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))

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

Section III Summary Pass Rates

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.