Institutional Report for the National Council for the Accreditation of Teacher Education

Introduction
The Conceptual Framework and the Theme of the Department of Education at the University of Saint Francis exemplify the Department’s commitment to the preparation of teacher candidates. The Conceptual Framework and Department Theme support performance based behaviors and dispositions necessary to advance personal and professional abilities among its candidates. Course content supports IPBS, INTASC, and NCATE Standards and, for advanced programs, NBPTS. All state and national standards are imbedded into the Department’s Conceptual Framework as shown in the Course Linkage Charts (Appendix E) and in the Program Alignment Matrix (Appendix F).

Teacher candidates on both the initial and advanced levels of preparation are successful in meeting State and University standards as evidenced by data assembled from a range of diverse assessments, which are noted below. Employment information, internship year reports, and follow-up surveys of graduates provide additional information on the success of the Department’s programs.

Content Knowledge for Teacher Candidates
Candidates are assessed at all levels of the teacher preparation program through both internal and external assessment measures. Internally generated evidence that candidates possess the knowledge, skills, and dispositions necessary to meet the needs of diverse school populations include the successful completion of: 1) a comprehensive, rigorous standards based content area curriculum, 2) the professional program, and 3) student teaching or internship experiences. Internally generated measures employed to assess successful acquisition of proficiencies include Assessment of Professional Potential and candidate portfolios and interviews. Portfolio and Interview rubrics describe specific expectations and levels of achievement of teacher candidates at various stages of the education programs. Externally generated measures include evidence of successful scores on the Praxis I and the Praxis II content-based examinations or in the Advanced Program, GRE or MAT scores. The entire expectation and evidence base is outlined in the Department of Education document, Critical Decision Points (CDP, Appendix D) in Teacher Education, which is confirmed and summarized both by individual and program majors in the Unit Assessment System (UAS).

Specific and concrete evidence that candidates know and demonstrate necessary content knowledge, skills, and dispositions to help all students learn are substantiated through individual and group GPA scores, course products, standards based unit and lesson plans, field experience evaluations, and the Assessment of Professional Potential (dispositions). All portfolios contain artifacts with accompanying statements that substantiate that both the Conceptual Framework and INTASC Standards are addressed. Evidence exists demonstrating candidates’ growth along the professional continuum in developing skills in inquiry, analysis and synthesis of content and pedagogy. Student teachers are required to submit evidence that P-12 student learning results from their instructional intervention. Additionally, teacher candidates attend local, State, regional, and national conferences sponsored by national organizations such as the National Council of Teachers of Mathematics and the National Science Teachers Association. Subsequent to attendance at professional conferences, teacher candidates reflect on the benefit of the professional development opportunity.

Content Knowledge - Undergraduate Teacher Candidates (Initial Preparation)
All undergraduate candidates preparing for initial teacher licensure are expected to complete a program of studies with a minimum of 128 credit hours with a cumulative GPA of 2.5 and a professional GPA at 2.8. All candidates complete the General Education program required by the University of Saint Francis, which meets INTASC Standard 1 – Content Knowledge and includes:

Individual programs adhere to this basic requirement, but often specify particular courses within the general areas to assure a comprehensive content knowledge base for their respective candidates. Examples of individual program adaptability include specific courses in the biological, physical and social sciences, and in mathematics. For example, to fulfill the Life Science requirement, candidates may elect a course in Biology or an extended field experience such as Biological study in the Bahamas or Appalachia. The General Education program requirements are specified in the Undergraduate Catalog (p 39-40).

An undergraduate Transition to Teaching program is available to those candidates wishing to pursue initial licensing in Visual Arts at the secondary level. Prior to enrollment, the University Licensing Advisor reviews the candidates’ transcripts, clarifies admissions criteria, and develops a program to meet University requirements.

Content Knowledge - Graduate Candidates (Initial Preparation and Advanced Degrees)
In an effort to meet the escalating demand for professionals in the field of Exceptional Needs, the Department of Education has developed an alternate program for teacher licensing in collaboration with the Indiana Department of Education. Graduate candidates seeking initial licensure in 2002-2003 in the field of Mild Intervention must submit all required materials for both the undergraduate and graduate programs, fulfill graduate level professional course requirements, and proceed through the Critical Decision Points for Teacher Education for their program of study on the graduate level. Candidates seeking the School Counselor license on the graduate level must meet one of the following requirements: two years of teaching experience or a valid out-of-state counseling license and one year of experience as a school counselor, or, for those without the required educational experiences, a one-year counseling internship. Candidates with prior experience complete a practicum experience in School Counseling. Candidates must submit a portfolio demonstrating competence in meeting University, State, and national standards.

Content Knowledge - Graduate Candidates (Advanced Preparation)
The programs of School Counseling and Exceptional Needs provide opportunities for candidates to develop and expand upon previously acquired knowledge and skill for the purpose of increasing effectiveness in influencing P-12 students. Graduate candidates seeking advanced preparation and licensing must meet published admission requirements as stated in the Graduate Catalog. All graduate candidates must possess a bachelor’s degree from a regionally accredited institution and a minimum GPA of 2.8 on a 4.0 scale. Additionally, they must submit an application, transcripts, and an essay along with satisfactory scores (1040 combined verbal and quantitative) on the Graduate Record Examination (GRE) or (47) on the Miller Analogies Test (MAT). Within the past academic year required entrance test scores have been raised in order to assure a highly qualified pool of applicants. Both the School Counseling and Exceptional Needs programs require a candidate interview, submission of two Assessment of Professional Potential forms and letters of reference.

Subsequent to admission to the program, all master’s candidates must demonstrate successful progress through the Critical Decision Points (CDP) for Graduate Candidates. The CDP delineates expectations for the grade point average, test scores, practicum or internship evaluation and portfolio development.

School Counseling and Exceptional Needs program course requirements are outlined in the Graduate Catalog (p. 33-37) and in the Graduate Handbook.

Content Knowledge for Other Professional School Personnel
The program of study leading to the Master of Science in Education in School Counseling is designed to prepare candidates to assume roles as professional school counselors in public or parochial environments. Content, sequence, and experiences assure that the program supports National Standards for School Counseling Programs that have been identified by the American School Counselor Association (ASCA). Candidates aspiring to complete the degree of Master of Science in Education fulfill coursework and advanced level, rigorous experiences which meet the Standards of the Council for Exceptional Children and NBPTS. Emphasis is placed on effective communication and collaboration and the acquisition of content and skills necessary for the successful utilization of instructional and counseling methods in order to enhance the learning process and development of all students. The seminar component of the program in Exceptional Needs requires aspirants to conduct publishable research on one content-based aspect from their program of studies. Candidates for both degrees must comply with admissions requirements for all graduate candidates applying to the University and the Department of Education and successfully complete courses and the practicum and/or internship experience.

Information on field placement-internship year data is available in the section addressing Standard 3, which provides evidence that teacher candidates are able to demonstrate content and pedagogical knowledge in school settings. Standard 4 shows that candidates complete field placements in a range of school settings with P-12 students from diverse backgrounds. Employment surveys indicate that the overwhelming majority of graduates are employed in educational settings. (Table 1.1)

Year of Survey	Surveyed Education Majors	Surveyed Respondents		Employed		Employed in Position Related to Major		Seeking Employment		Enrolled in Graduate School		Employed University Percentage
		N	%	N	%	N	%	N	%	N	%	%
1997	25	22	88.0%	20	90.9%	17	85.0%	1	4.5%	1	4.5%	86.4%
1998	28	23	82.1%	22	95.7%	20	90.9%	0	0%	1	4.3%	94.0%
1999	17	17	100.0%	17	100.0%	17	100.0%	* 1	NA	0	0.0%	95.0%
2000	34	22	64.7%	17	77.3%	16	94.1%	2	9.1%	NA	NA	91.0%
2001	20	18	90.0%	16	88.9%	16	100.0%	NA	NA	NA	NA	94.0%
Total	124	102	82.3%	92	90.2%	86	93.5%	NA		NA		92.1%

Summary of Content Knowledge for Teacher Candidate and Other Professional School Personnel
All teacher preparation programs at the University of Saint Francis are research supported, designed to prepare candidates with ample grounding in content and provide for broad based field experiences. Candidates are expected to demonstrate critical thinking skills, to effectively analyze and synthesize content knowledge in their areas of study. Graphic representations in Course Linkage Charts (Appendix E) developed by both content area and education faculties confirm that course content and experiences support and assess IPSB, INTASC, and NCATE Standards as well as the Department’s Conceptual Framework. Summaries of assessment data on candidate’s content knowledge and on field placements are found in Standard 3 as well as in the Unit Assessment System. Prior to the granting of degrees, a compliance and competency assessment completed by Student Services in conjunction with the Registrar verifies graduation eligibility. Finally, the Licensing Advisor who substantiates that the candidate has completed all University requirements, received successful scores on the Praxis I and II, and presented a clear Limited Criminal History completes a licensing eligibility evaluation. Table 1.2 and 1.3 illustrates Praxis results for Teacher Education candidates.

	Total	High	Low	Mean	Pass #	Pass %	Fail #	Fail %	Q.S.
Art Content Knowledge	11	187	150	170	11	100	0	0	149
Biology	1	650	650	650	1	100	0	0	510
Business Education	9	750	600	672	9	100	0	0	480
Chemistry	2	149	140	145	0	0	2	100	151
Elementary Education	31	198	144	172	31	100	0	0	143
English	4	190	155	173	4	100	0	0	153
General Science	2	680	540	610	2	100	0	0
Health Education	2	730	580	655	2	100	0	0	420
Physical Education	1	670			1	100	0	0	540
Reading Specialist	36	750	390	510	36	100	0	0	370
Social Studies Content Knowledge	7	173	136	160	6	86	1	14	147
Special Education #0321	1	151	---	---	1	100	0	0	144
Special Education #0353	1	158	---	---	1	100	0	0	150
Special Education #0371	1	151	---	---	1	100	0	0	139
Special Education #0351	5	179	138	154	5	100	0	0	136
Special Education #0381	4	164	144	153	4	100	0	0	139

Pedagogical Knowledge for Teacher Candidates
Teacher candidates demonstrate that they have a thorough knowledge of their specific subject areas and also demonstrate competence in presenting content with efficient, stimulating, and effective instructional strategies. Prior to being admitted into the Teacher Education program, candidates must complete the initial courses within the professional core with grades of C or better. These courses include EDUC 100, SPED 136, and EDUC 201, which consist of in-class instruction and a field placement. Applicants to Teacher Education are additionally required to demonstrate an overall GPA of 2.5 and a professional education GPA of 2.8, satisfactory scores on the Praxis I, and complete the Initial Portfolio Check and Interview.

Once admitted into Teacher Education, candidates may proceed with methods courses. In these courses, candidates demonstrate competency in the development of lesson plans based on their content area, acquire skill in the delivery of content, including the use of technology, as well as in effective management techniques to ensure an environment conducive to the success of all candidates. Each methods course delineates specific requirements for field experiences in which candidates observe and work alongside professionals in instructional settings to teach lessons, and in certain courses, to communicate and collaborate with parents and others in the community.

The Department of Education believes that technologically proficient teacher candidates will be more effective in successfully meeting the learning goals necessary to impart course content and to enrich the teaching/learning process in the 21st Century. Teacher candidates develop knowledge and skill in the utilization of technology in classroom practice including the documentation of data and the use of technology in instruction. All candidates must demonstrate computer and related technology competence through successful completion of the specific course (EDUC 205 - Technology Applications in Teaching) requirements and through the inclusion of a technology component in both class presentations and the development of lesson and unit plans.

Summaries of assessment measures reported from EDUC 201, Practicum in Teacher Education, and from EDUC 480-483, Student Teaching in Standard 3 provide evidence that the teacher candidates from the University of Saint Francis are well prepared to meet not only the requirements but also the challenges of successfully educating candidates in the 21st Century.

Professional and Pedagogical Knowledge and Skills for Teacher Candidates
The development of quality teacher candidates is a cumulative process. Candidates must develop expertise in general education and their specific subject matter, and develop strong pedagogical content knowledge. As their progression continues, they must develop skills in the facilitation of the learning process. The Department of Education emphasizes preparing candidates to base their instructional practices on both IPSB Developmental and Content Standards. Teacher candidates become familiar with these Standards and utilize them in developing lesson and unit plans and related assessment components. Candidates also receive training and practice in the development of rubrics, criterion referenced testing, and norm- referenced standardized testing as well as in the interpretation of test results, and remediation methods.
The Department of Education believes that the reflective practitioner demonstrates personal and professional growth essential in effecting P-12 student learning. Throughout the program, teacher candidates are afforded multiple opportunities to reflect upon their own learning, field experiences and professional development activities. These reflections are essential portfolio components. Moreover, teacher candidates compile evidence of their impact on P-12 student learning through the inclusion of strategies to reach students with exceptionalities, the consideration of environmental factors on the learning process, the analysis of instruction, the creation of case studies, and the conducting of research that enhances student learning.

The Department of Education ensures that all candidates possess in-depth content knowledge, the skills required of effective educators, and the dispositions requisite for the successful teaching/learning process. These proficiencies are compiled and analyzed in Standard 3 from student teaching evaluations and from data on the internship year of graduates.

Professional Knowledge and Skills for Other School Personnel
Candidates pursuing the MSEd Degree in School Counseling and the MSEd Degree in Exceptional Needs demonstrate that they possess the knowledge and understandings required in the field of counseling, and the skills and dispositions necessary to become effective practitioners. The program’s coursework and field experiences support either ASCA or Council for Exceptional Children (CEC), and state standards for both programs. Candidates must complete a practicum or internship experience, the nature of which is determined by prior coursework and school experience. Both the practicum and internship are designed to enhance the candidate’s skills in a school setting and include group guidance and counseling, testing, record keeping, program design and administration, and effective communication with all school constituents, including families and community support agencies.

Program objectives include: 1) the demonstration of research skills with the use of supportive technology, 2) compliance with ethical standards of the profession, 3) the manifestation of dynamic communication skills, and 4) evidence of skill in working with individuals and with groups, as well as an understanding of and sensitivity to the worth and dignity of all persons. Performance data from graduate program internships and practicum experiences attest to the fact that advanced level candidates have acquired in-depth knowledge and skill required in their professional roles and as delineated in the Conceptual Framework as well as in state and national standards.

Dispositions for All Candidates
It is the belief of the Department of Education that dispositional characteristics are indispensable in comprehensive, quality teacher preparation. Dispositions are embedded within the Conceptual Framework and accentuate the need for professional and ethical conduct, sensitivity to diverse P-12 students, and candidates’ desire to make a difference in the quality of life. In emphasizing the importance of this dispositional aspect of professionalism, a separate document and set of standards have been developed. In this document, expectations are aligned with all standards and the Conceptual Framework for both teacher candidates as well as for faculty who must model a professional ethos.

The Conceptual Framework strand, the Dispositional Behaviors Expected of Pre-Service Educators, was collaboratively designed by content area and education faculties, candidates, community members, and area school personnel. It was acknowledged and supported by the Teacher Education Committee and the Teacher Education Advisory Council as an element of professionalism on the part of all school personnel.

Teacher candidates are assessed a minimum of four times during their University careers: two Assessments of Professional Potential Forms are required for admission to Teacher Education and two required for admission to Student Teaching. Additional assessments may be completed as deemed appropriate by any faculty member. Furthermore, components of the dispositions are assessed throughout the program in a variety of courses. Field experience assessments provide important and quantifiable information on candidates’ ability to work effectively with candidates, and collaborate with faculty, school personnel and with the community. Additionally, evidence may be established from candidates’ class work, community service involvement, journals, reflections, and within the portfolio. Conceptual Framework with dispositions is aligned with professional education common core courses.

The faculty is in the process of analyzing current data on dispositional characteristics of candidates. Analysis of data will allow for program refinement and assurance that candidates meet dispositional standards that ultimately have a positive impact on student learning.

Student Learning for Teacher Candidates
Teacher candidates have multiple opportunities to work with P-12 students, families, and the community through a myriad of experiences. Opportunities are designed so that candidates can develop strategies and competence in affecting student learning. These experiences begin in the EDUC 100, Introduction to Education course and continue throughout the program, culminating in EDUC 480-483, Student Teaching. Methods courses include the development of lesson and unit plans focusing on strategies for facilitating the effective learning of all candidates and the assessment of the teaching/learning process. Candidates are provided with opportunities to interact with candidates in community school settings, agencies, or institutions, and to reflect on their interactions.

To support learning through involvement in the P-12 student’s world, service learning experiences provide candidates with opportunities to influence the quality of life through outreach to the homeless and sheltered populations, immigrants, the underachieving, and linguistic minorities. Efforts include literacy development, student academic enrichment, parental support, and supplying the basic needs of life, such as food, clothing and shelter.

Examples of student work and outreach projects are on display in the exhibit room and provide evidence that candidates support students’ lives and their successful learning.

Student Learning for Other Professional School Personnel
Candidates for licensing in School Counseling and in Exceptional Needs are provided with opportunities through coursework and field experiences to assume leadership roles in school settings. Working in collaboration with school personnel and support persons and agencies, they meet the overarching goal of establishing environments and conditions that positively affect students in their personal and academic lives. Through practicum and internship experiences, candidates for the School Counseling license are able to improve upon personal skills, and to assume, under supervision, the roles that a licensed school counselor would perform. The seminar component of field experiences provides candidates with the opportunity to share experiences and to reflect on strengths and to set goals for improvement of other essential skills or characteristics. Also considered are the distinctive issues to which counselors and professional educators in the field of Exceptional Needs must respond, such as ethical standards and behavior, population characteristics, Standards, and equity and justice in diversity. Candidates are expected to conduct research (EDUC 500, Research and Evaluation and SPED 550, Advanced Seminar), collect and analyze data and develop strategies to enhance both personal and professional effectiveness.

Content/Subject Area Knowledge
Summaries of candidate performance on assessment measures over the past five years provide evidence that teacher candidates possess in-depth content knowledge in their area(s) of preparation.

Coursework
Candidates successfully complete required content courses as evidenced on the University of Saint Francis registration module (Jenzabar) and by meeting or exceeding the stated University GPA requirement for entry into Teacher Education and student teaching. Portfolio products and reflections on “Knowledge of Content” within the portfolio also provide evidence that candidates possess content knowledge. Scores on the Praxis I and Praxis II examinations and reported in Title II summarize the performance of candidates.

Professional Skills
Professional skills for all candidates are developed through a variety of clinical experiences and assessed by means of standards based portfolios and evaluation instruments. Candidates receive diverse field experiences as evidenced on the Field Tracking Sheet, which have been summarized, analyzed, and reported in Standard 4. Evidence is also presented on the successful completion of all field-placements as reported by University supervisor and clinical/supervisory faculty assessments.

Portfolio products and reflections within Knowledge of Self, Knowledge of the Learner, Knowledge of Pedagogy, Self as an Educator and Partner in a Learning Community, and Knowledge of Spiritual and Professional Self provide evidence that candidates have developed the professional knowledge, skills and dispositions deemed necessary to the profession.

An additional way of assessing the quality of the preparation of teacher candidates is in employment surveys of University of Saint Francis graduates. The Placement Office collaborates with the Department of Education and maintains data on the employment of graduates. According to data compiled over the past five years, 93.5% of graduates from education programs have been employed in a position related to their majors. This is 1.4% higher than the overall University employment figure.

Dispositional Characteristics
Teacher and counselor education candidates are expected to demonstrate the dispositional characteristics of an exemplary professional educator who values life, learning and the worth, dignity, and potential of the individual. Dispositions are assessed prior to admittance into Teacher Education and prior to student teaching or practicum/internship experiences. Evaluations from school constituents from practica, student teaching, or internships and during the portfolio interviews attest to the fact that candidates do possess the desired professional characteristics. Additional evidence is provided within individual portfolios in the form of artifacts and accompanying reflections.