2013 Educator Preparation Performance Report University of Akron

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1 Institution Profile (Data Source: ) UA was founded in 1870 as Buchtel College. We have more than 27,000 students representing 45+ US states and 60+ foreign countries. They're a culturally diverse group and they come from a broad economic spectrum. UA offers more than 300 undergraduate and graduate programs, including many that are recognized nationally for their excellence. The is a vibrant community within metropolitan Akron, with more than 80 buildings on 218 acres. Since 2000, we have added 22 buildings, completed 18 major additions, acquisitions and renovations, and created 34 acres of green space. College of Education UA is home to one of Ohio's largest public teacher preparation programs, established in 1921, and has held continuing accreditation with CATE since UA provides a wide range of initial educator licensure preparation and advanced programs. Our student population includes traditional and non-traditional students. Candidate field experiences are developmentally sequenced with students placed in urban, suburban or rural districts. Surveys reveal a high degree of satisfaction with the program and candidates score very well on all assessments required for educator licensure. Licensure Test Scores for Individuals Completing Educator Preparation Programs at Reporting period for 9/1/2011 through 8/31/2012 (Data Source: ) Description of Data: For the period reflected on this report, Ohio required that teacher candidates pass Praxis II examinations by scoring at or above the state's established required score to be recommended for licensure and receive endorsements in specific fields. The reporting for Teacher Licensure Test Scores is based on Federal Title II data and therefore reflects only initial licensure for Data are not provided for additional licenses that an educator earns after her/his initial license. Individual candidates often take more than one licensure examination; the number of licensure program completers reported reflects the unduplicated number of individuals taking examinations. For institutions with fewer than 10 linked teachers or principals, only the is reported. Summary Rating: Effective Completers Tested Pass Rate Percentage All Teacher Licensure Tests % Page 1 of 22

2 Licensure Test Scores for Individuals Completing Principal Preparation Programs at Reporting period for 9/1/2012 through 8/31/2013 (Data Source: ) Description of Data: For the period reflected on this report, Ohio required that principal candidates pass the Praxis II examination (0411) by scoring at or above the state's established required score to be recommended for licensure. The scores are selfreported by each institution for Completers Tested Pass Rate Percentage Principal Licensure Data 53 94% Page 2 of 22

3 Value-Added Data for Individuals Completing Educator Preparation Programs at Reporting period for 9/1/2012 through 8/31/2013 Description of Data: Ohio's value-added data system provides educators a more complete picture of student growth. As a vital component of Ohio's accountability system, districts and educators have access to an extensive array of diagnostic data through the Education Value-Added Assessment System (EVAAS). From a state perspective, value-added data provide insights into student performance. For example, schools that do not appear to be achieving at high levels as traditionally measured can demonstrate through value-added data that many of their students are achieving significant progress. It is important to recognize these gains, as schools work to support students who have chronically struggled to perform. Student growth measures also provide students and parents with evidence of the impact of their efforts. Limitations of the Value-Added Data: 1. The information in the report is for those individuals receiving their licenses with effective years of, 2009, 2010, 2011, and The value-added data in this report are those reported by Ohio's Education Value-Added Assessment System (EVAAS) based on reading and mathematics achievement tests in grades The number of teachers and principals () with associated value-added data remains small at this point. For institutions with fewer than 10 linked teachers or principals with value-added data, only the is reported. Value-Added Data for -Prepared Teachers Teachers with Effective Licensure Dates 2009, 2010, 2011, 2012 Associated Value-Added Classifications Employed as Teachers Teachers with Value-Added Data Most Effective Above Approaching Least Effective = 3 % = 8 = 8 % = 20 = 16 % = 40 = 4 % = 10 = 9 % = 23 Page 3 of 22

4 Demographic Information for Schools where -Prepared Teachers with Value-Added Data Serve Characteristic Elementary School Middle School Junior High School High School Ungraded Teachers Serving by School Level = 12 % = 30 = 20 % = 50 = 4 % = 10 = 4 % = 10 = 0 % = 0 RVField640 Community School Public School STEM School Educational Service Center Teachers Serving by School Type = 5 % = 13 = 35 % = 88 = 0 % = 0 = 0 % = 0 RVField640 A B C D F R Teachers Serving by Overall Letter Grade of Building Value-Added = 18 % = 45 = 4 % = 10 = 6 % = 15 = 3 % = 8 = 9 % = 23 = 0 % = 0 RVField640 High Minority Middle Minority Low Minority Teachers Serving by Minority Enrollment by Tertiles RVField640 = 4 % = 10 = 28 % = 70 = 8 % = 20 High Poverty Medium-High Poverty Medium-Low Poverty Low Poverty Teachers Serving by Poverty Level by Quartiles = 7 % = 18 = 12 % = 30 = 13 % = 33 = 8 % = 20 * Due to the preliminary nature of the data and staffing at ESC/district level, certain demographic variables have not been reported for some schools. Page 4 of 22

5 Value-Added Data for -Prepared Principals Principals with Effective Licensure Dates 2009, 2010, 2011, 2012 Principals Serving by Letter Grade of Overall Building Value-Added Employed as Principals Principals with Value- Added Data A B C D F R = 3 % = 27 = 3 % = 27 = 2 % = 18 = 1 % = 9 = 2 % = 18 = 0 % = 0 Demographic Information for Schools where -Prepared Principals with Value-Added Data Serve Characteristic Elementary School Middle School Junior High School High School Ungraded Principals Serving by School Level = 8 % = 73 = 3 % = 27 = 0 % = 0 = 0 % = 0 = 0 % = 0 RVField640 Community School Public School STEM School Educational Service Center Principals Serving by School Type = 0 % = 0 = 11 % = 100 = 0 % = 0 = 0 % = 0 RVField640 A B C D F R Principals Serving by Overall Letter Grade of School RVField640 OT AVAILABLE UTIL 2015 High Minority Middle Minority Low Minority Principals Serving by School Minority Enrollment by Tertiles = 3 % = 27 = 6 % = 55 = 2 % = 18 RVField640 High Poverty Medium-High Poverty Medium-Low Poverty Low Poverty Principals Serving by School Poverty Level by Quartiles = 4 % = 36 = 2 % = 18 = 2 % = 18 = 3 % = 27 Page 5 of 22

6 Candidate Academic Measures Reporting period for 9/1/2012 through 8/31/2013 (Data Source: ) Description of Data: Educator preparation programs (EPPs) reported academic measures for students completing their teacher and principal preparation programs. Academic measures reported include assessment results for the ACT, SAT, Praxis I, GRE, and MAT, as well as high school, undergraduate, graduate, transfer grade point average, and program admission (GPA). The Ohio Board of Regents calculated statewide weighted mean values based on the EPP-reported data. For institutions with fewer than 10 linked teachers or principals, only the is reported. Academic measures which do not apply to a specific unit or program are represented by A. Teacher Preparation Programs Candidates Admitted Candidates Enrolled Candidates Completing Criterion Required Score umber of Admissions Score of All Admissions umber Enrolled Score of All Enrollments umber of Program Completers Score All Program Completers U=Undergraduate PB=Post-Baccalaureate G=Graduate U/PB/G U/PB/G U/PB/G U/PB/G U/PB/G U/PB/G U/PB/G Praxis I Reading 173 / A / A 27 / A / A 177 / A / A 130 / A / A 176 / A / A 32 / A / A 177 / A / A Praxis I Writing 172 / A / A 26 / A / A 175 / A / A 127 / A / A 174 / A / A 33 / A / A 173 / A / A Praxis I Math 172 / A / A 44 / A / A 177 / A / A 243 / A / A 185 / A / A 48 / A / A 177 / A / A ACT Composite Score 22 / A / A 248 / A / A 22 / A / A 1073 / A / A 22 / A / A 211 / A / A 22 / A / A Transfer GPA 2.5 / A / A 76 / A / A 3.09 / A / A 314 / A / A 3.08 / A / A 70 / A / A 3.16 / A / A Undergraduate GPA 2.5 / 2.75 / / 16 / / 3.2 / / 38 / / 3.08 / / 12 / / 3.3 / 3.22 SAT Composite Score 1050 / A / A 30 / A / A 1028 / A / A 148 / A / A 1005 / A / A 28 / A / A 1051 / A / A Graduate GPA A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A GRE Writing Subscore A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A GRE Verbal Subscore A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A SAT Verbal Subscore A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A Page 6 of 22

7 Candidates Admitted Candidates Enrolled Candidates Completing Criterion Required Score umber of Admissions Score of All Admissions umber Enrolled Score of All Enrollments U=Undergraduate PB=Post-Baccalaureate G=Graduate umber of Program Completers Score All Program Completers U/PB/G U/PB/G U/PB/G U/PB/G U/PB/G U/PB/G U/PB/G GRE Quantitative Subscore A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A SAT Writing Subscore A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A ACT English Subscore A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A SAT Quantitative Subscore A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A ACT Math Subscore A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A MAT A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A High School GPA A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A ACT Reading Subscore A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A Praxis II A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A GRE Composite Score A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A A / A / A Other Criteria Undergraduate Post-Baccalaureate Graduate Dispositional Assessment EMPATHY/Omaha Interview Essay Y High School Class Rank A A Interview Letter of Commitment Letter of Recommendation Y Y Y Myers-Briggs Type Indicator A Portfolio Prerequisite Courses Y SRI Teacher Perceiver A A Superintendent Statement of Sponsorship A A Page 7 of 22

8 Other Criteria Undergraduate Post-Baccalaureate Graduate Teacher Insight A Page 8 of 22

9 Principal Preparation Programs Candidates Admitted Candidates Enrolled Candidates Completing Criterion Required Score umber of Admissions Score of All Admissions umber Enrolled Score of All Enrollments umber of Program Completers Score All Program Completers Undergraduate GPA Graduate GPA A A A A A A A GRE Writing Subscore A A A A A A A Praxis I Math A A A A A A A GRE Verbal Subscore A A A A A A A SAT Verbal Subscore A A A A A A A SAT Composite Score A A A A A A A GRE Quantitative Subscore A A A A A A A ACT Composite Score A A A A A A A SAT Writing Subscore A A A A A A A ACT English Subscore A A A A A A A SAT Quantitative Subscore A A A A A A A Praxis I Writing A A A A A A A ACT Math Subscore A A A A A A A MAT A A A A A A A High School GPA A A A A A A A ACT Reading Subscore A A A A A A A Page 9 of 22

10 Candidates Admitted Candidates Enrolled Candidates Completing Criterion Required Score umber of Admissions Score of All Admissions umber Enrolled Score of All Enrollments umber of Program Completers Score All Program Completers Praxis I Reading A A A A A A A Praxis II A A A A A A A GRE Composite Score A A A A A A A Other Criteria Portfolio Interview Letter of Recommendation Essay Prerequisite Courses Dispositional Assessment Letter of Commitment Superintendent Statement of Sponsorship Myers-Briggs Type Indicator SRI Teacher Perceiver Teacher Insight EMPATHY/Omaha Interview Page 10 of 22

11 Field and Clinical Experiences for Candidates Reporting period for 9/1/2012 through 8/31/2013 (Data Source: ) Description of Data: Ohio requires that teacher candidates complete field and clinical experiences in school settings as part of their preparation. These experiences include early and ongoing field-based opportunities and the culminating pre-service clinical experience commonly referred to as "student teaching." The specific requirements beyond the requisite statewide minimums for these placements vary by institution and by program. The information below is calculated based on data reported at the unit level. Teacher Preparation Programs Field/Clinical Experience Element Minimum number of field/clinical hours required of candidates in teacher preparation programs at the institution Maximum number of field/clinical hours required of candidates in teacher preparation programs at the institution number of weeks required to teach full-time within the student teaching experience at the institution Requirements Percentage of teacher candidates who satisfactorily completed student teaching 97.42% Principal Preparation Programs Field/Clinical Experience Element Requirements Total number of field/clinical weeks required of principal candidates in internship 30 umber of candidates admitted to internship 37 umber of candidates completing internship 37 Percentage of principal candidates who satisfactorily completed internship 100% Page 11 of 22

12 Teacher Pre-Service Survey Results Description of Data: To gather information on student satisfaction with the quality of preparation provided by their educator preparation programs, the Ohio Board of Regents and a committee of representatives from Ohio institutions of higher education collaborated to develop a survey of Ohio's Pre-Service Teachers as a special research project. Questions on the survey are aligned with the Ohio Standards for the Teaching Profession (OSTP), Ohio licensure requirements, and elements of national accreditation. The Ohio Board of Regents distributed the online survey to candidates completing their student teaching experiences and collected the data for the Reporting period for 9/1/2012 through 8/31/2013. A total of 3570 respondents completed the survey statewide for a response rate of 81 percent. Survey Response Rate = 67.88% Total Survey Responses = 112 o. Question Institution State (Mean) 1 My teacher licensure program prepared me with knowledge of research on how students learn. 2 My teacher licensure program prepared me to recognize characteristics of gifted students, students with disabilities, and atrisk students in order to plan and deliver appropriate instruction. 3 My teacher licensure program prepared me with high levels of knowledge and the academic content I plan to teach. 4 My teacher licensure program prepared me to identify instructional strategies appropriate to my content area. 5 My teacher licensure program prepared me to understand the importance of linking interdisciplinary experiences. 6 My teacher licensure program prepared me to align instructional goals and activities with Ohio's academic content standards, including the Common Core State Standards. 7 My teacher licensure program prepared me to use assessment data to inform instruction. 8 My teacher licensure program prepared me to clearly communicate learning goals to students. 9 My teacher licensure program prepared me to apply knowledge of how students learn, to inform instruction. 10 My teacher licensure program prepared me to differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities, and at-risk students. 11 My teacher licensure program prepared me to identify strategies to increase student motivation and interest in topics of study. 12 My teacher licensure program prepared me to create learning situations in which students work independently, collaboratively, Page 12 of 22

13 o. Question Institution State (Mean) and/or a whole class. 13 My teacher licensure program prepared me to use strategies for effective classroom management. 14 My teacher licensure program prepared me to communicate clearly and effectively. 15 My teacher licensure program prepared me to understand the importance of communication with families and caregivers. 16 My teacher licensure program prepared me to understand, uphold, and follow professional ethics, policies, and legal codes of professional conduct. 17 My teacher licensure program prepared me to use a variety of diagnostic, formative, and summative assessments. 18 My teacher licensure program prepared me to communicate high expectations for all students. 19 My teacher licensure program prepared me to understand students, diverse cultures, language skills, and experiences. 20 My teacher licensure program prepared me to treat all students fairly and establish an environment that is respectful, supportive, and caring. 21 My teacher licensure program prepared me to use technology to enhance teaching and student learning. 22 My teacher licensure program prepared me to collaborate with colleagues and members of the community when and where appropriate. 23 My teacher licensure program collected evidence of my performance on multiple measures to monitor my progress. 24 My teacher licensure program provided me with knowledge of the Ohio Licensure Program standards for my discipline (e.g. AEYC, CEC, CTM). 25 My teacher licensure program provided me with knowledge of the operation of Ohio schools as delineated in the Ohio Department of Education School Operating Standards. 26 My teacher licensure program provided me with knowledge of the requirements for the Ohio Resident Educator Program. 27 My teacher licensure program provided me with knowledge of the Ohio Standards for the Teaching Profession. 28 My teacher licensure program provided me with knowledge of the Ohio Standards for Professional Development. 29 My teacher licensure program provided me with knowledge of the Ohio Academic Content Standards, including the Common Core Page 13 of 22

14 o. Question Institution State (Mean) State Standards. 30 My teacher licensure program provided me with knowledge of the Value-added Growth Measure as defined by the Ohio State Board of Education. 31 My teacher licensure program provided field experiences that supported my development as an effective educator focused on student learning. 32 My teacher licensure program provided field experiences in a variety of settings (urban, suburban, and rural). 33 My teacher licensure program provided student teaching experience(s) that supported my development as an effective educator focused on student learning. 34 My teacher licensure program provided cooperating teachers who supported me through observation and conferences (face-to-face or via electronic media). 35 My teacher licensure program provided university supervisors who supported me through observation and conferences (face-to-face or via electronic media). 36 My teacher licensure program provided opportunities to work with diverse students (including gifted students, students with disabilities, and at-risk students). 37 My teacher licensure program provided opportunities to understand students' diverse cultures, languages, and experiences. 38 My teacher licensure program provided opportunities to work with diverse teachers. 39 My teacher licensure program provided opportunities to interact with diverse faculty. 40 My teacher licensure program provided opportunities to work and study with diverse peers. 41 Overall, the faculty in my teacher licensure program demonstrated in-depth knowledge of their field. 42 Overall, the faculty in my teacher licensure program used effective teaching methods that helped promote learning. 43 Overall, the faculty in my teacher licensure program modeled respect for diverse populations. 44 Overall, the faculty in my teacher licensure program integrated diversity-related subject matter within coursework. 45 Overall, the faculty in my teacher licensure program used technology to facilitate teaching and learning Overall, the faculty in my teacher licensure program conducted Page 14 of 22

15 o. Question Institution State (Mean) themselves in a professional manner. 47 My teacher licensure program provided provided clearly articulated policies published to facilitate progression to program completion. 48 My teacher licensure program provided provided opportunities to voice concerns about the program. 49 My teacher licensure program provided provided advising to facilitate progression to program completion Page 15 of 22

16 Statewide Survey of OHIO Resident Educators' Reflections on their Educator Preparation Program Description of Data: To gather information on student satisfaction with the quality of preparation provided by their educator preparation programs, the Ohio Board of Regents and a committee of representatives from Ohio institutions of higher education collaborated to develop a survey of Ohio's Resident Educators as a special research project. Questions on the survey are aligned with the Ohio Standards for the Teaching Profession (OSTP), Ohio licensure requirements, and elements of national accreditation. The Ohio Board of Regents distributed the online survey to candidates completing their Resident Educator experiences and collected the data for the Reporting period for 9/1/2012 through 8/31/2013 o. Question Institution State (Mean) 1 My teacher licensure program prepared me with knowledge of research on how students learn. 2 My teacher licensure program prepared me to recognize characteristics of gifted students, students with disabilities, and atrisk students in order to plan and deliver appropriate instruction. 3 My teacher licensure program prepared me with high levels of knowledge and the academic content I plan to teach. 4 My teacher licensure program prepared me to identify instructional strategies appropriate to my content area. 5 My teacher licensure program prepared me to understand the importance of linking interdisciplinary experiences. 6 My teacher licensure program prepared me to align instructional goals and activities with Ohio's academic content standards, including the Common Core State Standards. 7 My teacher licensure program prepared me to use assessment data to inform instruction. 8 My teacher licensure program prepared me to clearly communicate learning goals to students. 9 My teacher licensure program prepared me to apply knowledge of how students learn, to inform instruction. 10 My teacher licensure program prepared me to differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities, and at-risk students. 11 My teacher licensure program prepared me to identify strategies to increase student motivation and interest in topics of study. 12 My teacher licensure program prepared me to create learning situations in which students work independently, collaboratively, and/or a whole class. 13 My teacher licensure program prepared me to use strategies for effective classroom management. 14 My teacher licensure program prepared me to communicate clearly and effectively Page 16 of 22

17 o. Question Institution State (Mean) 15 My teacher licensure program prepared me to understand the importance of communication with families and caregivers. 16 My teacher licensure program prepared me to understand, uphold, and follow professional ethics, policies, and legal codes of professional conduct. 17 My teacher licensure program prepared me to use a variety of diagnostic, formative, and summative assessments. 18 My teacher licensure program prepared me to understand students' diverse cultures, language skills, and experiences. 19 My teacher licensure program prepared me to treat all students fairly and establish an environment that is respectful, supportive, and caring. 20 My teacher licensure program prepared me to use technology to enhance teaching and student learning. 21 My teacher licensure program prepared me to collaborate with colleagues and members of the community when and where appropriate. 22 My teacher licensure program collected evidence of my performance on multiple measures to monitor my progress. 23 My teacher licensure program provided me with knowledge of the Ohio Licensure Program standards for my discipline (e.g. AEYC, CEC, CTM). 24 My teacher licensure program provided me with knowledge of the operation of Ohio schools as delineated in the Ohio Department of Education School Operating Standards. 25 My teacher licensure program provided me with knowledge of the requirements for the Resident Educator License. 26 My teacher licensure program provided me with knowledge of the Ohio Standards for the Teaching Profession. 27 My teacher licensure program provided me with knowledge of the Ohio Standards for Professional Development. 28 My teacher licensure program provided me with knowledge of the Ohio Academic Content Standards, including the Common Core State Standards. 29 My teacher licensure program provided me with knowledge of the Value-added Growth Measure as defined by the Ohio State Board of Education. 30 My teacher licensure program provided field experiences that supported my development as an effective educator focused on student learning. 31 My teacher licensure program provided field experiences in a variety of settings (urban, suburban, and rural). 32 My teacher licensure program provided student teaching experience(s) that supported my development as an effective Page 17 of 22

18 o. Question Institution State (Mean) educator focused on student learning. 33 My teacher licensure program provided cooperating teachers who supported me through observation and conferences (face-to-face or via electronic media). 34 My teacher licensure program provided university supervisors who supported me through observation and conferences (face-to-face or via electronic media). 35 My teacher licensure program provided opportunities to work with diverse students (including gifted students, students with disabilities, and at-risk students). 36 My teacher licensure program provided opportunities to understand students' diverse cultures, languages, and experiences. 37 My teacher licensure program provided opportunities to work with diverse teachers. 38 My teacher licensure program provided opportunities to interact with diverse faculty. 39 My teacher licensure program provided opportunities to work and study with diverse peers. 40 Overall, the faculty in my teacher licensure program demonstrated in-depth knowledge of their field. 41 Overall, the faculty in my teacher licensure program used effective teaching methods that helped promote learning. 42 Overall, the faculty in my teacher licensure program modeled respect for diverse populations. 43 Overall, the faculty in my teacher licensure program integrated diversity-related subject matter within coursework. 44 Overall, the faculty in my teacher licensure program used technology to facilitate teaching and learning. 45 Overall, the faculty in my teacher licensure program conducted themselves in a professional manner. 46 My teacher licensure program provided provided clearly articulated policies published to facilitate progression to program completion. 47 My teacher licensure program provided provided opportunities to voice concerns about the program. 48 My teacher licensure program provided provided advising to facilitate progression to program completion. 49 My teacher licensure program provided prepared me with the knowledge and skills necessary to enter the classroom as a Resident Educator Page 18 of 22

19 ational Accreditation (Data Source: Ohio Board of Regents) Description of Data: Educator preparation programs (EPPs) reported academic measures for students completing their teacher and principal preparation programs. Academic measures reported include assessment results for the ACT, SAT, Praxis I, GRE, and MAT, as well as high school, undergraduate, graduate, transfer grade point average, and program admission (GPA). The Ohio Board of Regents calculated statewide weighted mean values based on the EPP-reported data. For institutions with fewer than 10 linked teachers or principals, only the is reported. Academic measures which do not apply to a specific unit or program are represented by A. Accrediting Agency CATE Date of Last Review October 2009 Accreditation Status Accredited Page 19 of 22

20 Teacher Residency Program Reporting period for 9/1/2012 through 8/31/2013 (Data Source: Ohio Department of Education) Description of Data: The Resident Educator Program in Ohio is a broad system of support that encompasses a robust four-year teacher development system designed to improve teacher retention and increase student learning. Data are reported for those entering the Resident Educator Program in SY and SY on-completion does not imply dismissal, but rather may be due to multiple factors. Percent of ewly Hired Teachers Completing the State Residency Program who were Prepared at Residency Year 1 Residency Year 2 Residency Year 3 Residency Year 4 Entering Completing Entering Completing Entering Completing Entering Completing % % Page 20 of 22

21 Excellence and Innovation Initiatives at Reporting period for 9/1/2012 through 8/31/2013 (Data Source: ) Description of Data: This section provides each program the opportunity to share information on a maximum of three initiatives geared to increase excellence and support innovation in the preparation of Ohio educators. Teacher Licensure Programs Initiative: Purpose: Goal: Woodrow Wilson Ohio Teaching Fellowship grant To improve mathematics and science teacher preparation and transform universitybased teacher education. Place and retain strong mathematics and science teachers in high-need schools. umber of Participants: 47 Strategy: Demonstration of Impact: External Recognition: The program attracts talented, committed individuals with backgrounds in STEM fields to teach in high-need Ohio secondary schools. Eligible applicants include current undergraduates, recent college graduates, midcareer professionals, and retirees who have majored in, or had careers in, STEM fields. After the one-year intensive preparation program, including campus-based preparation and clinical-based experiences in urban schools, Fellows commit to teach for 3 years in high-need schools. Once they become teachers, Fellows continue to receive support from the University during the first 3 years. Two indicators were identified by WW & UA to determine the impact: 1) employment rate by high need schools and 2) longevity to remain in the STEM profession in high-need schools. For cohort 1, 19 fellows began the program, 17 completed, and 14 are employed in high need schools. For cohort 2, 17 fellows began the program, 17 completed, and 12 are employed in high need schools. Cohort 3 began in summer 2013 and consists of 11 fellows. Data for professional longevity will be determined annually by contacting the mentors in the schools they work with. Programs: RVField1000 Page 21 of 22

22 Principal Licensure Programs Initiative: Purpose: Goal: umber of Participants: Strategy: Demonstration of Impact: External Recognition: Programs: RVField1001 Page 22 of 22

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