Report. on the. Quality of. Ohio Institutions. for the. Preparation. of Teachers. Fall 2008

Transcription

1 Report on the Quality of Ohio Institutions for the Preparation of Teachers 2008 Fall 2008

2 Table of Contents Introduction...1 Ohio Map of Institutions Approved to PrepareTeachers...2 Institutions at a Glance...3 Praxis II Cohort Summary Data Benchmarks and Summary Data...6 Praxis II...6 Praxis III...7 On-Site Review...7 Summary Benchmark Data...8 Best Practices inteacher Preparation and Implementation...9 Woodrow Wilson Fellowship to ImproveTeacher Preparation and Recruitment...9 Teacher Work Sample...10 What Difference Does Instruction Make Research Project...10 Community Mapping...11 Plan for Increasing the Number of ClassroomTeachers in Science, Mathematics and Foreign Languages...12 Total Recommended forteacher Licensure in by Licensure Area...13 Glossary...14

3 Introduction One clear message that has emerged from educational research is that teachers make a difference in student learning. In Ohio great strides have been made toward enhancing teacher quality by developing programs for future and current educators to ensure they have the resources and support they need to be prepared for the realities of today s classrooms. There are 50 four-year institutions of higher education in Ohio that are approved to offer programs that lead to teacher licensure. In the academic year, 7,830 individuals completed teacher preparation programs at these 13 public and 37 private colleges and universities. The institutions prepare teachers for licensure in the areas of early childhood, middle childhood, adolescence to young adult, multi-age, intervention specialist and career-technical education. The Report on the Quality of Ohio Institutions for the Preparation of Teachers provides relevant information and data to assist policy makers, education and government leaders, institutions of higher education, parents and students as they examine the quality of teacher preparation programs in Ohio. For additional data on Ohio s teacher preparation institutions, visit and search keywords: annual report teacher preparation. The report includes faculty and student/candidate demographics, Praxis II requirements, entrance/exit requirements, program requirements, context of the program, information on specific aspects of the program, total enrolled and recommended for licensure by license, and state benchmarks. An aggregate file is provided for researchers. For additional information concerning this report, contact Louis Staffilino, Associate Superintendent, Ohio Department of Education, Center for the Teaching Profession, 25 South Front Street, Columbus, OH

4 Ohio Map of Institutions Approved to Prepare Educators Colleges and Universities Approved for Teacher Education Williams Fulton Lucas Ottawa 6 Defiance 15 Henry Wood Sandusky Erie Paulding Putnam Hancock Seneca Huron Van Wert 44 5 Wyandot Crawford 3 Wayne Stark Allen 28 Columbiana Hardin Mercer Auglaize 34 Marion Carroll Morrow Holmes 17 Logan Knox Shelby Union Delaware 29 Coshocton Harrison Darke Champaign Miami Licking Belmont Franklin Guernsey Clark Preble 9 Noble 48 Greene Fairfield Perry Monroe 2 Pickaway 25 Morgan Fayette Hocking 25 Butler Warren Washington Clinton Ross Athens Vinton Hamilton Highland Pike Meigs Jackson Brown Adams 40 Scioto Gallia 39 Montgomery Clermont Madison Richland Ashland Lawrence Public Universities 32 Lorain Cuyahoga Medina Muskingum Summit Tuscarawas 22 Lake Ashtabula Geauga Trumbull 19 Portage 21 Mahoning 50 Jefferson 1 Akron, The University of (Summit) 2 Antioch McGregor University (Greene) 3 Ashland University (Ashland) 4 Baldwin-Wallace College (Cuyahoga) 5 Bluffton University (Allen) 6 Bowling Green State University (Wood) 7 Capital University (Franklin) 8 Case Western Reserve University (Cuyahoga) 9 Cedarville University (Greene) 10 Central State University (Greene) 11 Cincinnati Christian University (Hamilton) 12 Cincinnati, University of (Hamilton) 13 Cleveland State University (Cuyahoga) 14 Dayton, The University of (Montgomery) 15 Defiance College (Defiance) 16 Findlay, The University of (Hancock) 17 Franciscan University of Steubenville (Jefferson) 18 Heidelberg College (Seneca) 19 Hiram College (Portage) 20 John Carroll University (Cuyahoga) 21 Kent State University (Portage) 22 Lake Erie College (Lake) 23 Lourdes College (Lucas) 24 Malone University (Stark) 25 Marietta College (Washington) 26 Miami University (Butler) 27 Mount St. Joseph, College of (Hamilton) 28 Mount Union College (Stark) 29 Mount Vernon Nazarene University (Knox) 30 Muskingum College (Muskingum) 31 Notre Dame College (Cuyahoga) 32 Oberlin College (Lorain) 33 Ohio Dominican University (Franklin) 34 Ohio Northern University (Hardin) 35 Ohio State University, The (Franklin) 36 Ohio University (Athens) 37 Ohio Wesleyan University (Delaware) 38 Otterbein College (Franklin) 39 Rio Grande, University of (Gallia) 40 Shawnee State University (Scioto) 41 Toledo, The University of (Lucas) 42 Urbana University (Champaign) 43 Ursuline College (Cuyahoga) 44 Walsh University (Stark) 45 Wilmington College (Clinton) 46 Wittenberg University (Clark) 47 Wooster, The College of (Wayne) 48 Wright State University (Montgomery) 49 Xavier University (Hamilton) 50 Youngstown State University (Mahoning) 2

5 Institutions at a Glance Institutions at a Glance Institution Location Student/Candidate Teacher Institutions of Higher Education Enrollment Candidates Performance Total Institutional Undergraduate Total Institutional Graduate Teacher Preparation Number of Completers Recommended for Licensure Praxis II Pass Rate Praxis III Pass Rate ODE Approva/ NCATE or TEAC Accredited Approval as of July 1, 2008 Institutions of Higher Education Status as of July 1, 2008 Akron, The University of Akron 19,673 3,327 1, % 100.0% NCATE 7-year Effective Antioch University McGregor Yellow % 98.1% NCATE 5-year Effective Springs Ashland University Ashland 3,329 5,858 4, % 98.7% NCATE 7-year Effective Baldwin-Wallace College Berea 3, % 98.2% NCATE 7-year Effective Bluffton University Bluffton 1, % 100.0% NCATE 5-year Effective Bowling Green State University Bowling 18,069 3,063 3, % 99.2% NCATE 7-year Effective Green Capital University Columbus 2,824 1, % 100.0% NCATE 7-year Effective Case Western Reserve University Cleveland 9,592 2, *nc nc ODE 5-year Effective Cedarville University Cedarville 3, % 96.4% ODE 5-year Effective Central State University Wilberforce 1, nc nc NCATE 2-year *Conditional Cincinnati, University of Cincinnati 27,177 8, % 98.2% NCATE 7-year Effective Cincinnati Christian University Cincinnati % nc ODE 5-year Effective Cleveland State University Cleveland 9,525 5,617 1, % 99.3% NCATE 7-year Effective Dayton, The University of Dayton 7,473 2, % 100.0% NCATE 7-year Effective Defiance College Defiance 1, % 100.0% ODE 5-year Effective Findlay, The University of Findlay 3,300 1, % 98.9% NCATE 7-year Effective Franciscan University of Steubenville Steubenville 1, % 100.0% ODE 5-year Effective Heidelberg College Tiffin 1, % 100.0% ODE 2-year *Conditional Hiram College Hiram 1, % 100.0% ODE 5-year Effective John Carroll University University. 3, % 100.0% NCATE 7-year Effective Heights Kent State University Kent 28,981 4,649 1, % 99.3% NCATE 7-year Effective Lake Erie College Painesville % 100.0% ODE 2-year *Conditional Lourdes College Sylvania 2, % 100.0% ODE 5-year Effective Malone College Canton 1, % 100.0% ODE 5-year Effective Marietta College Marietta 1, % 91.7% NCATE 5-year Effective Miami University Oxford 18,953 1, % 99.5% NCATE 7-year Effective Mount St. Joseph, College of Cincinnati 1, % 100.0% TEAC 5-year Effective Mount Union College Alliance 2, % 100.0% NCATE 5-year Effective Mount Vernon Nazarene University Mount 2, % 100.0% ODE 5-year Effective Vernon Muskingum College New Concord 1,650 1, % 97.3% NCATE 5-year Effective Notre Dame College Euclid 1, % 97.8% NCATE 5-year Effective Oberlin College Oberlin 2, nc nc ODE 5-year Effective Ohio Dominican University Columbus 2, % 98.0% ODE 5-year Effective Ohio Northern University Ada 2,612 1, % 100.0% NCATE 7-year Effective Ohio State University, The Columbus 38,479 13, % 99.5% NCATE 2-year *Conditional Ohio University Athens 24,858 3,584 3, % 99.5% NCATE 2-year *Conditional Ohio Wesleyan University Delaware 1, % 100.0% NCATE 5-year Effective 3

6 Institutions at a Glance Institution Location Student/Candidate Teacher Institutions of Higher Education Enrollment Candidates Performance Total Institutional Undergraduate Total Institutional Graduate Teacher Preparation Number of Completers Recommended for Licensure Praxis II Pass Rate Praxis III Pass Rate ODE Approva/ NCATE or TEAC Accredited Approval as of July 1, 2008 Institutions of Higher Education Status as of July 1, 2008 Otterbein College Westerville 2, % 96.6% NCATE 7-year Effective Rio Grande, University of Rio Grande 2, % 100.0% NCATE 5-year Effective Shawnee State University Portsmouth 3, % 98.0% NCATE 5-year Effective Toledo, The University of Toledo 16,067 3,307 2, % 98.9% NCATE 7-year Effective Urbana University Urbana 1, % 100.0% ODE 2-year *Conditional Ursuline College Pepper Pike 1, % 100.0% ODE 5-year Effective Walsh University North Canton 2, % 100.0% ODE 5-year Effective Wilmington College Wilmington 1, % 100.0% ODE 5-year Effective Wittenberg University Springfield 2, % 100.0% NCATE 5-year Effective Wooster, The College of Wooster 1, % 100.0% ODE 5-year Effective Wright State University Dayton 12,934 3, % 99.7% NCATE 7-year Effective Xavier University Cincinnati 3,910 2, % 99.3% TEAC 5-year Effective Youngstown State University Youngstown 14,276 2,166 1, % 100.0% NCATE 7-year Effective TOTAL 322,749 78,376 33,316 7,854 7,103 Public 234,638 53,203 18,242 4,703 4,165 Private 88,000 25,173 15,074 3,151 2,938 Public institutions 13; (Private institutions 37) *nc Not calculated due to less than 10 examinees NCATE Accreditied by the National Council for Accreditation ofteacher Education 30 Institutions of Higher Education TEAC Accredited by theteacher Education Accreditation Council - 2 Institutions of Higher Education ODE Approved by the Ohio Department of Education - 18 Institutions of Higher Education * Conditional Status Note that these statuses are as of July 1, Check the individual Institution of Higher Education Web site for updates. 4

7 Praxis II Cohort Summary Data Test # Taking Praxis # Passing Praxis Ohio Passing Rate Aggregate Statewide Pass Rate Professional Knowledge Principles Learning & Teaching Early Chld 2,625 2,608 99% 96% 93% Principles Learning & Teaching K % 72% Principles Learning & Teaching 5-9 1,451 1,345 93% 63% Principles Learning & Teaching ,819 2,714 96% 78% Academic Content Areas 97% Art Content Knowledge % 85% Biology and General Science % 81% Biology Content Knowledge % 77% * Biology Content Knowledge Part 1 6 *nc nc 75% Biology Content Knowledge Part 2 6 nc nc 60% Business Education % 75% Chem Physics and General Science % 77% * Chemistry Content Knowledge (241) 2 nc nc nc Chemistry Content Knowledge (245) % 64% Early Childhood Education % 85% Earth Science Content Knowledge % 77% Education ofyoung Children 2,494 2, % 94% Eng Lang Lit Comp Content Knowledge % 69% French Content Knowledge % 83% * German Content Knowledge 9 nc nc 76% Mathematics: Content Knowledge % 58% Middle School English Language Arts % 86% Middle School Mathematics % 86% Middle School Science % 81% Middle School Social Studies % 79% Music Content Knowledge % 82% Physical Ed: Content Knowledge % 61% * Physics Content Knowledge (261) 1 nc nc nc Physics Content Knowledge (265) % 77% Social Studies: Content Knowledge % 72% Spanish Content Knowledge % 76% Other Content Areas 100% Family and Consumer Science % 94% Health Education % 99% * Library Media Specialist 6 nc nc 92% * Marketing Education 2 nc nc 100% Teaching Special Populations 95% English to Speakers of Other Languages % 99% SE Knowledge-Based Core Principles % 77% Ed of Deaf & Hard of Hearing % 81% * Tchg Students w/visual Impairments 4 nc nc 97% Summary Totals and Pass Rate 7,557 7,165 95% nc - *Rule of 10-Statistical conclusions can not be drawn when less than 10 individuals have taken a test. National Pass Rate at Ohio s Score 5

8 Benchmarks and Summary Data There are 50 four-year colleges and universities approved to prepare teachers in Ohio, 13 public and 37 private institutions. In the academic year, 7,854 individuals completed teacher preparation programs. The institutions which these individuals attended must meet three performance benchmarks for state approval. Praxis II The first benchmark is an institutional summary pass rate of 80 percent or greater on the Praxis II examinations. In 1988, the State Board of Education adopted the requirement that teacher candidates pass pedagogical knowledge and content knowledge tests to qualify for licensure. The NationalTeachers Exam, provided by EducationalTesting Service, was selected and implemented in This was replaced by Praxis II in These Praxis II tests measure pedagogical knowledge and content-area knowledge. The Praxis II pass rate is calculated on those program completers in In , students at 32 institutions were required to successfully pass one or more portions of Praxis II Principles ofteaching and Learning and/or Praxis II content area tests prior to student teaching and/or program completion. The institutions with this requirement are: The University of Akron Antioch University McGregor Bowling Green State University Case Western Reserve University Cedarville University Central State University University of Cincinnati University of Dayton Defiance College University of Findlay Heidelberg College Hiram College John Carroll University Lake Erie College Marietta College Miami University Mt. Union College Mt. Vernon Nazarene University Muskingum College Notre Dame College Ohio Northern University The Ohio State University University of Rio Grande Shawnee State University The University oftoledo Urbana University Ursuline College Walsh University The College of Wooster Wright State University Xavier University Youngstown State University The performance categories for Praxis II are: Effective Overall institutional summary pass rate of 80% or greater on Praxis II Conditional Overall institutional summary pass rate of less than 80% Low Performing Conditional status held for three consecutive years In 2007, 47 institutions approved for teacher preparation with 10 or more program completers were at the effective level with summary pass rates of 80 percent or above.the pass rate for three institutions was not calculated because the institution had fewer than 10 programs completers for an academic year. 6

9 Praxis III The second benchmark is an institutional summary pass rate of 85 percent or greater on the Praxis III Professional Assessment for BeginningTeachers. Praxis III was developed by EducationalTesting Service (ETS) and adopted by the State Board of Education in This performance-based assessment of beginning teachers occurs within the first two years of teaching and involves direct observation of classroom practice, a review and analysis of written documentation prepared by the teacher, and semistructured interviews before and after the observed lesson. Performance is evaluated using 19 essential criteria across four interrelated domains: (A) Organizing content knowledge for student learning, (B) Creating an environment for student learning, (C) Teaching for student learning, and (D) Teacher professionalism. The performance categories are: Effective Overall institutional summary pass rate of 85% or greater on Praxis Conditional Overall institutional summary pass rate of less than 85% Low Performing Conditional Status held for three consecutive years In 2007, 43 institutions approved for teacher education with 10 or more participants in the Praxis III assessment were at the effective level with a summary pass rate of 85 percent or above.the pass rate for seven institutions was not calculated and reported because institutional summary data require at least 10 examinees for an academic year. On-Site Review The third benchmark is approval of the teacher education program based on an on-site review using standards of the National Council for the Accreditation ofteacher Education or theteacher Education Accreditation Council. Institutions with successful initial accreditation on-site reviews receive five-year state approval and those with successful continuing accreditation on-site reviews receive seven-year state approval. The performance categories are: Effective Institutional approval for five or seven years Conditional Institutional approval for less than five years Low Performing Conditional Status held for three consecutive years Based on the evaluations conducted through 2007, 44 institutions approved for teacher education were at the effective level. The following institutions received two-year approvals and were at the conditional level: Central State University, Heidelberg College, Lake Erie College, The Ohio State University, Ohio University and Urbana University. 7

10 Summary Benchmark Data Effective Percent of Institutions Operating At: Conditional Level Low Performing Level Denied Praxis II Summary Pass Rate 100% (47*) State Benchmark Effective - Overall Institution summary pass rate of 80% or higher on Praxis II Conditional - Overall Institution summary pass rate of less than 80% on Praxis II Low Performing - Conditional Status held for three consecutive years * No calculation for institutions that had fewer than 10 examinees Praxis III Summary Pass Rate 100% (43*) State Benchmark Effective Overall Institution summary pass rate of 85% or higher on Praxis II Conditional Overall Institution summary pass rate of less than 85% on Praxis II Low Performing - Conditional Status held for three consecutive years * No calculation for institutions that had fewer than 10 examinees Ohio Approval of Teacher Education 88% (44) 12% (6) State Benchmark Effective - Teacher Education Unit approval for five/seven years Conditional - Teacher Education Unit approved for less than five years Low Performing - Conditional Status held for three consecutive years 8

11 Best Practices in Teacher Preparation and Implementation Ohio colleges and universities that prepare teachers for licensure incorporate best practices in their teacher preparation programs as identified by the State Board of Education and the Ohio Administrative Code: 1) All teacher preparation programs, are aligned with the standards of one of the two national teacher education accreditation organizations, National Council for Accreditation ofteacher Education (NCATE) orteacher Education Accreditation Council (TEAC); 2) Individual licensure programs are aligned with national specialized association standards, national organization standards or state standards; 3) All teacher licensure programs are aligned with the Ohio standards for the teaching profession; 4) All teacher licensure programs in academic content subject areas are aligned with the Ohio K-12 Academic Content Standards and school operating standards; 5) Licensure programs for Early Childhood Education, Middle Childhood Education and Intervention Specialist require 12 semester hours of reading; and 6) All teacher preparation programs for a provisional teaching license require a minimum of 12 weeks of student teaching. In addition to these state required Best Practices, the Ohio Department of Education continues to collaborate with national and state organizations, such as the Ohio Board of Regents, Teacher Quality Partnership, private foundations and Battelle for Kids, to share and evaluate best practices with Ohio teacher preparation programs. Several Ohio colleges and universities have developed additional teacher preparation components in their particular programs that integrate Best Practices as identified in the research and profession. Four of these best practices are highlighted below and include: the Woodrow Wilson Fellowships to ImproveTeacher Preparation and Recruitment, Teacher Work Sample, What Difference Does Instruction Make Research Project and Community Mapping. Best Practice: Woodrow Wilson Fellowship to Improve Teacher Preparation and Recruitment The Woodrow Wilson Fellowship program emphasizes the re-design of teacher preparation to ensure that today s students are equipped with the 21st Century skills they need to successfully lead their classrooms. Elements of the program include: Master s level preparation leading to licensure; stronger collaboration among arts and sciences, education, engineering and technology faculty in program development and delivery; and in-depth support for Fellows extending into the first three years of teaching in high need urban or rural schools, incorporating induction and mentoring programs that feature ongoing school-university cooperation. Rationale: The Woodrow Wilson Fellowship program seeks to help offer an alternative design to teacher education and encourage some of the nations most talented college graduates to seek long-term teaching careers in high-need classrooms. Reference: State Foundations Launch Woodrow Wilson Fellowships to Improve Teacher Preparation and Recruitment, Fellowship_NATL_Dec07.pdf 9

12 Best Practice: Teacher Work Sample (submitted by the University of Cincinnati andyoungstown State University) TheTeacher Work Sample process documents teacher candidate impact on student learning through methodology which is a form of P-12 performance assessment that connects teacher classroom instruction to gains in student academic performance. University faculty, supervisors and P-12 teachers conduct a scoring session on seven teaching components with the goal of providing teacher candidates with pertinent feedback that can be utilized for their own personal improvement and preparation for the Praxis III evaluation. Faculty review a detailed analysis of scores that candidates earn and use these data to improve the quality of the teacher preparation program. Rationale: Teacher candidates engage in differentiating instruction and linking assessment to instruction. Research Citations/References: Girod, G. R. (Editor). (2002). Connecting teaching and learning: A handbook for teacher educators on Teacher Work Sample Methodology. New York: AACTE. The Renaissance Partnership for ImprovingTeaching Quality, atitle II federally funded project with offices at Western Kentucky University, Director: Roger Pankratz. Teacher Work Samples, Showcase, Youngstown State University Beeghly College of Education, Volume 11, No. 1, Fall 2006, page ll. Best Practice: What Difference Does Instruction Make Research Project (submitted by Capital University) In order to provide teacher candidates with opportunities to become reflective practitioners who use data in instructional decision making, all candidates must complete a project called What Difference Does Instruction Make? during their pedagogy field experience. The purpose of the project is for the teacher candidate to find out what kind of difference instruction may or may not be making. Each candidate negotiates a task with the cooperating teacher, collects data prior to beginning instruction, conducts the learning experience and reflects on the data to determine if instruction made a difference. The candidate then prepares a report on the project that may include the methodology, data analysis, what worked, what did not work and student samples. Rationale: Teacher candidates analyze data to monitor student progress and learning and to plan, differentiate and modify instruction. Teacher Education Program Goal: Teacher education candidates should become reflective practioners who use data to make instructional decisions Research Citations/Reference: Fishman, B., Marx R., Best, S., & Tal, R.: Linking teacher and student learning to improve professional development in school reform, Teaching and Teacher Education, Vol. 19, # 6, August 2003, pp

13 Best Practice: Community Mapping (submitted by the Otterbein College) Community mapping is an exercise designed to help teacher candidates contextualize teaching and learning. In small groups composed of field participants assigned to a particular school, candidates engage in systematic information gathering through a visit to the neighborhood surrounding a school. They collect data on housing, businesses, social service agencies, recreational facilities and religious institutions; interview residents and business owners to gain an understanding of the neighborhood s history and current local issues; collect artifacts such as flyers and newsletters; and take photographs of residential and non-residential structures. Rationale: Banks et al. (2005) argue that teachers need to know how to inquire into the backgrounds of their students so that they can connect what they learn to their instructional decision making, in a sense becoming anthropologists who explicitly seek to understand their students cultural practices (p. 243). Community mapping asks candidates to become novice ethnographers as they study communities and schools. It is a technique that helps candidates use an ethnographer lens to locate community resources as well as to see physical and structural reasons for social problems. Research Citations/References: Banks, J., Cochran-Smith, et. al. Teaching diverse learners. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp ). San Francisco: Jossey-Bass. Sears, S. (1998). Contextual teaching and learning: Preparing teachers to enhance student success in and beyond the school. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. Center on Education andtraining for Employment. Tindle, K., et. al, (2005). Transition planning: Community mapping as a tool for teachers and students. Research to Practice Brief, 4(1), National Center on Secondary Education andtransition Institute on Community Integration. Retrieved June 1, 2007 from 11

14 Plan for Increasing the Number of Classroom Teachers in Science, Mathematics and Foreign Languages The Ohio CORE Grant Initiative supports seven Ohio institutions of higher education (IHEs) and nine Educational Service Centers (ESCs) in the preparation of 759 teacher candidates for licensure in mathematics, science and foreign languages over a two-year period. Each preparation program is a one-year intensive curriculum. The program is intended for mid-career professionals who hold a baccalaureate degree in science, mathematics or foreign languages, with or without additional expertise in the content area. The program also is open to licensed teachers who want to re-train to teach in one of these licensure areas. The first group of participants completed the program in the spring/summer of The second group of participants began their preparation in the fall of Continued funding for the CORE Grant Initiative will be requested in the biennium budget to prepare an additional 750 science, mathematics and foreign language teachers. The state board of education has adopted new licensure rules that align with recent statutory changes regarding the credentialing of teachers who work in Science, Technology, Engineering and Mathematics (STEM) schools. Teacher credentialing rules provide for a two-year provisional educator license or a 40-hour per week teaching permit for teaching science, technology, engineering or mathematics in a STEM school. The Credential Review Board (CRB) assesses individuals pursuing alternative routes to educator licensure and out-of-state educators seeking licensure in Ohio. The CRB has the authority to consider factors such as experience, academic qualifications and professional accomplishments of candidates that may help them meet licensure requirements through alternative means. The CRB has reviewed approximately 50 requests for licensure to teach world languages including Chinese, Japanese, Arabic, Russian, Spanish, French, German and Hebrew. After reviewing the requests, the CRB either granted licensure or provided a streamlined pathway to licensure for most of these teacher candidates. The CRB also has reviewed additional individual requests to teach science and mathematics under an Alternative Educator License. Teacher candidates pursuing a license based on their work experience in these fields or related fields such as engineering have been granted alternative educator licensure. The Ohio Department of Education (ODE) continues to work collaboratively with the Ohio Board of Regents (OBR) on the Loan Forgiveness program in the placement of new mathematics, science and foreign language teachers in Ohio school districts. Additionally, ODE and OBR have been collaborating on Mathematics and Science Academies for high school students interested in math and science professions. 12

15 Total Recommended for Teacher Licensure in by Licensure Area Information provided by 50 four-year IHEs for the academic year Licensure Area Total Number of Individuals Recommended for Licensure Total Licenses Early Childhood Education 2,665 2,665 Middle Childhood (4-9) Language Arts and Reading 697 Middle Childhood (4-9) Mathematics 651 Middle Childhood (4-9) Science 484 Middle Childhood (4-9) Social Studies 627 All Middle Childhood (4-9) *2,459 *Data reflects duplicate count of individuals seeking multiple licenses AYA (7-12) Integrated Language Arts 497 AYA (7-12) Integrated Mathematics 310 AYA (7-12) Integrated Social Studies 579 AYA (7-12) Integrated Science 113 AYA (7-12) Earth Sciences 25 AYA (7-12) Life Sciences 131 AYA (7-12) Physical Sciences 42 All AYA (7-12) 1,697 Multi-Age (Pk-12) Computer Information Science 0 Multi-Age (Pk-12) Dance 0 Multi-Age (Pk-12) Drama/Theater 2 Multi-Age (Pk-12) Health 89 Multi-Age (Pk-12) Library/Media 15 Multi-Age (Pk-12) Foreign Language-French 20 Multi-Age (Pk-12) Language-German 5 Multi-Age (Pk-12) Language-German 5 Multi-Age (Pk-12) Language-Italian 6 Multi-Age (Pk-12) Language-Japanese 1 Multi-Age (Pk-12) Language-Latin 3 Multi-Age (Pk-12) Language-Russian 1 Multi-Age (Pk-12) Language-Spanish 134 Multi-Age (Pk-12) Language-Other 19 Multi-Age (Pk-12) Music 280 Multi-Age (Pk-12) Physical Education 236 Multi-Age (Pk-12) TESOL 14 Multi-Age (Pk-12) Visual Arts 270 All Multi-Age (Pk-12) 1,095 Early Childhood Intervention Specialist (Pk-12) 114 Intervention Specialist Mild/Moderate (K-12) 966 Intervention Specialist Moderate/Intensive (K-12) 175 Intervention Specialist Gifted (K-12) 20 Intervention Specialist Hearing Impaired (Pk-12) 15 Intervention Specialist Visually Impaired (Pk-12) 4 All Intervention Specialist 1,294 CareerTechnical Agriscience (4-12) 12 CareerTechnical Family & Consumer Sciences (4-12) 19 CareerTechnical Integrated Business (4-12) 44 CareerTechnical General Marketing Education (4-12) 3 CareerTechnical Technology Education (4-12) 21 CareerTechnical 24 Hour Programs (4-12) 83 All Career Technical (4-12)

16 Glossary Benchmarks: Performance standards that four-year institutions of higher education must meet to be considered in the effective status. The benchmarks are based on Praxis II summary pass rates for the cohort of completers, Praxis III summary pass rate for entry year teachers for and approval of teacher education programs based on on-site reviews through Best Practices: Techniques or methodologies that, through experience and research, have proven to lead reliably to a desired result. Credential Review Board (CRB): A 15 member board that reviews qualifications of candidates for initial Ohio educator licensure who are non-traditional candidates. Educator Standards Board (ESB): A body of 17 individuals prescribed in statute representing public and chartered nonpublic schools, school administrators, school board members, and higher education whose primary function is to provide advice and counsel to the State Board of Education on matters regarding teacher education and licensure. Educational Service Center (ESC): As established in ORC , an ESC is an agency serving the needs of school districts within its jurisdiction by providing services, instruction, support services and day-to-day business functions. Institutions of Higher Education (IHE): four-year colleges and universities. Initial Licensure: The first two-year provisional license issued on the basis of completion of an approved teacher education program or an alternative pathway. National Council for Accreditation of Teacher Education (NCATE): The primary function of NCATE is to accredit colleges and universities regarding the quality of the teacher education programs and encourage continuous improvement of such units. Passing Score:The minimum score set by the State Board of Education required to pass a teacher licensure assessment. Private College or University: An institution of higher education supported by private funds and regulated by a board of trustees. Public University: An institution of higher education partially supported by state funds. Program Completer: A person who has met all of the requirements of a state-approved educator preparation program. Documentation may take the form of a degree, institutional certificate, program credential, transcript or other written proof of having met the program's educational requirements. Individuals completing a program under the alternative educator license option are not reported in the cohort of completers. The Teacher Education Accreditation Council (TEAC): A nonprofit organization, founded in 1997, dedicated to improving academic degree programs for professional educators, those who will teach and lead in schools, pre-kindergarten through grade 12. The goal ofteac is to support the preparation of competent, caring and qualified professional educators. Its primary work is accrediting undergraduate and graduate professional education programs in order to assure the public about the quality of college and university programs. Teacher Education Program: A state-approved program, the completion of which signifies that a graduate has met all of the state's requirements to teach in the state's pre-kindergarten through grade 12 schools. OAC requires that all teacher education programs meet or exceed the standards of NCATE orteac. 14