INDIANA UNIVERSITY OF PENNSYLVANIA

Pennsylvania Department of Education

 

SELF-STUDY:

INTRODUCTION

AND
GENERAL STANDARDS
FOR STATE APPROVAL OF
PROFESSIONAL
EDUCATION PROGRAMS

INDIANA UNIVERSITY OF PENNSYLVANIA

ALL CERTIFICATION PROGRAMS
Including
Instructional, Supervisory and Administrative


Prepared for the
Pennsylvania Department of Education
Bureau of Teacher Certification and Preparation Written & Compiled by
" Joseph W. Domaracki, Chair of the Teacher Education Coordinating Council
" Judi Hechtman, Interim Associate Dean for Teacher Education
" John W. Butzow, Dean College of Education and Educational Technology


Fall 2003

 


Major Program Application

Commonwealth of Pennsylvania

DEPARTMENT OF EDUCATION

Bureau of Teacher Certification and Preparation

Division of Teacher Education

Harrisburg, Pennsylvania 17126

A MAJOR REVIEW

OF

CERTIFICATION PROGRAMS

IN


Instructional, Specialist, Supervisory and Administrative

AT

Indiana University of Pennsylvania

Indiana, PA 15705

Written & Compiled by

Joseph W. Domaracki, TECC Chairperson
Judi Hechtman, Interim Associate Dean for Teacher Education
John W. Butzow, Dean, College of Education and Educational Technology


October 20, 21, 22, 2003
Indiana University of Pennsylvania
College of Education
and
Educational Technology

Mission Statement


The College of Education & Educational Technology provides leading-edge development and growth opportunities for students and professionals in education and allied fields.

In the case of Teacher Education, the following conceptual framework statement explains how that mission has been interpreted:

The teacher preparation programs at IUP follow Charlotte Danielson's Framework for Teaching Model(1996). The IUP framework incorporates Danielson's four domains: Planning and Preparation, the Classroom Environment, Instruction, and Professional Responsibilities. These domains make up the knowledge base necessary to become a successful educator. The INTASC (Interstate New Teacher Assessment and Support Consortium) Standards used to evaluate IUP teacher candidates have been correlated to each of these four domains. The faculty is committed to the collaborative effort of preparing quality educators. Through modeling and instruction, our faculty continually combines planning and preparation, instruction, classroom environment and professional responsibilities so that our teacher candidates can see that effective teaching rests on a complete set of knowledge, skills and dispositions that are interrelated and occur not only within the four walls of a classroom but also in the world that surrounds them. Teacher candidates are encouraged to become reflective practitioners who are committed to lifelong learning. Candidates' competence is evident in his/her ability to demonstrate successful attainment of the INTASC Standards. Each element of the core program knowledge base is derived from program faculty's basic beliefs about the teaching/learning process with guidance from the state, federal and accrediting body standards. It is also supported by a rich body of professional literature embodied in the work of Danielson.

Danielson, C. (1996). "Enhancing Professional Practice A Framework for Teaching." Alexandria:ASCD.


The College is made up of seven departments, four of the departments provide for both undergraduate and graduate programs:

  • Professional Studies in Education [early childhood, elementary teacher preparation and masters programs in literacy, doctoral programs in curriculum and instruction, educational administration]. This is the largest department in the college twenty-six members 1289 students (1060 undergraduates and 229 graduate students). The department operates three professional development school partnerships in conjunction with the Pittsburgh Public Schools and the Derry Area School District and has a strong international component with student teaching and study aboard partnerships in 8 European Countries, Kenya and China. International cooperative agreements allow us to receive each year a number of excellent international graduate students in the curriculum and instruction doctoral program. The IUP Administration and Leadership Doctorate is also offered on site at East Stroudsburg University on the NJ-PA border.
  • Special Education and Clinical Services [undergraduate programs in special education, education of teachers of the deaf, speech pathology and masters programs in special education and speech pathology]. The Special Education Department is second largest in faculty with 18. The clinical nature of the department necessitates smaller classes with a total enrollment of about 358 students (289 undergraduates and 68 graduate students). The department operates a public access speech and hearing clinic.
  • Communications Media is the college's third largest with 11 faculty members, but has the second largest student body with 557 students (538 undergraduates and 19 students in the technology masters program). The department emphasizes multimedia production with emphasis on the broadcast media as well as the virtual media and industrial training and development. Its masters program in media technology training is a partnership with the department of adult and community education. The department operates a cable access television station and a broadcast FM radio station as well as television and radio studios. This department provides a wonderful link between the traditional school-based education and the contemporary media based education and information industries.
  • Education and School Psychology serves all of the teacher preparation programs with coursework in school-based learning theory and assessment. It offers its own masters degree in school psychology and a track leading to certification in School Psychology at the specialist level as well as a doctoral program in School Psychology. The department operates its own clinic [The Child Study Center] for the assessment of learning and psychological disorders of school aged children as a public service and also as a training site for its graduate students. The department also operates a Center for Educational and Program Evaluation which received significance annual grant support as an outside evaluator for federally funded projects. The department has 9 members.

    Three of the departments offer programs only at the graduate level:
  • Counseling Department. This department offers masters degree programs in community counseling and school counseling which includes PA certification as a school guidance counselor. The department is in the process of developing a unique digital system of clinical supervision which will be a first in the nation effort. This department is very much committed to scholarship particularly on contemporary issues in counseling. The department has ten faculty members.
  • Adult and Community Education. This department offers masters degrees in adult and community education in the Mott Foundation Tradition as well as a very contemporary program combining adult education and communications/learning technology. It is the college's smallest department with two faculty members.
  • Student Affairs in Higher Education. This four person department emphasizes the preparation of professionals for middle management positions in colleges and universities. Graduates of the programs work in a variety of student affairs areas including residence hall administration, financial aid and as college registrars. This department has an extensive partnership program with many colleges and universities throughout western Pennsylvania that allows its students to serve as paid interns while they study here at IUP. The program is offered in a non-traditional time sequence to facilitate that unique characteristic.

The University-Wide Teacher Preparation Program

At IUP the teacher preparation program is both centralized and decentralized. The headquarters of the program is in the College of Education and Educational Technology under the supervision of the Associate Dean for Teacher Education as its chief administrative officer. Faculty members who qualify by training and experience to work in teacher education from throughout the university comprise the Academy for Teacher Preparation. This academy is comprised of 114 highly skilled professional educators who have experiences in k-12 teaching, advanced degrees in content-based pedagogy and documented ability to supervise teacher education candidates in the public schools. The governance unit for the Academy for Teacher Preparation is the Teacher Education Coordinating Council. TECC is personed by the departmentally designated teacher education coordinators from all of the teacher education programs throughout campus. They meet monthly to provide overall guidance to the program, set its rules and regulations and determine procedures for the operation of the program. Beyond the central authority of the TECC which acts as a college curriculum committee for the campus-wide teacher education program at large, individual departments from each of the university's instructional colleges provide the faculty members who teach the content-based pedagogy courses and supervise the clinical and field experiences as well as the student teaching for its own teacher education majors. This unique feature at IUP ensures that the teacher education program involves the best thinking of both the faculty of the College of Education and Educational Technology, who provide basic core courses in educational psychology and instructional technology, and the faculty of the discipline area, who teach the same academic content courses to teacher education students as they teach to non-education majors and teach content-based pedagogy and practical teaching skills in a way that is true to each academic discipline. This dual control mechanism for teacher preparation is the source of much of the high esteem that IUP's teacher education program has been held for all of its 130 years of operation. This role for academic departments to participate this heavily in teacher education also requires that each participating department regard teacher preparation as one of its central missions.

Accreditations
Indiana University of Pennsylvania is accredited by the Commission on Higher Education of the Middle States Association of Colleges and Schools. The Commission on Higher Education is an institutional accrediting agency recognized by the United States Secretary of Education and the Commission on Recognition of Postsecondary Accreditation. Teacher Education Programs at IUP have been accredited by the National Council on the Accreditation of Teacher Education since its inception. Programs within the professional education are also individually accredited. Speech-language Pathology is accredited by American Speech-Language Hearing Association (ASHA), The Education of Deaf and Hard of Hearing is accredited by Council on Education of the Deaf (CED), the Exceptional Persons Program is accredited by the Council for Exceptional Children (CEC), The Elementary and Early Childhood Programs are accredited by the Association for Childhood Education International (ACEI) and The National Association for the Education of Young Children (NAEYC). Programs in Educational and School Psychology are accredited by the National Association of School Psychologists (NASP). The programs in science education are accredited by the National Science Teachers Association (NSTA). Programs in English Education are accredited by the National Council of Teachers of English (NCTE). Social Science and Citizenship Education programs are accredited by the National Council for the Social Studies (NCSS). The Music Programs are accredited by the National Association of Schools of Music (NASM). The Health and Physical Education Program is accredited by the National Association for Sport and Physical Education (NASPE) and also by the American Association for Health Education (AAHE). The Reading programs are accredited by the International Reading Association (IRA). The Mathematics programs are accredited by the National Council of Teachers of Mathematics (NCTM). The Adult Education and Communications and Technology program is accredited by The Association for Educational Communication and Technology (AECT).

The University
Total Enrollment at Indiana University of PA (figures from 2002-2003) was 13,671 students, 11,834 undergraduates (44% male, 56% female) and 1,837 graduate students (36% male, 64% female). The racial and place of origin composition of the undergraduate student population was 740 African American, 28 Native American, 110 Asian, 113 Hispanic, 9,516 Caucasian, 255 Non-resident Alien, 1,072 Other/Unknown. The racial and place of origin composition of the graduate student population was 76 African American, 3 Native American, 15 Asian, 16 Hispanic, 1,118 Caucasian, 262 Non-resident Alien, 347 Other/Unknown. IUP has a total of 792 faculty members. The distribution by race is 38 African Americans, 3 Native Americans, 38 Asians, 14 Hispanics, and 699 Caucasians.

The Professional Education Program Statistics
General information about the distribution of students in the IUP professional education programs are provided in the 2001 (compiled October 2002) Professional Education Data System report submitted to AACTE and NCATE. The report is available on the web at
http://www.coe.iup.edu/pde/reports/annurep.htm

Praxis Scores
During the most recent reporting period IUP's overall passing rate was 81%. The full Federal Title II Disclosure Reports are available on the web at http://www.coe.iup.edu/pde/data/TitleII/titleii.htm.

The Teacher Education Program
Since its founding in 1875 as the Indiana Normal School, Indiana University of Pennsylvania has been widely recognized for its excellent programs in teacher education. Although the scope of the university has been greatly expanded, the College of Education and Educational Technology (COE-ET) in conjunction with the rest of the university continues the tradition of preparing outstanding teachers to serve the students of the commonwealth and the nation.

The IUP professional education program includes twenty-five programs leading to the bachelor, master, and doctoral degrees. Undergraduate programs prepare students in teacher education (elementary, early childhood, secondary, vocational, and special education), communications media, and rehabilitation. In addition, a diverse set of graduate programs, detailed in the Graduate School Catalog, meet the needs of practitioners in basic education, higher education, counseling, and instructional media.
IUP is well known for its opportunities to practice "hands-on" learning. Over five hundred students enjoy early field experiences each semester. In addition, the college places about six hundred candidates each year in public schools for a full semester of supervised teaching experience. Candidates are encouraged to take advantage of a full range of activities offered in urban, rural, international and multicultural settings.

Practical experiences are important for students majoring in instructional media as well. Students in these programs are prepared in one of the largest internship programs in Pennsylvania. They select supervised work experiences with agencies throughout the commonwealth and neighboring states; many students are so successful in their internship placements that they are hired immediately upon graduation.

Summary of Certification Programs Offered

Bachelor of Science in Education (B.S. Ed. with certification)
The following programs are offered through the College of Education and Educational Technology:

  • Elementary Education
  • Early Childhood Education
  • Secondary Education
    • English, French, German, Social Science (Citizenship Education), Spanish (College of Humanities and Social Sciences)
      Biology, Chemistry, Earth and Space Science, General Science, Mathematics, Physics (College of Natural Sciences and Mathematics)
      Health and Physical Education, Family and Consumer Sciences Education
      (College of Health and Human Services)
      Art, Music (College of Fine Arts)
      Business (Eberly College of Business and Information Technology)
      Special Education
      Speech-Language Pathology and Audiology
      Education of Exceptional Persons
      Education of Persons with Hearing Loss
      Vocational/Technical Education (School of Continuing Education)

    Graduate Programs (See the Graduate School Catalog)

    Master's Degree (M.Ed. unless otherwise noted):

    • Adult and Community Education (M.A.),
      Business,
      Counselor Education,
      Early Childhood Education,
      Education of Exceptional Persons,
      Educational Psychology,
      Elementary Math Education,
      Literacy,
      Masters in Education,
      Mathematics Education,
      Music Education (M.A.),
      Speech-Language Pathology (M.S.),
      Teaching/English (M.A.)

    Doctoral Degree (D. Ed.):

    • Curriculum and Instruction, (with certification as Curriculum Supervisor)
      School Psychology,
      Educational Leadership (with Superintendent's Letter of Eligibility)

    Certification Only:

    • Reading Specialist,
      School Psychologist,
      Elementary/Secondary Principal,
      Driver Education

    Teacher Certification Programs

    Programs in teacher education provide candidates with opportunities to gain competence in both generic and program-specific competencies. Candidates who prepare to become teachers should be able to demonstrate:

     

    1. Depth and breadth of knowledge in subject matter content and pedagogical skills.
    2. An understanding of and the ability to apply the theoretical and humanistic aspects of human growth and development as they relate to teaching and learning.
    3. Skills and abilities to work collaboratively with others.
    4. Professional commitment to students, colleagues, and the community.
    5. The belief that professional development is an ongoing process.
    6. An understanding of the historical and philosophical foundations of American education.

    Teacher education programs at IUP focus on student learners who are taught and guided by a faculty committed to the preparation of competent teachers. Candidates preparing to become teaching professionals must exhibit humanism and adaptability, practice and communicate critical thinking skills, and become excellent role models. These qualities are developed through coursework and activities that emphasize the liberal studies in concert with appropriate professional pedagogy and content. Collaboration is modeled as university faculty, public school personnel, and students work together to accomplish the goals of the IUP teacher education programs.

 

Review of General Standards

I. Mission - The professional education program at IUP has a cooperatively developed mission statement that is based on the needs of the professional educator candidates, public school entities and their students, and is consistent with the design of the programs.


STANDARD I MISSION
EXPLANATION
SOURCE DOCUMENTS
A. Mission Statements

 

 The mission statement of the College of Education taken together with the mission statement of the Academy for Teacher Preparation provide the basic statements that guide the direction, operation and governance of the IUP professional education programs.

1. College of Education Mission Statement is on its web site http://www.coe.iup.edu/mission.htm

2. The Mission Statement for the Academy for Teacher Preparation is stated in Article II of the CONSTITUTION OF THE ACADEMY -ratified 9/22/97 and is on the IUP Teacher Education web site http://www.coe.iup.edu/pde/tecc/acadcon.htm
B. Cooperatively Developed

 

 The IUP Academy for Teacher Preparation was developed to ensure that the program directions, policies, and governance were truly shared throughout the university.

Section 1: Purposes of the Academy

The purposes of the Academy are to:
a. Provide a centrally coordinated academic organization for the administration and improvement of the teacher education program at IUP.

b. Identify, recognize and support those faculty at IUP who are qualified to engage in the instruction and supervision of teacher education candidates.

c. Provide coordinated staff development for Academy members and cooperating teachers and faculty of partnerships schools.

1. The Academy for Teacher Preparation CONSTITUTION http://www.coe.iup.edu/pde/tecc/acadcon.htm
2. The Academy operates primarily through the Teacher Education Coordinators Council [TECC]. TECC meets regularly to provide for the direction and governance of the IUP Teacher Education Unit. The Minutes of the TECC for the past three years are available at http://www.coe.iup.edu/pde/tecc/Teccmin.htm
C. Mission is Consistent with Program Design The mission of the COE-ET provides for diverse programs serving a variety of student and professional needs. Representation in the Academy for Teacher Preparation calls for representation of each autonomous program. Article III, section 2 provides the membership for the TECC. The current membership of the TECC is provided on the teacher education web site as http://www.coe.iup.edu/pde/tecc/members.pdf
D. Mission Awareness The mission statement for the COE-ET and the purpose statement for the academy are widely published The college mission statements and the academy purpose statement are provided on their respective web sites.
E. Mission is Consistent with the Admission and Graduation Criteria
The Teacher Preparation Academy CONSTITUTION provides each program with representation of its unique program goals. For all of the initial teacher education programs the Academy has chosen to have a single set of criteria for admission and completion of the IUP teacher preparation program called the three step process 1. The three step process * is featured on the teacher education web site well as in the university undergraduate catalog, pp 59-60. (Press the above hot button to take you directly to the full version of this process for reference.)

2. Graduate programs have their own mission consistent program admission criteria consistent with the requirements of their learned societies.

*Note this icon is a hyperlink. Click on it throughout this document to reference a complete version of the 3-Step Process.

Teacher education at IUP was the first mission of the university that was founded as a Normal School in 1875. The Normal School, together with its Model School, was founded to further the acquisition of knowledge and excellence in teaching as mutually supportive goals. In thirteen decades of growth and change the Normal School, Teachers College, State College and finally University have maintained a commitment to the mutually inclusive goals of excellence in learning and excellence in teaching.

The College of Education and Educational Technology mission is accomplished by faculty and staff dedicated to excellence in teaching, scholarship, and service. Programs are well grounded in theoretical bases and faculty model a variety of instructional strategies augmented by the effective use of technology. Faculty and staff work collaboratively in the field with practitioners and leaders to enrich the lives of our candidates as well as children, youth, and adults.

Vision of the College of Education and Educational Technology

What...
The COE-ET will be known nationally and internationally for the preparation of
innovative professional practitioners in education to serve a global society.
Who...
The COE-ET will be prepared to serve a clientele of graduate and undergraduate
scholars from increasingly diverse backgrounds and ages.
How...
Teacher scholars will apply diversified delivery systems to instruction, research,
and service to meet contemporary societal challenges.

the vision statement is quoted from the COE-ET web site

http://www.coe.iup.edu/vision.htm

This vision statement clarifies the mission and serves as a guiding principle for recruiting students from diverse backgrounds. We continue to refine our admissions criteria in order to insure the success of our students. Our advisors work with students as individuals and to get to know them so that they can provide appropriate support and guidance. The 3-Step Process ( ) serves as a gatekeeper to ensure that all graduating seniors have met or exceeded the requirements set forth by the department, the college, the university and the state.

A special meeting of the IUP Teacher Education Coordinating Council was held in November of 1990 for the purpose of identifying a theme that could be used to guide the activities of the College as it prepared for the fall 1993 NCATE visit review team visit. All the members of the Teacher Education Coordinating Council, student representatives, area schoolteachers, and administrators were invited to participate at this meeting. The meeting took the form of a workshop and was led by John Butzow, Dean of the COE-ET. The council identified the following beliefs as special attributes of the IUP program for the education of teachers. In 2001, modifications were made to reflect the emphasized competencies of Interstate New Teacher Assessment and Support Consortium (INTASC) standards. More recently, in the spring of 2003, the Teacher Education Coordinating Council acted to adopt the Danielson Framework for Professional Practice as the model for all IUP teacher preparation programs. http://www.coe.iup.edu/pde/tecc/Teccmin.htm

We Believe
1. IUP prepares teachers who demonstrate professionalism, are excellent role models and exhibit humanistic qualities.
2. Candidates of IUP should have an active experience providing them with the ability to apply knowledge and develop skills based on current research.
3. IUP graduates practice and communicate critical thinking skills.
4. IUP and the College of Education and Educational Technology have a shared commitment to the teacher education candidate.
5. IUP candidates have a liberal education that provides a deep human perspective.
6. Through the collaborative efforts of the university and field site instructors, candidates develop a personal knowledge base, experience positive modeling, and develop a sense of positive professionalism
7. Educational practice is an important link between the university classroom and the clinical experience. The education of our students and those at the participating field sites is a collaborative experience which involves our students, college faculty, school district personnel and their students.
8. The student teaching process is developmental, requiring total time and commitment on the part of the candidate, university supervisor, and cooperating teacher.
9. IUP values the teaching act as exemplified in the work of faculty supervisors who are from the specific content fields and have had significant experience in public school teaching.
10. IUP teacher education candidates are valued for their input in planning and
programming by serving on various committees within the program.
11. IUP promotes and supports a strong coalition with area schools that includes but is not limited to such activities as research between faculty and teachers, field experience centers, and shared committee work.
12. Our teacher education candidates are exposed to understandings of cultural diversity in course work and practice (student teaching and internships).
13. IUP candidates in teacher education are given a variety of opportunities to student teach and study abroad.
14. IUP course content is based on current research found in the literature as well as on-going research of our own teacher education faculty.

From FRAMEWORK FOR TEACHER EDUCATION AT IUP brochure


THE MAJOR ATTRIBUTES OF THE IUP TEACHER EDUCATION PROGRAM:

1. Early field experiences are tailored to each department's unique certification programs.

2. The teacher candidate completes a full semester of student teaching.

3. The COE-ET offers training workshops for university supervisors and cooperating teachers regularly.

4. Teacher education candidates are offered opportunities for diverse cultural field experiences in rural, urban, suburban, and international settings.

5. Class size is maintained at a level conducive to interactive learning.

6. A variety of philosophical points of view is welcome within the faculty but is supportive of evolving state and federal standards.

7. The COE-ET is involved in a variety of partnerships with schools in urban and rural settings. We maintain Professional Development sites in the City of Pittsburgh School District. We work collaboratively on grant funding with area school districts such as United and Blairsville-Saltsburg.

8. Competency based programs leading to certification in school administration, school psychology, and vocational education support are available in our advanced offerings.

9. High quality content area supervision is provided in all fields of teaching.

10. Candidates are involved in a wide variety of professional organizations such as the student affiliate of the National Education Association and Kappa Delta Pi.

11. Faculty is engaged in extensive research, publication, and national/international
presentations. They hold offices and serve on committees as well. Individual faculty vitae will reflect this activity.

12. IUP offers rigorous, academically-oriented, programs of instruction for personnel preparation in all areas of education.

The Academy for Teacher Preparation

The Academy for Teacher Preparation was formed in 1997 in response to the recognized need to create a clearer governance structure for teacher education within the university. At IUP, the undergraduate teacher preparation programs reside within twenty-five departments and five colleges.

  • Membership includes all University faculty involved in teacher preparation, either as instructors of education courses or as supervisors of field experiences.
  • New hires to IUP Teacher Preparation Programs must meet defined minimal qualifications including public school teaching experience.
  • The Teacher Education Coordinating Council (TECC) is comprised of the undergraduate teacher education program coordinators. This council monitors teacher education policies and program practices for conformity to institutional philosophy, state and national standards, and responsiveness to educational needs.
  • The Academy has a well-defined process for curriculum changes and subsequent review of teacher preparation programs.
  • The Academy coordinates responses to accreditation and program approval for NCATE and PDE.
  • A set of by-laws and constitution are in place to manage the operation of the Academy, including a procedure for amending the by-laws.
  • The Academy provides coordinated staff development for academy members, cooperating teachers and faculty of partnership schools.

The mission is printed in The Gateway to Teacher Education at IUP brochure and can be found on the college web site. Our potential faculty is made aware of it during the interview process and is again familiarized with it during various orientation meetings once hired. Students hear it and see it in print during meetings and when they view the web site. The community is made aware via the same kinds of channels.

The mission is in philosophical alignment with the faculty's views. They were consulted during its development and again annually when goals are reviewed and set for departments, the college and the university. Potential students first hear about our mission during the admissions process. Our students exemplify the mission through their interactions within the academic community and also when they are out in the field for extended experiences.

II. Reporting - The professional education programs at IUP have a system to collect and submit the data required in annual and biennial reports and uses it to modify and improve the professional education programs

STANDARD II
REPORTING
EXPLANATION SOURCE DOCUMENTS
Annual Title II Systematic Evaluations

IUP has provided the reports and presented the information on line and to the PDE as required as long as the regulation has been in place. Our Praxis Score reports are available on line at http://www.coe.iup.edu/pde/data/TitleII/titleii.htm
Modifications and Improvement
Each semester all current student teachers return to campus for a work shop day. During that day formal evaluation and feedback data are collected. Results of the annual reports of returning student teachers have been archived for many years. The most recent data and their analyses are available in the file identified as Student Satisfaction Data
http://www.coe.iup.edu/pde/data/etssummarydata.htm

Biennial survey compilation

 

Requires students to complete the Praxis I series prior to being formally accepted into the program.

It also prescribes the achievement of a 3.0 GPA.

Redesign of less than 70% Programs

 

Only one program was redesigned due to poor performance on the Praxis II scores. The program the education of teachers of the deaf and hard of hearing was redesigned and is now separately accredited.

A second program, Spanish, also had a performance level below 70%.

On analysis the problem we were experiencing was solved with the addition of more emphasis on sign language. The program is now fully and separately accredited by the Council on Education of the Deaf.


The difficulty with these scores was related to the actual test. See link for detailed explanation of how this is being handled through a review package prepared by the department. The results can be viewed. http://www.coe.iup.edu/pde/span/praxis.htm
Publication and Awareness of Praxis The annual cohort data are reported on our Federal Title II disclosure web page. Scores http://www.coe.iup.edu/pde/data/TitleII/titleii.htm

Annual Title II and biennial reports are compiled and developed by the Associate Dean for Teacher Education. The biennial report and Title II data are submitted to the PDE as well as coordinators from each teacher education coordinator. Teacher Education Coordinating Council members and individual program coordinators closely examine policy and procedure of the Academy and the COE-ET as well as individual programs utilizing data contained within the Title II and Biennial reports. In instances where data indicate unsatisfactory performance of candidates the COE-ET or individual program makes the necessary changes to effect change in candidate performance. Data within the Title II and biennial reports are shared with cooperating professionals in the field. They are made available both in hard copy and through web pages. Title II data are available in the evidentiary file or on the web at http://www.coe.iup.edu/pde/data/TitleII/titleii.htm

Annually, IUP conducts a questionnaire survey, which is sent to recent graduates. The most current studies are for 2001 (spring and fall semester student teaching in 2001) and currently for 2002 (spring and fall semester student teaching in 2002). We are still in the process of receiving data for Fall 2002. This information is up to date as of August 15, 2003. In 2001 we received 208 responses and currently we have had a total of 127 responses for 2002. The results are as follows:

  • In 2001, 95 or 64% of the respondents in the instructional, educational specialist, supervisory or administrative job category in Pennsylvania are currently employed in their field. In 2002, 54 or 63.5% are currently employed in their field in Pennsylvania.
  • 54 or 36 percent of the respondents in the instructional, educational specialist, supervisory or administrative job category outside of Pennsylvania are currently employed in their field in 2001. The responses for 2002 indicate that 31 individuals or again 36 percent are currently employed in their field out side of the state of Pennsylvania.
  • 149 of the 208 respondents in 2001 in the education field inside and outside of Pennsylvania are currently employed in their field for a total of 71%. Currently 70 percent of the respondents (85/127) indicated that they are employed in their field.

These data were gathered only about six months after graduation at a time when many graduates have not yet determined where they intend to live while they pursue their careers or whether they intend to continue their education at the graduate level prior to entering the teaching profession. Data for the employment surveys are provided on the web site at http://www.coe.iup.edu/pde/gradsurvey/employ.htm

Data gathered on our graduates after a year or more following graduation shows a much higher rate of employment (84 percent) in education and education-related fields. The Office of Career Services at IUP conducted studies of graduates two years after completion. The last class for which a full report is available from that source is the Class of 1998.The results indicate that 84 percent of graduates are working in their chosen field, seven percent are pursuing graduate studies, and nine percent are still seeking employment. The Office of Teacher Education has taken over the responsibility for gathering and analyzing this data.

Some of the individual programs have chosen to collect their own data. That data from the individual teacher education program surveys are available in the evidentiary files or on the program web site and COE-ET data is available in available in the evidentiary files or on the web at http://www.coe.iup.edu/pde/gradsurvey/employ.htm

All data regarding exiting student teacher surveys, graduate follow-up surveys and Title II are shared with the Teacher Education Coordinating Council on a periodic basis. Data is used by individual programs to make necessary changes in their respective curricula or policy and procedure. Likewise, the TECC examines and analyzes the data as well and acts accordingly if the data warrants changes in policy and procedure as it relates to the successful operation of the Academy and the COE-ET.

An example of the type of change implemented to address needs indicated through data analysis was the development of tutorial programs to assist our students who require more practice in preparation for PRAXIS Testing. Dr. Janet Walker has created a mathematics workshop. Dr. Bennett Rafoth provides tutorials in the writing center and Dr. Mary Ann Rafoth was involved in grant work which utilized the on-line PLATO tutorial for PRAXIS. For an example of information provided to students taking Praxis I examinations see http://www.coe.iup.edu/ecsp/Praxis%20pages/Praxis.htm.

 

STANDARD III
ADMISSIONS		 EXPLANATION SOURCE DOCUMENTS
Admissions System with Multiple Sources of Data requires students to meet 3.0 GPA and passing scores on Praxis I prior to formal admission at 48 credit hours to teacher education. Passing scores on Praxis II and the Teaching and Learning Assessment are required and reviewed prior to placement for Student Teaching and again prior to graduation

 

  • Undergraduate catalog page 59-60.
Mathematics and English Credits Required
Each undergraduate teacher education program requires 6 semester hours of Mathematics and 6 semester hours of English including Literature and Writing.
GPA AND ALTERNATIVES



The requires students to complete the Praxis I series prior to being formally accepted into the program.

It also prescribes the achievement of a GPA of 3.0

No one has been admitted to the IUP teacher education program since the development of the three step process without fully meeting its provisions.
48 Semester Hours
Standard requirement for the
  • undergraduate catalog, page 59-60.
Faculty Recommendation
Standard requirement for the
  • undergraduate catalog, page
Alternatives None provided for
Diversity Special Summer Programs are offered to attract minority students from Pittsburgh See proposal for the summer program 2003 http://www.coe.iup.edu/pde/data/summprog.pdf


The COE-ET and the Academy for Teacher Preparation has developed a that has prescribed for teacher preparation programs guidelines by which teacher education candidates will be assessed. Full text version of the is available by pressing this hot-linked button.


The initial point of assessment in the is when a student makes application for formal acceptance into teacher education (Step 1). This is the official point of entry and, as prescribed in the , cannot occur until a student has enrolled at the university and has earned 48 credits. The 48-credit requirement will generally be fulfilled for undergraduate students sometime during the sophomore year or after three semesters. In the case of post-baccalaureate students the 48-credit requirement can be fulfilled through the accumulation of acceptable credits earned at another institution combined with credits earned at IUP.

The first step in the uses multiple indicators to identify candidates with potential to become successful teachers. First, minimum GPA requirements must be met. GPA requirements for Application for Teacher Education (Step 1) are as follows: AY 2001-1002 - 2.6, AY 2002-2003 - 2.8, and AY 2003-2004 and beyond - 3.0.

Second, candidates must have successfully completed coursework, with a "C" or better, in a number of prescribed areas. These areas include: six credits of mathematics, six credits of English, three credits of educational psychology, and three credits of educational technology.

Third, students must have successfully passed the PRAXIS I Exams (PPST) meeting the minimum score established by the Pennsylvania Department of Education. Each exam in the PRAXIS I series may only be taken two times.

Fourth, candidates must file for, and submit, both the Act 34 and Act 151 clearances. The Act 34 clearance is a Pennsylvania state police criminal record check and Act 151 is a child abuse record check.

Fifth, candidates must successfully complete a speech and hearing-screening test administered by the university. If problems exist with a candidate's speech and/or hearing then remediation, or evidence of initiation of remediation, may be required prior to receiving notification of successful completion of this requirement.

Sixth, candidates must successfully pass a TB test to gain admittance to teacher preparation. [Failure to pass the TB test does not make a student unable to participate in the teacher education program but does make it impossible for the student to participate in activates in schools.]

Seventh, all candidates must submit to his/her departmental advisors an essay answering two personal goal questions. Specifically, why did the candidate decide to become a teacher and what personal and professional goals the candidate expects to achieve as a result of this decision?

Eighth, each candidate applying for admittance to teacher education must submit an electronic portfolio http://www.coe.iup.edu/pde/portfolio1/port.htm for review to his or her advisor or departmental review committee. Only upon the successful review of this initial portfolio may a candidate be accepted into the teacher education program. Each teacher education program is responsible for developing departmental or program rubrics for the evaluation of student portfolios.

Finally, all candidates making application for teacher education must receive an affirmative recommendation from their departmental advisor. This affirmative recommendation can only be made following the successful achievement, of the preceding eight criteria. The COE-ET to this point in time has chosen not to utilize the ten percent waiver option for admission to teacher certification.

Guidelines and criteria for admission to the university and the College of Education and Educational Technology are available on the web at http://www.iup.edu/admissions_and_aid/undergraduate/undergraduate_admissions.htm
Students entering majors within the teacher education program are expected to have excellent high school academic records and SAT's of 950 (2003 entering and 1000 for the entering class of 2004). Generally, the process of admitting students to the university is handled through the admissions office with input from the respective colleges regarding their criteria for entry.

After the last NCATE visit it was recommended that we go to the for admitting students into the COE-ET. This process was developed by our TECC and passed by our university senate. Therefore we do not admit students under the 10% waiver.

Another possible avenue for entry into the College of Education and Educational Technology, in the past, has been for students admitted under the criteria set forth by our Learning Enhancement Center. There have also been students admitted to our branch campuses. The admission policies in those areas may differ but the students will eventually need to meet the criteria set and approved in our .

IV. Design - IUP has designed the professional education programs that culminate in a bachelor's degree or higher to required the same academic content courses and required electives as those of a major in "Arts and Sciences."

STANDARD IV

 EXPLANATION DESIGN SOURCE DOCUMENTS
Academic content same as BS/BA degree


1. As a member of the SSHE all of our programs are restricted to 120 semester hours to earn a bachelor's degree.

2. In order to be compliance with the SSHE mandate all of our instructional programs were reviewed and redeveloped during the 2002-2003 academic year. Each program is required to meet the IUP liberal studies requirements as well as the departmental requirements for an academic degree in the relevant content subject matter.

3. All teacher education degrees are designed to meet the requirements of the relevant learned societies.

1. Evidence of the review and redesign of the instructional programs for teacher education can be found in the minutes of the TECC http://www.coe.iup.edu/pde/tecc/03/02_03.htm for spring 2003. The was also approved by the University Senate April 1, 2003 http://www.iup.edu/senate/mm040103senateminutes.doc

2. The liberal studies requirements for IUP were changed by the university senate during the spring semester 2003. For details see the minutes of the university senate for November 05, 2002. http://www.iup.edu/senate/mm11052002senateminutes.doc

Curriculum screening minutes
http://www.coe.iup.edu/pde/currscreening/min.htm

3. Each of our programs meet learned society requirements where they exist. This is documented in each of the program specific reports.

 

Professional Pedagogical Knowledge Each of our programs has the same standard set of requirements as set forth in the. The requirements include, Educational Psychology, Assessment, Educational Technology and pedagogy in addition to the content courses required by the specific major. The documents the general requirements of all of the teacher education. See the undergraduate catalog page 59-60.
Duplication of Courses We have been very careful to avoid duplication of content within our teacher education programs. During the extensive review of our program done to ensure compliance of the SSHE 120 credit hour maximum we determined that there was duplication in the case of our foundations of education course and the content based pedagogy or other curses offered within the context of each specific teacher education program. During that review of the program we eliminated the requirement of the foundations of education course. For information about the removal of the foundations of education course see TECC minutes September 30, 2002 http://www.coe.iup.edu/pde/tecc/02/9_30_02.pdf

Well Planned Sequence . Enforcement of the ensures that students achieve mastery of educational psychology and technology content prior to participating in field experiences and also that they demonstrate the competences assessed in the Praxis I series before beginning the more in-depth portions of the pedagogy course work The course sequence mandated in the is documented in the undergraduate catalog, page 59-60 and also on the web site.
Four Year Completion To be in compliance with the SSHE 120 credit hour mandate, all programs are now assured to be planned to be completed in four years. That was the rational for the credit hour maximum. Students can complete this by taking 15 credit hours each of 8 academic semesters. The extensive review of the IUP teacher education programs that resulted in the 120 credit hour reduction is documented in the TECC minutes http://www.coe.iup.edu/pde/tecc/02/10-28-02.pdf The first of these to be approved was done on October 28, 2003. Curriculum work continued until the final meeting of spring 2003.
Integration of general, academic and professional coursework At IUP there is very little done that is generic and general. All of the teacher education programs are developed and administered by an academic department that ensures that the coursework within the content areas are aligned with the coursework in pedagogy. In addition all of our programs meet our very strict and specific liberal studies requirements In secondary education programs the pedagogy courses as well as the field experiences and student teaching are taught or supervised by subject matter experts.

In the elementary and early childhood programs content based pedagogy course are most often taught by subject matter specialists within their academic department, for example pedagogy courses in mathematics, physical education and the fine arts are taught in those respective area, see undergraduate catalog course listings.

All candidates with declared majors in education from all colleges across the university must successfully complete all courses in the COE-ET Professional Core Curriculum with a grade of "C" or better. As governed by the candidates can enroll in six credits of the core during their initial 48 credits to qualify for Step 1 of the Three Step Process. These courses include:

EDSP 102 Educational Psychology. For the course syllabus see http://www.coe.iup.edu/pde/syllabi/edsp102.pdf

COMM 103 Digital Instructional Technology (or a departmental equivalent). For the course syllabus see http://www.coe.iup.edu/pde/syllabi/comm103.pdf

Following a candidates successful completion of Step 1 of the Three Step Process the remaining COE-ET Professional Core courses are available to teacher education candidates. These courses include:

EDEX 300/301 Ed. of Students with Disabilities in Inclusive Secondary/Elementary Settings (Or the departmental equivalent). For the course syllabus see http://www.coe.iup.edu/pde/syllabi/edex300-2002.doc

EDSP 477 Assessment of Student Learning: Design and Interpretation of Educational Measures. For the course syllabus see
http://www.coe.iup.edu/pde/syllabi/edsp477.pdf

EDUC 442 School Law. For the course syllabus see
http://www.coe.iup.edu/pde/syllabi/ed442.pdf

EDUC 242 Pre-student Teaching Clinical Experience I
EDUC 342 Pre-student Teaching Clinical Experience II
EDUC 421/441 Student Teaching

The generic course syllabi for the pre-student teaching and student teaching are found in the respective handbooks. http://www.coe.iup.edu/ecsp/PreHandbook/Prehandbook.html


http://www.coe.iup.edu/ecsp/Student%20teaching%20handbook/stuteachhandbook.doc


" All candidates remaining Liberal Studies and program curriculum requirements will be governed by the College in which the program resides, by the general and program specific standards of the PDE, and by the standards of the program's specialized professional association. Each teacher education program has incorporated in these liberal studies and program requirements curricula that are within 120 credits and incorporate the PDE mandated six English and six math credits. All teacher education programs have developed and use various curriculum progress/ course sequence sheets for advisement purposes. These advisement sheets for each program are found on the web at http://www.coe.iup.edu/pde/advisement/advisement.htm

The 120 credit hour maximum for programs mandated by the State System of Higher Education insures that students can take all courses in a 4 year period by maintaining a 15 credit per term average. The various programs being reviewed will provide statements and documentation about the ways they address the provisions of the PA Academic Standards, including environment and ecology. Some of the ways they do this include research assignments, class discussions and field trips to see issues first hand in the field.

V. Field Experiences - The program at IUP requires candidates to complete a planned sequence of professional education courses and field experiences that integrate academic and professional education content with actual practice inn classrooms and schools to create meaningful learning experiences for all students.

STANDARD V. FIELD EXPERIENCES EXPLANATION SOURCE DOCUMENTS
Frequent observation and consultation Both the university supervisor [faculty member] and the cooperating teacher observe and consult with the pre-student teacher during both of the formal required experiences Pre-Clinical Cooperating Teacher Handbook, especially page 10, and Pre Clinical II Cooperating Teacher Handbook, page 12 clearly describe the expectations for the evaluative comments by the cooperating teacher. Other expectations and procedures are described in the Pre-Student Teaching Clinical Experiences I & II Handbook prepared for IUP students and their faculty supervisors http://www.coe.iup.edu/ecsp/PreHandbook/Prehandbook.html

Supported by faculty By the Collective Bargaining Agreement with APSCUF, supervision of clinical field experiences is course work and can only be supervised by an IUP faculty member. In all of the teacher education disciplines faculty members from the student's own department provide the supervision. To do so they must be members of the Academy for Teacher Preparation.
Integrated into curriculum and consistent with design The IUP Teacher Preparation Curriculum is tightly woven together. The clearly states the sequence of core courses to teacher education and indicates a specific progression of courses to ensure that Educational Psychology has been mastered prior to the first field experience course. The second field course is place within the departmental curriculum to dovetail with content based pedagogy courses and must be completed and clearly assessed prior to being considered as a candidate for student teaching. The expected student outcomes for each of these experiences was specifically developed by TECC and is reinforced by all of our official documents. For a review of the relationship between The , the course outcomes and the outcomes of the pre-student teaching courses see:

Pre-Student Teaching clinical Experiences I & II Handbook http://www.coe.iup.edu/ecsp/PreHandbook/Prehandbook.html
Encourage reflection During each of the two pre-student teaching experiences the candidate is required to write reflections on the goals accomplished and the constructive criticism provided

See especially, in the Pre-Student Teaching clinical Experiences I & II Handbook, page 20. The candidate is required to respond to the question, "My cooperating teacher's comments and ideas which gave me insight into the teaching/learning process were?

http://www.coe.iup.edu/ecsp/PreHandbook/Prehandbook.html
Evaluation and feedback from higher and basic education For each of the two pre-clinical courses there is a required, formal evaluation process expected from the cooperating teacher. Pre-Clinical I (page 10) and Pre-Clinical II (page 12) Cooperating Teacher Handbook. http://www.coe.iup.edu/ecsp/PreHandbook/Prehandbook.html
In a variety of settings including diverse students

IUP is fortunate to have placements for field experiences in a wide variety of places including Pittsburgh and Philadelphia. IUP was one of the founding members of the School District University Collaborative in Pittsubrgh (SDUC) and has been the senior partner in the University Collaborative that operates the Philadelphia Experience. In addition, we maintain partnerships with nearly 100 school entities.

 

Collaboration Between Unit and School Partners

The COE-ET and the Academy for Teacher Preparation has a Field and Partnership Group that meets annually to discuss issues related to pre-student and student teaching. The Field and Partnership Group is composed of university program faculty, basic education administrative and teaching personnel and the COE-ET Deans. This group is charged with providing the COE-ET with feedback regarding teacher education candidates' preparation, COE-ET and Academy for Teacher Preparation policy and procedure, and input regarding the COE-ET core curriculum. Minutes of the Field and Partnership Group are available at http://www.coe.iup.edu/pde/fieldpartner/min.htm

Two other avenues also exist through which the design and delivery of field experiences and clinical practice are examined and the overall field experience and clinical practice component of the unit is evaluated. The first is the bi-county Superintendents Council. Through this forum the COE-ET is given regular feedback from high-ranking district administrators regarding the quality of candidates being prepared. Also, the nature of each districts involvement with the COE-ET in planning for and implementing abroad range of field experiences and clinical practice opportunities is regularly addressed. Second, the unit is involved with professional development schools in urban (Lemington and Martin Luther King in Pittsburgh), rural (Derry Area School District) and international settings (in such places as Spain, England, Ireland, and The Netherlands.) Teacher education faculties, working as site liaisons, are continuously receiving feedback regarding candidate performance, implementation problems, unit policy and procedure, and future directions for the growth of the professional development program. Information regarding about international student teaching is found at http://www.coe.iup.edu/ist


Design, Implementation and Evaluation of Field Experiences and Clinical Practices

Several types of field experiences are available to the teacher education candidate throughout his/her program. Specifically, each teacher education candidate has three field experiences: Pre-student Teaching Clinical Experience I (EDUC 242), Pre-student Teaching Clinical Experience II (EDUC 342), and Student Teaching (EDUC 421/441). The field experience continuum of the teacher education candidate progresses from an early observational experience (Pre-student Teaching Clinical Experience I), to a short hands-on experience (Pre-student Teaching Clinical Experience II) towards the end of the program, and finally a fifteen (15) week student teaching experience in which the teacher education candidate gradually assumes responsibility for operating a basic education classroom. Each individual teacher education program has outlined specific requirements for each of the three field experiences allowing for discipline specific learning experiences. Information related to each program's requirements is available at http://www.coe.iup.edu/pde/advisement/advisement.htm as well as in the university catalog. Regardless of their discipline specific requirements all teacher education programs strongly encourage their candidates to have at least one urban field experience so as to expose candidates to more diverse demographic settings.

In working through this progression of field experiences, the teacher education candidate has many options available for selection of sites in both rural and urban settings. Obviously, a plethora of rural field placements are available in Indiana and surrounding counties. However, a number of options are also available for the teacher education candidate to select an urban field placement so as to expose candidates to more diverse demographic settings. http://www.coe.iup.edu/pde/countymap.pdf
First, for the Pre-student Teaching Clinical Experiences I and II, teacher education candidate can select the Philadelphia Urban Experience http://www.coe.iup.edu/pde/philexp/philadelphiaex.htm. This option is available each May. Candidates are immersed into a two-week classroom and community setting in inner city Philadelphia.

Second, for Pre-student Teaching Clinical Experiences I and II teacher education candidates may also select Professional Development School sites in the Pittsburgh Public School District at Martin Luther King Jr. Middle School and Lemington Elementary School or through the School District-University Collaborative (SDUC) in which a wider variety of elementary, middle, and secondary schools are available. All of these urban sites in the Pittsburgh Public Schools, whether it is through a Professional Development School or the University Collaborative, are also available for the capstone student teaching experience. Finally, international sites for student teaching are available in England, Ireland, Sweden, Poland, Denmark, France, Spain, and the Netherlands.


Candidates' Development and Demonstration of Knowledge, Skills, and Dispositions

The unit has a variety of avenues through which the development and demonstration of a candidate's knowledge, skills and dispositions can be assessed. Primarily, as candidates are progressing through their respective programs' and the units' curricular sequence the governs their status as a candidate moves from being an incoming candidate, to Teacher Candidacy status, to Student Teaching Readiness and to qualification for graduation. Throughout the candidates' journey the development and demonstration of knowledge skills and dispositions is continually assessed through the portfolio review process. Faculty and/or cooperating professional observations and feedback sessions are conducted throughout all field experience in which our students are required to do any teaching activities. Feedback and assessment is done both formally and informally on a continuous basis. Our students are not always in placements that would make peer feedback a possibility. This would be done on an informal basis via individual student relationships with their peers.

The portfolio review process is one in which candidates are continuously assessed against a variety of standards that measure knowledge, skills, and dispositions. These standards include: 1) the ten INTASC Principles that have been adopted by the unit as the generic exit competencies that all candidates must meet to qualify for graduation and certification, 2) the specific program area standards of that have been adopted as the specific content area standards that all candidates must meet to qualify for graduation and certification, and 3) the ISTE standards that have been adopted by the unit to demonstrate all candidates technology competency.

In addition, the unit has a set of Student Teaching Policies and Procedures. The policies and procedures contained in the Student Teaching Handbook http://www.coe.iup.edu/ecsp/Student%20teaching%20handbook/stuteachhandbook.doc
outline for the teacher education candidate, the university supervisor, and the cooperating professional the expectations of the unit for the successful completion of field experiences. This includes but is not limited to: criteria for assessment and evaluation of the teacher education candidate, attendance requirements, problem resolution procedures, and observation protocol.

The use of various sites for field experience requires a great deal of collaboration on the part of the hosting sites and the university. New sites are continuously being examined and established. Sites are constantly being maintained through communication and collaboration. We have established criteria for selection of cooperating teachers. They must have a minimum of three successful years of teaching, hold the appropriate certification and demonstrate a willingness to commit to the time and effort necessary to successfully mentor a student teacher. School districts often have their own criteria as well. The Office of Teacher Education interacts directly with designated contact individuals within each of the school districts to meet district and student needs. We enter into agreements with the school districts after we initiate contact and mutually assess district and university needs.

Our faculty is heard through the voices of the TECC representatives and departmental chairs. They all have input into the types of field experiences developed by their respective programs. All education faculty members participate in the supervision of student teachers as deemed appropriate by the departmental chair persons making scheduling assignments. It is an expectation that they will have student teaching supervision as a part of their load when they join the faculty.

Program evidence files will provide examples to document the types of reflections done by our students. Some examples of the types of reflection they are expected to do would be reflections as a part of lesson plans, electronic port folios and observations.

VI. Student Teaching - The professional education program at IUP requires all candidates for initial instructional I certificates to complete a 12-week full-time student teaching experience under the supervision of qualified program faculty and cooperating teachers.

STANDARD VI. STUDENT TEACHING EXPLANATION SOURCE DOCUMENTS
Collaboratively designed All of the field experiences including student teaching are designed by the Field Experience Committee of Teacher Education Coordinators Council. The Committee works with representatives of school entities to develop each application. For example in Pittsburgh the SDUC operating committee has developed a specific set of materials for our collaborative work done there. Our Professional Development School Teams in Pittsburgh and Derry also have their own procedures that are collaboratively developed. In all other instances cooperating teachers are expected to participated in training sessions in which their input is gratefully received.