0710 -PRAXIS I READING (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2015-16 |
11 |
179 |
11 |
100 |
ETS0710 -PRAXIS I READING (DISCONTINUED) Educational Testing Service (ETS) A ll program completers, 2014-15 |
139 |
179 |
139 |
100 |
ETS0710 -PRAXIS I READING (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2013-14 |
476 |
180 |
476 |
100 |
ETS0720 -PRAXIS I WRITING (DISCONTINUED) Educational Testing Service (ETS) Other enrolled students |
4 |
|
|
|
ETS0720 -PRAXIS I WRITING (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2015-16 |
11 |
175 |
11 |
100 |
ETS0720 -PRAXIS I WRITING (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2014-15 |
139 |
177 |
138 |
99 |
ETS0720 -PRAXIS I WRITING (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2013-14 |
476 |
177 |
476 |
100 |
ETS5301 -READING SPECIALIST II Educational Testing Service (ETS) All program completers, 2015-16 |
17 |
181 |
16 |
94 |
ETS5301 -READING SPECIALIST II Educational Testing Service (ETS) All program completers, 2014-15 |
12 |
185 |
12 |
100 |
ETS5301 -READING SPECIALIST II Educational Testing Service (ETS) All program completers, 2013-14 |
15 |
183 |
15 |
100 |
ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all noncl |
2 |
|
|
|
ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students |
1 |
|
|
|
ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2015-16 |
35 |
171 |
33 |
94 |
ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2014-15 |
26 |
172 |
26 |
100 |
ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 |
42 |
170 |
38 |
90 |
ETS5195 -SPANISH WORLD LANGUAGE Educational Testing Service (ETS) All program completers, 2014-15 |
1 |
|
|
|
ETS5195 -SPANISH WORLD LANGUAGE Educational Testing Service (ETS) All program completers, 2013-14 |
3 |
|
|
|
ETS5331 -SPEECH LANGUAGE PATHOLOGY Educational Testing Service (ETS) All program completers, 2015-16 |
23 |
182 |
23 |
100 |
ETS5331 -SPEECH LANGUAGE PATHOLOGY Educational Testing Service (ETS) All program completers, 2014-15 |
15 |
176 |
15 |
100 |
ETS5330 -SPEECH LANGUAGE PATHOLOGY (DISC) Educational Testing Service (ETS) All program completers, 2014-15 |
1 |
|
|
|
ETS5330 -SPEECH LANGUAGE PATHOLOGY (DISC) Educational Testing Service (ETS) All program completers, 2013-14 |
33 |
692 |
33 |
100 |
Section III Summary Pass Rates
Group |
Number taking tests |
Number passing tests |
Pass rate (%) |
All program completers, 2015-16 |
396 |
292 |
74 |
All program completers, 2014-15 |
442 |
376 |
85 |
All program completers, 2013-14 |
544 |
489 |
90 |
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?
Yes
If yes, please specify the organization(s) that approved or accredited your program:
State
NCATE
CAEP Eligible
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.
Candidates enrolled in childhood and early adolescent education, world languages education, secondary English education and special education participate in the EDUCATE initiative, which requires students to bring their own device (BYOD) to courses and field experiences in the major. “Device” refers to a laptop computer or tablet with a current operating system that can capture video/audio and connect to the internet in order to integrate technology into pedagogical courses: http://ed.psu.edu/educate
Candidates enrolled in other programs are required to use technology in all pedagogical courses and field experiences. Students are taught how to use TaskStream as a data collection and management tool. Video analysis tools, such as Studio Code, are also integral to some programs.
We have established the Krause Innovation Studio as a resource for faculty and teachers at the post-secondary level, secondary and elementary school level, and also educators working in informal learning settings such as museums and the work place. Starting with teaching practice and drawing upon the power of emerging technologies to transform teaching and learning, the Krause Innovation Studio is an incubator for innovative technology-supported pedagogy that allows educators in a variety of contexts to address the needs of an increasingly diverse and geographically dispersed student population. (http://innovation.ed.psu.edu/)
Finally, at the College level, an Assessment Committee has been formed comprising of representatives from the teacher preparation programs under the College of Education. At these meetings, the group intentionally analyzes unit and program data and provides feedback for added unit-wide cohesiveness and program improvements and development.
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
- Yes
- 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.
All general education candidates take 7 credits of special education courses specific to the age range they plan to teach, and all have an additional equivalent of 2 credits embedded in field work and courses that are specific to special needs populations. All candidates are required to take 3 credits of course work related to teaching English language learners.
Does your program prepare special education teachers to:
- teach students with disabilities effectively
- Yes
- 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 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.
The special education program courses are designed to use scientifically research based strategies for effective interventions with children. The program has extensive field work connected to university courses related to teaching students with disabilities effectively. All students participate in designing effective progress monitoring and subsequent data driven instruction and planning lesson planning as well as individualizing lessons and developing and implementing IEPS. All students learn about formative and summative assessment design and implementation for assessment effective student learning. All students take 3 credits of course work related to English language learners with exceptional learning needs and visit ELL programs.
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 IHE would like to note that there is a discrepancy between the summary pass rate of 74% that is embedded in Section III of this report and the 93.2% rate that we have calculated for AY 2015-16. The Pennsylvania Department of Education has a sliding GPA scale that our students can use for their certification exams. A significant number of students use their excellent GPAs to pass these exams. Our Higher Education liaison at PDE verified via email that PDE does report to Title II the sliding GPA scale that is used to qualify for teacher certification. Our liaison acknowledged the impact it may have on pass rates.
Supporting Files