Annual Program Report Program Information

Transcription

1 Annual Program Report Program Information ANNUAL PROGRAM REPORT ISBE HOME SESSION TIMEOUT RCDT: Name: National Louis University Institution: NATIONAL LOUIS UNIVERSITY Academic Year: Program: Mathematics PROGRAM INFORMATION This program has no (0) enrollment. Program Overall Structure 1 Provide a link to the course of study for this program, and indicate where this particular information may be found. Please include required fieldwork hours, clinical experience hours and student teaching hours tied to specific coursework within the course of study. (5000 character max) Link to traditional program course catalog page: /Undergraduate and Graduate Catalog/Concentrations/Secondary Education Concentrations/Secondary Education MAT Mathematics Concentration Traditional Program Link to alternative program course catalog page: /Undergraduate and Graduate Catalog/Concentrations/Secondary Education Concentrations/Secondary Education MAT Mathematics Concentration Alternative Certification Link to resident teacher program course catalog page: /Undergraduate and Graduate Catalog/Concentrations/Secondary Education Concentrations/Seco Education MAT Mathematics Concentration Resident Teacher Program Link to course of study page: 2 Provide information concerning the edtpa: What have you learned thus far regarding implementation? Do you have any suggestions to facilitate edtpa reporting when it becomes consequential? (5000 character max) Candidates in ECE, ELE, SEC and SPE teacher preparation programs during the academic year are preparing to successfully complete the edtpa in the Fall 2015 and thereafter. Candidat currently completing assignments and key assessments aligned to the edtpa tasks in order to receive practice and guidance in preparation for taking the consequential edtpa assessment next year. Thus far we have learned that full implementation is very time intensive and involves nearly every department and function of the institution, not just candidates and faculty. Our Enrollment and A teams are working on getting information about edtpa to all teacher candidates. Our Outreach team is making connections to schools and districts to help them understand the new video requireme and our Financial Aid team is working on ways for students to pay the new fees. Our deans and chairs will be developing plans for retake and remediation and how to compensate faculty for their wo these areas. In order to facilitate reporting, we will require a passing score on the edtpa before we will post a final grade for student teaching seminar. This will ensure that all candidates have taken the edtpa an have recorded their scores. Based on the scores we have received for pilot edtpa submissions, we believe it would be helpful to receive copies of narrative comments from the scorers along with the scores. 3 Describe how program faculty review assessment data throughout the program (content knowledge, pedagogical knowledge [specifically, instructional planning and candidate impact on student growth], clinical experience (this may include fieldwork and student teaching and dispositions). (5000 character max) NCE requires all of its programs to annually report, review, and reflect upon the data collected and aggregated from program key assessments which include assessment of: content knowledge, pedagogical content knowledge, instructional planning, candidate impact on student growth, clinical experience, candidate dispositions, diversity proficiencies, and technology proficiencies. Review of the data occurs throughout the academic year, at the end of each quarter and cumulatively at the conclusion of the academic year as program faculty views and analyzes the aggregated d from key assessments completed by their candidates. Comparisons are made from reviewing present and past data, especially examining areas where the data indicates that candidates are not fully meeting outcomes as expected at the mastery level. Additionally, data collected at transition points in the program are reviewed by faculty. Transition points refer to the benchmark experiences in the program where key assessments are implemented (beginning of program, middle of program and end of program). Reviewing assessment data at these transition points allows program faculty the opportunity to determine candidate outcomes relate performance and ongoing development toward the overarching goal of becoming an effective professional. Discussion and goal setting take place for setting up a plan for improving curriculum, instructional strategies, assignments, assessments and rubrics as well as program development as a means for assisting candidates in their continued development and growth as educators. In the autumn of the academic year, all NCE programs submit their annual program assessment reports to the NCE Assessment Committee which is comprised of a faculty from across the college w trained in assessment practices. This committee reviews program assessment reports using a rubric that is designed to provide feedback to faculty in each program. Program faculty review the feedb and use it to assist in further refinement of key assessments and data analysis. 4 Provide an update of program changes from the previous academic year; which program changes, if any, were made/approved during the reporting period.(5000 character max) 1/5

2 During the 2012/2013 academic year the secondary education program faculty redesigned all secondary education programs to meet the new ISBE licensure requirements to be enacted during the 2013/2014 academic year. The program changes are as follows: Pre certification courses: 1. Combined FND 504 "History and Philosophy of Education" 2SH and SEC 502 "Methods and Materials for Teaching at the Secondary Level" 3SH courses into one: SEC 502 "Introduction to Seco Education", 4SH course. 2. Increased the number of semester hours allocated towards the content methods course, in the case of math, SEC 514 "Teaching Mathematics in Middle and Secondary Schools" Post certification courses: Instead of having "required" and "elective" courses for the completion of the masters degree after certification, we created 5 concentrations of elective pathways: Urban Education Teaching Learners for whom English is a Second Language (ESL) Middle Level Education Special Education Research and Data Analysis Each area of concentration requires 6SH s of studies. Please, see the specific courses listed assigned to the elective pathways below. Redesigned SECONDARY EDUCATION PROGRAM MAT Term I. SPE 500 Introduction to Exceptional Children and Adolescents 3 SH SEC 502 Methods and Materials for Teaching at the Secondary Level 4 SH Term II. SEC 514* Teaching Mathematics in the Secondary School 4 SH CIL505 Methods and Materials for Teaching ESL 3 SH (Before beginning Student Teaching, students must also complete certificate courses RLR540 and EPS 511 outside the cohort) Term III. SEC 590 C* Student Teaching in the Secondary School Mathematics 6 SH or (A required student teaching seminar meets a minimum of 5 times during student teaching.) To complete the MAT students will complete 6 semester hours of electives within 6 years of completing the first course in the MAT program. Choose from the following elective list. Electives must be within one program area only e.g. Special Education. Urban Education ESL Middle Level Special Education Research/Data SEC525 CIL 500 MLE 500 SPE 501 ESR513 SEC527 CIL 510 MLE 502 SPE 506 EPS514 Delivery Mode: Traditional (face to face) Online (50% or more of program is offered online) Alternative Route Please list all locations where the program was offered between 9/1/2013 and 8/31/2014. Location Chicago Partnerships, if applicable 2/5

3 Name of Contracted Entity Academy of Urban School Leadership (AUSL) CANDIDATE INFORMATION Number of candidates admitted to educator preparation program and enrolled between 09/01/2013 and 08/30/2014. Traditional Online Alternative Number of candidates 61 2 Number of candidates who completed the program between 09/01/2013 and 08/30/2014. Traditional Online Alternative Number of candidates 21 0 FACULTY INFORMATION Program Faculty: Faculty who teach professional education courses and all content faculty who teach methods courses. Do not include the faculty who teach pre requisites for major/minor/general ed courses. Faculty Name Highest Degree What Field Select Abigail Larrison Ed. D. Educational Leadership Select Andrea Ghetzler B. Ed. Elementary Education Select Anne Luering MS Educational Administration Select Antonina Lukenchuk Ed. D. Educational Foundations and Inquiry Select Barbara Gomez M. Ed. ESL 6 12 Select Barbara Greenberg MA Secondary School/Physical Science Methods Select Carie Cohen M. Ed. LD/BD Select Carlos Perez MS Education Select Carol Gutekanst MS Education Select Carolina Salinas MAT Teaching Select Carrie Emrikson Ed. D. School Psychologist Select Cheryl Lind Ed. S. School Psychology Select Christopher Palmi M. Ed. Curriculum and Instruction Select Claudia Katz Ed. D. Reading Specialist Select Craig Kersemeier MA Education Select Cynthia Comstock MS Teaching Engliah as a Second Language Select Cynthia Mee Ph. D. Middle Level Education/Gender Studies, Media Stud Select Dana Piraino MA Curriculum and Instruction Select Daniel Morjavi MA Curriculum and Instruction Select Deborah Faermark CAS Special Education Select Diane German Ph. D. Speech Select Diane Salmon Ph. D. School/Educational Psychology Select Donna Wakefield Ph. D. Special Education Select Douglas Harter MSW School Psychologist Select Elaine Phillips MS Biology Select Evelyn Jada M. Ed. Teaching and Learning Select Ewa Karczmarz MAT Secondary Education Select Harry Ross Ph. D. Secondary Education/ English/Language Arts Select Ivan Alvarado MAT School Leadership Select Jack Denny Ph. D. Secondary Education Select Jason Stegemoller Ph. D. Curriculum and Instruction Select Joan Bowers MS Educational Leadership Select Joan Gross Ed. D. Instructional Leadership Select John Hiliard M. Ed. General/Bilingual Select Jon Baricovich M. Ed. Instructional Leadership Select Jose Brevil M. Ed. Educational Leadership Select Joseph Atria Ed. D. Educational Administration Select Joy St. Pierre B. Ed. Social Work Select Judy Pozdol MA Elementary Education Select Kamau Rashid Ph. D. Educational Foundations Select Karen Duhig M. Ed. Secondary Methods in Education Select Karla Garjaka M. Ed. Educational Psychology Select Kate Zilla Ph. D. Counselor Select Kathleen Kotel M. Ed. Currciculum Select Kathleen Neville M. Ed. Educational Therapy Select Kathleen Valchuk MA Secondary Education Select Kelly Baird Ph. D. Educational Leadership and Policy Study Select Kelly Witt MS Middle Level Education 3/5

4 Select Kim Militello MA Special Education Select Kimberly Sammarco MAT Teaching Select Laura Golden MAT Elementary Education Select Laura Swartzbaugh Ph. D. American Studies Select Lauren Keppler MS Education Select Leah Miller MAT English as a foreign language Select Lisa Marren MA Special Education Select Mara Meyer MS Speech Hearing and Language Pathology Select Margaret Bouchard Ph. D. Education Select Margaret Gigous MA International Studies Select Margaret Higgins MAT English Select Margaret Mornar MA Teaching Select Marjorie Leon Ph. D. Educational Psychology Select Martha Evans Ed. D. Educational Administration Select Max Riter MAT Education Select Michael Troop Ed. D. Secondary Education Select Michelle Mangold MA Curriculum and Instruction Select Monica Petropoulos MA Educational Leadership Select Nancy Hekkema MA School Psychologist Select Nancy Naughten CAS Middle Level Education Select Nancy Silverman MA Speech Language Pathology Select Patricia Blanco M. Ed. Early Childhood Specialization Select Patricia Burns M. Ed. Curriculum and Instruction Select Patricia Van Slyke Ed. D. Special Education Department Chair Select Patrick Schwarz Ph. D. Special Education Select Paula Herron MA Science Education Select Peter DiFrancesca M. Ed. Administration/Superintendent Select Peter Pero MA Teaching Select Rebecca Binks M. Ed. Reading Select Renee Lundy M. Ed. Elementary Education Select Renee Lundy MA Educational Administration Select Richard Lange M. Ed. Secondary Education/Foreign Language Education Select Richard Russo BS Kinesiology Select Rick Wade Ph. D. Elementary Education Select Robert Anzelde M. Ed. School Administration and Supervision Select Rudy Puente Ed. D. Curriculum and Instruction Select Sadia Warsi Ph. D. Education Select Sandra Conrad MA Teaching Select Sara Efron Ph. D. Research/Educational Foundations Select Seema Imam Ed. D. Elementary Education Select Shani Beth Halachmy Ph. D. School/Educational Psychology Select Sharon Giless Ed. D. Administration and Leadership Select Shiela Trzcinka Ph. D. Educational Administration and Policy Select Stella Gonzalez MS Education Select Stephanie Poczos MAT Secondary Education/Social Science Select Susan McMahon Ph. D. Literacy Development Select Terry Jo Smith Ph. D. Research/ Special Education Select Theresa Busch MA Educational Administration and Supervision Select Thomas Porter MS Curriculum and Instruction Select Tiffany Ko MAT Special Education Select Tim Collins Ph. D. English as a Second Language Select Todd Putnam Ph. D. School Psychology Select Vaida Misevicute MA Curriculum and Instruction Select Vanessa Larson MA Teacher Leadership Select Vera Kemeny Ph. D. Math Education, Educational Psychology Select Virginia Jagla Ph. D. Middle Level Education, Urban Education Total Number of Program Faculty: 104 Number of FT Number of PT Number of Adjunct Doctorate Masters Bachelors Number of faculty members teaching content for this program. 87 TESTS 4/5

5 New program therefore there is no data. Data must be provided for the content test and APT, with the exception of the APT for advanced programs where a candidate already holds a license. However, data on individuals who received a subsequent endorsement, based upon completing an approved program, must be reported. State Tests 1. Program Content Area Test: No one took this test this academic year. Assessment Type: Paper Pencil Traditional Online Alternative Total Test Average Sub scores 1. Sub score 1: Processes Sub score 2: Number Sense Sub score 3: Algebraic Patterns Sub score 4: Geometric Methods Sub score 5: Probability Number of candidates who took: 10 Number of candidates who passed: 10 Pass Rate (%): 100 Number of candidates who did not pass on the first try: 0 2. Assessment of Professional Teaching: No one took this test this academic year. Assessment Type: Paper Pencil Traditional Online Alternative Total Test Average Sub scores 1. Foundations, Characteristics, and Assessment Planning and Delivering Instruction Managing the Learning Environment Collaboration, Communication, and Professionalism Language Arts Educational Technology Constructed Response Assignment Number of candidates who took: 15 Number of candidates who passed: 15 Pass Rate (%): 100 Number of candidates who did not pass on the first try: 0 RESULTS For each pass rate below 80% or sub score below 240, please provide a discussion of your plan. All test scores entered were above 240 or 80%, resulting in no further action required. Cancel Have questions or need help? Contact our Call Center (217) between 7:00am 5:00pm CST, Monday Friday or Click here to Contact Us Copyright , Illinois State Board of Education 5/5