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									                                            TABLES
                          FOR THE INSTITUTIONAL REPORT (IR)
                     National Council for Accreditation of Teacher Education


Board of Examiners (BOE) teams find the data in the nine attached tables very helpful as they
make decisions about standards being met. Therefore, institutions are encouraged to include
them in their institutional reports. The unit may include additional tables in the IR to make their
case that standards are being met. Other tables that institutions include in the IR are:

   summaries of GPAs or follow-up studies in Standard 1
   summaries of changes made as a result of using data in Standard 2, Element 3
   scholarly productivity of faculty in Standard 5
   service activity of faculty in Standard 5

The tables in this document are in Word format and can be copied and pasted into the unit’s IR.



OVERVIEW OF THE INSTITUTION

BOE teams need a context for their application of the NCATE standards. A very important part
of the context is knowing all of the programs for education personnel offered and whether they
are state approved or nationally recognized by NCATE and its specialty professoional
associations. The information needed should be reported in Table 1.

                                                  Table 1
                                           Program Review Status

                                                          Agency or
                                                          Association
               Award                                      Reviewing       Program        State
              Level (e.g.,    Program      Number of      Programs         Report      Approval        National
              Bachelor’s        Level      Candidates     (e.g., State   Submitted    Status (e.g.,   Recognition
 Program          or           (ITP or     Enrolled or         or        for Review   approved or      Status by
  Name        Master’s)        ADV)*        Admitted       NAEYC)         (Yes/No)    provisional)    NCATE**
Elementary
Education
ESL
Math Ed




*ITP = Initial Teacher Preparation; ADV = Advanced Preparation
**Nationally recognized; conditions; not recognized; not applicable.




                                                                                                               1
Another part of the unit context needed by BOE teams is the number of higher education faculty,
including graduate assistants, who teach education courses, provide services to candidates (e.g.,
advising), supervise clinical experiences, or administer some portion of the unit. This table is
very similar to Question B-5C on Part B on the AACTE/NCATE annual report.

                                          Table 2
                       Academic Rank of Professional Education Faculty*
                              For Academic Year: ___________

                                                               Non-tenured Faculty
                            # of Faculty with                              # Not on Tenure
   Academic Rank                 Tenure              # on Tenure Track          Track
Professors
Associate Professors
Assistant Professors
Instructors
Lecturers
Graduate Teaching
Assistants
Other
Total



STANDARD 1, ELEMENT 1

Test scores should be presented in a table for each initial teacher preparation program for which
the state has a licensure test. Please indicate the time period for which the data apply. Data
should be presented for the past 1 to 3 years. The test scores in Table 3 are for content tests such
as Praxis II. Test scores related to pedagogical and professional knowledge should be presented
in the response to element 4 of the standard.

                                          Table 3
               Unit Pass Rate on Content Tests for Initial Teacher Preparation
                               For Period _________________

                                                                          Overall Pass Rate
                                 # of Test      % Passing at State       for All Institutions
          Program                 Takers           Cut Score                 in the State
     Elementary
     Secondary English




                                                                                                   2
STANDARD 1, ELEMENT 2

Test scores should be presented in a table for each program for the preparation of other school
personnel in which the state has a licensure test. Please indicate the time period for which the
data apply. Data should be presented for the past 1 to 3 years. The test scores in Table 4 are for
content tests such as Praxis II. Other test scores should be presented in the appropriate element of
the standard.

                                           Table 4
                 Unit Pass Rates on Content Tests for Other School Personnel
                                 For Period _______________

            Program                                                           Overall Pass Rate
                                    # of Test         % Passing at State     for All Institutions
                                     Takers              Cut Score               in the State
     Educational Leadership
     School Psychology
     Special Education




STANDARD 2, ELEMENT 1

One option for presenting assessments and when they are administered is the table below
Additional programs and/or transition points should be added as necessary. Programs can be
grouped together (e.g., secondary education or advanced programs) if the assessments are the
same across all programs in that area.

                                          Table 5
                    Unit Assessment System: Transition Point Assessments

                                           Entry to        Exit from
                                           clinical         clinical        Program     After program
                             Admission     practice         practice       completion    completion
 Initial Teacher Education Programs
 Early Childhood-
 Bachelor’s
 Elementary-Bachelor’s
 Elementary-MAT
 Secondary-Bachelor’s

 Advanced Programs for Licensed Teachers
 Elementary Ed.
 Special Ed.

 Advanced Programs for Other School Personnel
 Ed. Leadership
 School Library Science
 School Psychology


                                                                                                        3
STANDARD 3, ELEMENT 2

Table 6 provides an overview of requirements for field experiences and clinical practices
required in each program. Programs can be grouped together (e.g., secondary education or
advanced programs) if the requirement are the same across all programs in that area. The first
row has been completed as an example of the type of information that should be included in each
cell.

                                             Table 6
                        Field Experiences and Clinical Practice by Program

                                                                             Clinical Practice              Total
                              Field Experiences                            (Student Teaching or           Number of
    Program            (Observation and/or Practicum)                           Internship)                Hours
EXAMPLE:           EXAMPLE:                                     EXAMPLE:                                 EXAMPLE:
Art Education,     Three practicum experiences, minimum         Two 8-week, full-time student teaching
preK-12            15 hours each in elementary, middle,         placements                               605-610
(BA/BS, Initial)   and high school; direct VSA Art and          in two settings: elementary, middle,
                   two art festival nights for local schools;   and/or high
                   total 45-50 hours                            school; total 560 hours




                                                                                                                   4
STANDARD 4, ELEMENT 2

Data on the ethnic, racial, and gender diversity of professional education faculty should be
presented in Table 7.

                                            Table 7
                                     Faculty Demographics

                                Prof. Ed.
                               Faculty in           Prof. Ed.
                             Initial Teacher         Faculty         All Faculty
                              Preparation         in Advanced           in the      School-based
                               Programs            Programs*         Institution       faculty
                                N (%)                N (%)            N (%)           N (%)
 American Indian or
 Alaskan Native
 Asian or Pacific
 Islander
 Black, non-Hispanic
 Hispanic
 White, non-Hispanic
 Two or more races
 Other
 Race/ethnicity
 unknown
 Total

 Female
 Male
 Total
*Faculty may be counted in both initial teacher preparation and advanced programs if they teach
at both levels.




                                                                                               5
STANDARD 4, ELEMENT 3

Data on the ethnic, racial, and gender diversity of candidates preparing to work in schools and
the students in the institution should be presented in Table 8.

                                          Table 8
                                   Candidate Demographics

                            Candidates in      Candidates                      Demographics of
                           Initial Teacher    In Advanced      All Students   Geographical Area
                             Preparation      Preparation          in the        Served by
                              Programs         Programs         Institution      Institution
                               N (%)             N (%)            N (%)                %
 American Indian or
 Alaskan Native
 Asian or Pacific
 Islander
 Black, non-Hispanic
 Hispanic
 White, non-Hispanic
 Two or more races
 Other
 Race/ethnicity
 unknown
 Total

 Female
 Male
 Total




                                                                                                  6
STANDARD 4, ELEMENT 4

Data on the ethnic, racial, and gender diversity of students in the schools in which candidates do
their field experiences and clinical practice should be presented in Table 9.

                                          Table9
             Demographics on Clinical Sites for Initial and Advanced Programs

                                                                                               Students
                                                                                               receiving
                                                                                             free/reduced
                 American                                                                     price lunch
                 Indian or   Asian or    Black,                White,              Race/        (student
Name of school    Alaskan     Pacific     non-                  non-             ethnicity        socio-
                   Native    Islander   Hispanic   Hispanic   Hispanic   Other   unknown       economic
                                                                                                 status)




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