Revised 10-10-2005
Program Report for the Preparation of Secondary Computer Science Teachers (Initial Endorsement) International Society for Technology in Education (ISTE)
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
COVER SHEET
Institution Date submitted Name of Preparer Phone # Email State
Program documented in this report: Name of institution’s program Grade levels for which candidates are being prepared Degree or award level Is this program offered at more than one site? □ Yes If yes, list the sites at which the program is offered
□
No
Title of the state license for which candidates are prepared Program report status: Initial Review Response to a Not Recognized Decision Response to National Recognition With Conditions State licensure requirement for national recognition: NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test? □ Yes □ No
Program Report Template—ISTE (Secondary Computer Science Endorsement)
1
Revised 10-10-2005
GENERAL DIRECTIONS
To complete a program report, institutions must provide evidence of meeting ACTFL/NCATE standards based on data from 7-8 assessments. In their entirety, the assessments and data required for submission in this report will answer the following questions: Have candidates mastered the necessary knowledge for the subjects they will teach or the jobs they will perform? Do candidates meet state licensure requirements? Do candidates understand teaching and learning and can they plan their teaching or fulfill other professional education responsibilities? Can candidates apply their knowledge in classrooms and schools? Do candidates focus on student learning?
To that end, the program report form includes the following sections: Section I. Context (6-page maximum narrative, plus three attachments not to exceed 5 pages each) Provide general information on the program as specified by the directions for this section. Section II. List of Assessments (completion of chart) Using the chart included in this report form, indicate the name, type, and administration point for each of the 6-8 assessments documented in this report. (Note that Section IV of the report form lists examples of assessments that may be appropriate for each type of assessment that must be documented in the program report.) Section III. Relationship of Assessments to Standards (completion of chart) Using the chart included in this report form, indicate which of the assessments listed in Section II provide evidence of meeting specific program standards. Section IV. Evidence for Meeting Standards (attachments of the assessment, scoring guide/criteria,
and data tables plus a 2-page maximum narrative for each of the 6-8 assessments)
Attach assessment documentation plus a narrative statement for each assessment as specified by the directions for this section. Section V. Use of Assessment Results to Improve Candidate and Program Performance (3-
page maximum narrative)
Describe how faculty are using the data from assessments to improve candidate performance and the program, as it relates to content knowledge; pedagogical and professional knowledge, skills, and dispositions; and student learning. Section VI. For Revised Reports Only Describe what changes or additions have been made in the report to address the standards that were not met in the original submission. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report are available on the NCATE web site at http://www.ncate.org/institutions/process.asp?ch=4.
Format and page limits for narrative sections and attachments:
Narrative: Sections I, IV, and V include narrative sections based on specific directions and page limits. Page limits are based on single-spaced text using 12-point type. Attachments: Sections I and IV include attachments. In general attachments should be no longer than the equivalent of five text pages.
Program Report Template—ISTE (Secondary Computer Science Endorsement)
2
Revised 10-10-2005 NCATE staff may require institutions to revise reports that do not follow directions on format and page limits. In addition, hyperlinks imbedded in report documentation will not be read by reviewers and cannot be used as a means of providing additional information. ______________________________________________________ Program report information on the web: http://www.ncate.org/institutions/process.asp?ch=10. To download report forms: http://www.ncate.org/institutions/programStandards.asp?ch=4.
Specific Instructions for ISTE
Who Should Submit Program Reports: ISTE National Recognition Decision Rules: Additional Assessment Types (beyond the first 5 required types) required by ISTE: ISTE specifies seven required assessments, included the five assessments required by all SPAs. An eighth assessment is optional. Other specific information required by ISTE only: Will ISTE accept grades as one of the assessments? Yes
Program Report Template—ISTE (Secondary Computer Science Endorsement)
3
Revised 10-10-2005
SECTION I—CONTEXT
Provide the following contextual information: 1. Description of any state or institutional policies that may influence the application of ISTE standards. 2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships. 3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program. 4. Description of the relationship1 of the program to the unit’s conceptual framework. 5. Indication of whether the program has a unique set of program assessments and their relationship of the program’s assessments to the unit’s assessment system.2 Attach the following contextual information: 1. A program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. (This information may be provided as an attachment from the college catalog or as a student advisement sheet.) 2. Chart with the number of candidates and completers.3 3. Chart on program faculty expertise and experience.4 (response limited to 6 pages, not including attachments)
1
This response should describe the program’s conceptual framework and indicate how it reflects the unit’s conceptual framework. 2 This response should clarify how the key assessments used in the program are derived from or informed by the assessment system that the unit will address under NCATE Standard 2. 3 NCATE will provide links to tables to be completed (see Attachments A & B).
Program Report Template—ISTE (Secondary Computer Science Endorsement)
4
Revised 10-10-2005
SECTION II— ASSESSMENTS AND RELATED DATA
In this section, list the 6-8 assessments that are being submitted as evidence for meeting the ITEA-CTTE standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program. Type or Form of Assessment5 When the Assessment Is Administered6
Name of Assessment4 1 1 2 3 4
[Licensure assessment, or other content-based assessment] [Assessment that demonstrates knowledge of computer operation and representation at the machine level] [Assessment that demonstrates knowledge and skills relating to social/societal aspects of computing and computer science] [Assessment of student teaching, internship, or other clinical experiences] [Assessment that demonstrates candidates’ knowledge, skills, and dispositions are applied effectively in practice] [Assessment that demonstrates candidates' knowledge, skills, and dispositions regarding professional practice and development] [Assessment that demonstrates candidates’ effect on student learning]
7
5
6
4 5
Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include. Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio). 6 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching, an internship, or field experiences, required courses [specify course title and number], or completion of the program). 7 If licensure test data is submitted as Assessment #1, the assessment and scoring guide attachments are not required. If the state does not require a licensure test, another content based assessment must be submitted (including the assessment and scoring guide).
Program Report Template—ISTE (Secondary Computer Science Endorsement)
5
Revised 10-10-2005
Name of Assessment4 7
[Additional assessment that addresses standards (optional) ]
Type or Form of Assessment5
When the Assessment Is Administered6
Program Report Template—ISTE (Secondary Computer Science Endorsement)
6
Revised 10-10-2005
SECTION III—STANDARDS ASSESSMENT CHART For each ITEA-CTTE standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple ITEA-CTTE standards. ISTE STANDARD
APPLICABLE ASSESSMENTS FROM SECTION II
Prerequisite Foundation Standards- ISTE National Educational Technology Standards (NETS) for Teachers. Computer Science candidates must meet prerequisite foundations for educational technology prior to full admission to the Computer Science program. (See Appendix IV or http://cnets.iste.org for the NETS for Students and Teachers). (See Appendix V. for standards and rubrics) NETS for Teachers. Since the Secondary Computer Science Standards are designed as an add-on endorsement to an existing teaching certificate, it is □#1 □#2 □#3 □#4 essential that the Admission Requirements for this program include the technology foundations that all teachers should possess. Assurance that the CS Endorsement Candidate has met the ISTE National Educational Technology Standards for Teachers (NETS-T) lays a foundation for the more advanced □#5 □#6 □#7 □#8 criteria that is necessary to teach Secondary Computer Science Education in secondary school. Programs MUST provide evidence through results from an Admissions Assessment (which is aligned to the NETS-T) or by providing a complete matrix showing evidence that the candidate meets the NETS for Teachers). The NETS-T Standards Matrix and Rubric are included in Appendix IV and V. Secondary Computer Science Content Preparation. Professional study in computer science education for secondary teachers provides experiences selected to develop a breadth and depth of knowledge of computer science. Courses and performances fulfilling these requirements must include experiences beyond the beginning level in computer science. It is anticipated that study approximately equivalent to a minor in computer science will provide the necessary specialty content in computer science to meet these standards. CS Standard I. Programming and Algorithm Design Endorsement candidates will demonstrate proficiency in programming that requires the use of data abstraction to solve non-trivial programming problems in multiple programming paradigms. CS-I.A. Laboratory-based Programming Experiences CS endorsement candidates will perform laboratory-based activities that demonstrate programming proficiency in a modern high-level programming language. A sequence of experiences is recommended to provide a connected, orderly approach to computer science during the initial study of the discipline. The endorsement candidates and their students will: CS-I.A.1. demonstrate knowledge of and skill regarding the syntax and semantics of a high level programming language, its control structures, and its basic data representations CS-I.A.2. demonstrate knowledge of and skill regarding common data abstraction mechanisms (e.g., data types or classes such as stacks, trees, etc.) CS-I.A.3. demonstrate knowledge of and skill regarding program correctness issues and practices (e.g., testing program results, test data design, loop invariants) CS-I.A.4. design, implement, and test programs of sufficient complexity to demonstrate knowledge and skills included in CS-I.A.1 CS-I.B. Multiple Paradigms. CS endorsement candidates will demonstrate an understanding of and flexibility with differing approaches/paradigms in programming (e.g., imperative, functional, object-oriented), The endorsement candidates and their students will: CS-I.B.1. design, implement, and test programs in languages from two different programming paradigms in a manner appropriate to each paradigm
□#1 □#5
□#2 □#6
□#3 □#7
□#4 □#8
□#1 □#5
□#2 □#6
□#3 □#7
□#4 □#8
CS Standard II. Computer Systems--Components, Organization, and Operation CS endorsement candidates will demonstrate in-depth knowledge of how computer systems work individually and collectively. The candidates and their students will: CS-II.1. effectively use a variety of computing environments (e.g., single- and multi-user systems and various operating systems)
□#1
Program Report Template—ISTE (Secondary Computer Science Endorsement)
□#2
7
□#3
□#4
Revised 10-10-2005 APPLICABLE ASSESSMENTS FROM SECTION II
ISTE STANDARD
CS-II.2. describe the operation of a computer system-CPU & instruction cycle, peripherals, operating system, network components, and applications-indicating their purposes and interactions among them
□#5
□#6
□#7
□#8
CS Standard III. Data Representation and Information Organization CS endorsement candidates will demonstrate an understanding of data and information representation and organization at a variety of levels--machine level representation (for program correctness); data structures (for program implementation); problem representation (for solution design); files and databases (for general applications); and interactions among systems and people (for overall system design and effectiveness). CS endorsement candidates and their students will: CS-III.1. describe how data is represented at the machine level (e.g., character, boolean, integer, floating point)
CS-III.2. identify and provide usage examples of the various data structures and files provided by a programming language (e.g., objects, various collections, files) CS-III.3. describe the elements (people, hardware, software, etc.) and their interactions within information systems (database systems, the Web, etc.)
□#1 □#5
□#2 □#6
□#3 □#7
□#4 □#8
CS Standard IV. Social Aspects of Computing We live within a cultural environment and interact daily with other people. Computing specialists need to communicate and work with each other and with non-specialists. Specialists and non-specialists need to be cognizant of issues and risks related to computing in our society and to learn independently as new developments in technology arise. CS endorsement candidates will demonstrate skills and understanding relative to social aspects of computing that are appropriate for specialists and non-specialists. CS-IV.A. Societal Impact and Issues. In order to prepare high school graduates to make informed decisions regarding computing in their personal lives and with respect to societal laws and norms, CS endorsement candidates will demonstrate an understanding of computing and potential issues and skill at recognizing, researching, and analyzing issues to reach defensible conclusions. They will promote understandings relative to social aspects of computing among their secondary students. CS endorsement candidates and their students will: CS-IV.A.1. demonstrate awareness of social issues related to the use of computers in society and principles for making informed decisions regarding them (e.g., security, privacy, intellectual property, equitable access to technology resources, gender issues, cultural diversity, differences in learner needs, limits of computing, rapid change) CS-IV.A.2. analyze various social issues involving computing, producing defensible conclusions CS-IV.A.3. demonstrate an understanding of significant historical events relative to computing CS-IV.B. Independent Learning and Communication CS endorsement candidates will demonstrate the ability to help their students learn independently about computing and communicate what has been learned to others. CS endorsement candidates will: CS-IV.B.1. conduct independent learning on specific, unfamiliar topics in general areas central to computer science and provide their students with opportunities to do the same CS-IV.B.2. produce and present reports of substantial independent learning achieved in CS-IV.B.1 and provide their students with opportunities to do the same
□#1 □#5
□#2 □#6
□#3 □#7
□#4 □#8
□#1 □#5
□#2 □#6
□#3 □#7
□#4 □#8
CS-IV.C. Collaborative Software Development. CS endorsement candidates will demonstrate knowledge and experience in collaborative software development and provide opportunities for their students to do the same. CS endorsement candidates and their students will: CS-IV.C.1. participate in team software development projects that apply sound software engineering principles
□#1 □#5
□#2 □#6
□#3 □#7
□#4 □#8
Program Report Template—ISTE (Secondary Computer Science Endorsement)
8
Revised 10-10-2005 APPLICABLE ASSESSMENTS FROM SECTION II
ISTE STANDARD
Professional Preparation. Professional studies culminating in computer science education endorsements provide studies of and experiences in the methods, techniques, and strategies related to teaching computer science at the secondary level. Teaching involves at least the activities of planning, delivering and managing, and assessing instruction. Teacher candidates should prepare to do each of these. They should also be prepared for the role of professional computer science educator. CS Standard V. Planning Instruction CS endorsement candidates will demonstrate an understanding of the teaching tasks and approaches and be able to apply and evaluate them with respect to the students in their computer science classes. Evidence of these capabilities should include examples of student performance resulting from this planning. Candidates will: CS-V.1. Identify resources, strategies, activities, and manipulatives appropriate to teaching secondary computer science CS-V.2. Plan lessons/modules/courses related to each of: • programming process • knowledge/concepts • issue examination CS-V.3. Develop assessment strategies appropriate to lesson goals and the need to provide student feedback CS-V.4. Perform course and lesson planning that addresses student population characteristics (e.g., academic ability, cultural experience, gender) CS Standard VI. Classroom and Field Experiences in Computer Science--Delivering Instruction CS endorsement candidates will observe and participate in instructional planning and delivery in secondary computer science classrooms. Evidence should include some examples of effects on student performance. Candidates will:
□#1 □#5
□#2 □#6
□#3 □#7
□#4 □#8
CS-VI.1. Observe and discuss the teaching of secondary computer science CS-VI.2. Participate in the teaching of secondary computer science (lab assistant, tutoring, mini-teaching, etc.)
□#1 □#5
□#2 □#6
□#3 □#7
□#4 □#8
CS-VI.3. Plan and deliver a unit of instruction
Program Report Template—ISTE (Secondary Computer Science Endorsement)
9
Revised 10-10-2005
ISTE STANDARD8
APPLICABLE ASSESSMENTS FROM SECTION II
CS Standard VII. Classroom & Course Management. CS endorsement candidates will apply methods and skills appropriate to the management of the secondary computer science classroom. Evidence should include some examples of effects on student performance. Candidates will:
CS-VII.1. Plan direct instruction involving simultaneous use of computing facilities by students (e.g., holding class in the lab, closed labs)
□#1 □#5
CS-VII.2. Plan instruction involving students independently using computing facilities
□#2 □#6
□#3 □#7
□#4 □#8
CS Standard VIII. Instructional Assessment. Reflection upon one's own performance as a teacher is essential for improving that performance. Thus, teacher candidates will examine and work to improve their teaching practice. Assessing secondary student performance is essential to determining success in teaching practice, as well. CS endorsement candidates will:
CS-VIII.1. Develop a personal plan for evaluating their own practice of teaching
CS-VIII.2. Make use of their plan for self-evaluation in the instructional delivery activities alluded to in CS-VI
□#1 □#5
□#2 □#6
□#3 □#7
□#4 □#8
CS-VIII.3. Develop assessment criteria and procedures to determine successful performance and analyze results to improve instructional practice. CS Standard IX. Professional Development. CS endorsement candidates must recognize and plan for ongoing professional development that will be needed to sustain themselves and their students. Candidates will:
CS-IX.1. discuss guidance roles and possible enrichment activities for secondary computer science students (e.g., computing career guidance, preparation for college, gender equity, cultural diversity, and extracurricular activities such as computer clubs and organized competitions)
CS-IX.2. plan for professional growth after identifying professional computer science and computer science education societies, organizations, groups, etc. that provide professional growth opportunities and resources
□#1 □#5
□#2 □#6
□#3 □#7
□#4 □#8
8
NCATE will provide a link to the full set of SPA standards, including indicators/elements/dimensions and supporting explanations.
Program Report Template—ISTE (Secondary Computer Science Endorsement)
10
Revised 10-10-2005
SECTION IV—EVIDENCE FOR MEETING STANDARDS
DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. The assessments must be those that all candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as expected in the program standards. In the description of each assessment below, the SPA has identified potential assessments that would be appropriate. Assessments have been organized into the following three areas that are addressed in NCATE’s unit standard 1:
Content knowledge9 Pedagogical and professional knowledge, skills and dispositions Focus on student learning
For each assessment, the evidence for meeting standards should include the following information: 1. A brief description of the assessment and its use in the program (one sentence may be sufficient); 2. A description of how this assessment specifically aligns with the standard(s) it is cited for in Section III. 3. A brief analysis of the data findings; 4. An interpretation of how that data provides evidence for meeting standards; and 5. Attachment of assessment documentation, including10: (a) the assessment tool or description of the assignment; (b) the scoring guide for the assessment; and (c) aggregate candidate data derived from the assessment.
The narrative section for each assessment (1-4 above) is limited to two text pages. It is preferred that each attachment for a specific assessment (5a-c above) be limited to the equivalent of five text pages. However, in some cases, assessment instruments or scoring guides may go beyond 5 pages.
#1 (Required) CONTENT KNOWLEDGE: Assessment that demonstrates knowledge, skills, and dispositions related to computer programming. (Standards: I.A.1–I.A.4, I.B.1, II.1, III.2, IV.C.1). If your state does not require licensure tests in the content area, data from another assessment must be presented to document candidate attainment of content knowledge. Assessments might include: collection of final exam scores or course grades, portfolio of programming assignments and rubrics, and comprehensive exam scores. Provide assessment information as outlined in the directions for Section IV. (response limited to 2 pages)
9
In some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional knowledge may be considered ―content knowledge‖ assessments for the purpose of this report. 10 All three components of the assessment – as identified in 5a-c – must be attached, with the following exceptions: (a) the assessment tool and scoring guide are not required for reporting state licensure data, and (b) for some assessments, data may not yet be available.
Program Report Template—ISTE (Secondary Computer Science Endorsement)
11
Revised 10-10-2005
#2 (Required) CONTENT KNOWLEDGE: Assessment that demonstrates knowledge of computer operation and representation at the machine level.11 (Standards: II.1, III.1) Assessments might include: a combination of final exam scores or course grades, rubric from an oral examination, and content-appropriate lesson development assignments and rubrics. Provide assessment information as outlined in the directions for Section IV. (response limited to 2 pages) #3 (Required) CONTENT KNOWLEDGE: Assessment that demonstrates knowledge and skills relating to social/societal aspects of computing and computer science.12 (Standards: IV.A.1–IV.A.3, IV.C.1, III.2). Assessments might include: a combination of assignment or exam scores, rubric from an oral examination, scenario or case-study assignments and rubrics, and content-appropriate lesson development assignments and rubrics. Provide assessment information as outlined in the directions for Section IV. (response limited to 2 pages) #4 (Required) PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice. 13 ISTE standards that could be addressed in this assessment include Standards 5-9. The assessment instrument used in student teaching, an internship, or other clinical experiences should be submitted. Provide assessment information as outlined in the directions for Section IV. (response limited to 2 pages) #5 (Required) PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice.14 (Standards: VI.1–VI.3, VIII.1–VIII.3, IX.1). Assessments might include: lesson plan assignments and rubrics (including any expectation for student self-assessment and reflection) that cover the breadth of types of lessons planned and if applicable, interview protocol or rubric for co-operating teacher or technology leadership personnel. Provide assessment information as outlined in the directions for Section IV. (response limited to 2 pages) #6 (Required) PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and
11 12 13 14
NCATE will provide a link to a sample response for this requirement. Societal aspects of computing and computer science. NCATE will provide a link to a sample response for this requirement. NCATE will provide a link to a sample response for this requirement.
Program Report Template—ISTE (Secondary Computer Science Endorsement)
12
Revised 10-10-2005
dispositions regarding professional practice and development.15 (Standards: IV.B.1, IV.B.2, VI.1, VIII.1–VIII.3, IX.2). Assessments might include: lesson plan assignments and rubrics regarding independent learning, observation assignments, self-assessment, and enrichment activities. Provide assessment information as outlined in the directions for Section IV. (response limited to 2 pages) #7 (Required) EFFECTS ON STUDENT LEARNING:16 Assessment that demonstrates candidate effects on student learning.17 (Standards: V.3, VI.3). Assessments might include: interview protocol or rubric for use by co-operating teacher to assess candidate’s effectiveness on student learning; and to assess results of lesson plan assignments and rubrics used by candidate to assess student learning. Provide assessment information as outlined in the directions for Section IV. (response limited to 2 pages)
#8 (Optional): Additional assessment that addresses ISTE computer science standards in a particularly innovative way. Provide assessment information as outlined in the directions for Section IV. (response limited to 2 pages)
SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE CANDIDATE AND PROGRAM PERFORMANCE
Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) content knowledge, (2) pedagogical and professional knowledge, skill, and dispositions, and (3) effects on student learning and on creating environments that support learning. (response limited to 3 pages)
15 16
17
NCATE will provide a link to a sample response for this requirement. Effects on student learning include the creation of environments that support student learning.
NCATE will provide a link to a sample response for this requirement.
Program Report Template—ISTE (Secondary Computer Science Endorsement)
13
Revised 10-10-2005
SECTION VI—For Revised Reports Only
Describe what changes or additions have been made in the report to address the standards that were not met in the original submission. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report are available on the NCATE web site at http://www.ncate.org/institutions/process.asp?ch=4
Program Report Template—ISTE (Secondary Computer Science Endorsement)
14
Revised 10-10-2005
ATTACHMENT A Candidate Information
Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Please report the data separately for the levels/tracks (e.g., baccalaureate, postbaccalaureate, alternate routes, master’s, doctorate) being addressed in this report. Program: Academic Year 2003-2004 2002-2003 2001-2002 # of Candidates Enrolled in the Program # of Program Completers18
Program: Academic Year 2003-2004 2002-2003 2001-2002 # of Candidates Enrolled in the Program # of Program Completers
Program: Academic Year 2003-2004 2002-2003 2001-2002 # of Candidates Enrolled in the Program # of Program Completers
18
NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a endorsement program or state-approved preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements.
Program Report Template—ISTE (Secondary Computer Science Endorsement)
15
Revised 10-10-2005
ATTACHMENT B Faculty Information
Directions: Complete following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Faculty Member Name Highest Degree, Field, & University19 Assignment: Indicate the role of the faculty member20 Faculty Tenure Rank21 Track (Yes/ No) Scholarship,22 Leadership in Professional Associations, and Service: 23 List up to 3 major contributions in the past 3 years 24 Teaching or other professional experience in P-12 schools25
19 20
e.g., PhD in Curriculum & Instruction, University of Nebraska e.g., faculty, clinical supervisor, department chair 21 e.g., professor, associate professor, assistant professor, adjunct professor, instructor, administrator 22 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation. 23 Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission. 24 e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program 25 Briefly describe the nature of recent experience (e.g. clinical supervision, in-service training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.
Program Report Template—ISTE (Secondary Computer Science Endorsement)
16