The Vocational Instructional Certification program meets the guidelines for Option III:

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1 Self Study IUP Vocational Instructional Option 3 Examination Self Study The Vocational Instructional Certification program meets the guidelines for Option III: Academic Year Number Taking Assessment Number Passing Assessment Institutional Pass Rate % % Introduction The Indiana University of Pennsylvania Center for Vocational Personnel Preparation is one of three Professional Development Centers in Pennsylvania authorized by the Pennsylvania Department of Education, Bureau of Career and Technical Education and Bureau of Teacher Certification to provide Vocational Instructional Certification Programs of study in Pennsylvania. The Center at IUP is charged with providing this program of study in twenty counties in the western region of the Commonwealth, with The Pennsylvania State University and Temple University providing the program in the central and eastern regions of the Commonwealth respectively. All Vocational Instructional Certification in Pennsylvania is achieved through these three Professional Development Centers. The certification program for vocational instructional personnel differs significantly from other instructional certification programs in a number of ways. Most notably it varies in design, method of entry, and the culminating credential for initial preparation. The design of the program is competency based and the method of delivery is field based. As such, the certification program is individualized for an incoming student s presenting - 1 -

2 competencies. Center faculty provide individualized instruction delivered to the candidate at his/her teaching site. Secondly, the program differs in method of entry. IUP is chartered by the PDE Bureau of Career and Technical Education and the Bureau of Teacher Education to deliver a Vocational Instructional Certification Program in Western Pennsylvania. Candidates entering the program are already employed to teach approved, secondary vocational programs. As such, the average age of entering candidates is 30 years; typically they have been lifetime residents of Western Pennsylvania. A majority of the candidates have a minimum of five years of industry experience and typically have not had higher education experiences. At the time of hiring, these individuals are referred to the IUP Center for Vocational Personnel Preparation for enrollment in appropriate coursework. Accordingly, during the initial semesters of enrollment, faculty provide career guidance to the candidates as they crystallize their career goals, gain a clearer perspective on a career in education, and determine if, in fact, they have made an appropriate choice for themselves. An extensive support and mentoring system assists candidates in recognizing the expectations of professionals in vocational education. Initial competencies delivered in the program help candidates recognize their role in: helping students achieve PA academic standards as well as program specific industry standards, managing a learning and laboratory environment, employing a variety of instructional strategies to effectively deliver program specific content, maintaining a safe laboratory environment, etc. Within the first three semesters of enrollment, candidates typically are prepared to determine the appropriateness of their choice of education as a career. Lastly, the culminating point for initial preparation differs from the majority of teacher certification programs in that, in accordance with Chapter 49, Subchapter C (Sec & Sec ) the initial preparation requires completion of the approved - 2 -

3 certification program, which is less than a bachelor s degree. In the narrative that follows, a discussion of Chapter 354 General Standards and the Program Specific Guidelines for Vocational Instructional Certification will provide the reader with an understanding of the Vocational Instructional Certification process at IUP in preparing candidates according to Pennsylvania Department of Education guidelines. It is important to note, however, that as a less than baccalaureate degree certification program, Vocational Instructional Certification is not addressed by Chapter 354 General Standards. These standards will serve only as a guideline as appropriate for the preparation of this document. IV. Design Students enrolled in the Vocational Instructional Preparation Program at IUP complete their initial preparation program in two phases: Vocational Instructional I and Vocational Instructional II. As per Pennsylvania Department of Education guidelines, Chapter 49, Subchapter C (Sec & Sec ) the initial preparation program for Vocational Instructional Certification does not culminate in a bachelor s degree or higher. The culmination point for Vocational Instructional I and II is satisfactory completion of the certification program outlined below. The Vocational Instructional I requirements include: 1. satisfactory completion of 18 credits (15 credits in VOED 100 Preparation of the Vocational Professional I and 3 credits in ENGL 101 College Writing), 2. documentation of 2 years of wage earning experience beyond the learning period in the occupational area in which he/she will be teaching, 3. achievement of a passing score on the Occupational Competency Assessment (OCA) for the occupational area in which he/she will be teaching (these assessments are either written and performance evaluations from the National Occupational Competency Testing Institute or - 3 -

4 credential/committee reviews endorsed by the PA Bureau of Teacher Certification, 4. recommendation for endorsement as indicated by the Council of Educator s review team comprised of: IUP faculty member, experienced Master/Mentor teacher, and Secondary School Administrator, and 5. achievement of a passing score on the Praxis I test in Reading and Writing. The Vocational Instructional II requirements include: 1. satisfactory completion of 60 credits including the 18 credits required for Vocational Instructional I and the following courses: 15 credits of VOED 400 Preparation of the Vocational Professional II 6 credits in Professional Education 3 credits in EDSP 102 Educational Psychology, and 3 credits in either COMM 103 Instructional Technology or FDED 102 American Education in Theory and Practice 3 credits in Fine Arts 3 credits in PSYC 101 General Psychology 3 credits in ENGL 301 Public Speaking 3 credits in MATH 101 Foundations of Math or higher level course 3 credits in Natural Science 3 credits in Humanities (History: The Modern Era, Literature, or Philosophy/Religious Studies) 3 credits in Liberal Studies electives 2. three years of satisfactory teaching on a Vocational Instructional I certificate, 3. recommendation for endorsement as indicated by the Council of Educator s review team comprised of: IUP faculty member, experienced Master/Mentor teacher, and Secondary School Administrator, and - 4 -

5 4. achievement of a passing score on the Praxis II Core Battery Test Principles of Learning and Teaching 7-12 and Praxis II Vocational General Knowledge Test. The certification check-out /advisement sheet for the program outlined above is provided in Attachment A. The VOED 100 and VOED 400 credits are sequenced as indicated above for Vocational I and Vocational II certification. The remaining 27 credits in liberal studies coursework are completed by the candidate prior to issuance of the Vocational II certificate. As knowledge in these courses does not directly build on prior courses, there is not a prescribed sequence for the completion of the liberal studies courses. The satisfactory completion of 15 credits in VOED 100 and 15 credits in VOED 400 includes mastery of the course content in the 30 credits of Preparation of the Vocational Professional I and II. These 30 credits are earned in a field-based delivery system that is based on guidelines provided to the IUP Center for Vocational Personnel Preparation through a contract with the Pennsylvania Department of Education, Bureau of Career and Technical Education and approved through the Bureau of Teacher Certification. Vocational Instructional course content is competency based, with candidates demonstrating required competencies in an actual teaching situation. The academic content courses outlined above comply with liberal studies requirements of the University and the College of Education and Educational Technology. Again, in accordance with Academic preparation, that applies only to applicants whose initial preparation program culminates in a bachelor s degree or higher; candidates seeking Vocational Instructional Certification are not required to complete six semester hours in college level mathematics or six semester hours in college-level English composition and literature

6 V. Field Experiences Candidates for Vocational Instructional Certification complete a planned sequence of professional education courses. As indicated in # IV (Design) above, the professional education coursework includes content germane to all educational areas as well as professional education coursework specific to vocational education. While enrolled in designated courses, candidates are simultaneously integrating content with actual practice in their vocational classroom. Throughout the candidate s enrollment in coursework for certification, his/her field experience is on-the-job while teaching in an approved secondary vocational program in an accredited secondary school in Western Pennsylvania. This field experience is a learning experience that spans the 15 credits of VOED 100 and 15 credits of VOED 400 in which the candidate enrolls. This is typically ten semesters in length. Throughout these 30 credits, the candidate is observed a minimum of three times each semester by a Center for Vocational Personnel Preparation faculty member. Evaluation of teaching skills is based on the candidate s application and integration of vocational teaching competencies in an actual teaching situation. Field experiences for candidates for Vocational Instructional Certification occur in both classroom and laboratory environments. Therefore observations are conducted each semester in both environments. Observation forms for each environment are included in Attachment B. This evaluation is considered in the grading process for the credits in VOED 100 and VOED 400. Increasing weight is placed on the observation as the candidate progresses through the program. Additionally, during the initial semesters of enrollment, the candidate is provided additional support for the field experience by attending weekly learning lab sessions. These weekly sessions are facilitated by a practicing master teacher, and discussion topics focus on the application of professional teaching skills in the vocational classroom. The - 6 -

7 dynamics of these sessions provide an effective support system for the candidate during the initial semesters of enrollment. IX. Exit Criteria Exit criteria for the IUP Vocational Instructional Certification Program are outlined for candidates in the student locker website at All candidates for Vocational Instructional Certification are provided with access to this password-protected site. The site provides detailed information on exit criteria as well as allows students to view their individual progress toward meeting the exit criteria. See Attachment C for key pages from this site that address exit criteria. Additionally, this same information is provided in an abbreviated form with program application materials. This form is also provided in Attachment D. The competencies required for each exit step are listed in the information referenced above; documentation for the assessment of the same is detailed and attached in the form of performance checklists to the matrix provided with this report. It is also important to note the role of the Council of Educators Review in documenting evidence of achievement of exit competencies. The actual review and the preparation process provide an opportunity for the candidate to document all competencies in a formal presentation while reflecting on the impact of those competencies in his/her role as a vocational instructor. X. Faculty A departmental Faculty Evaluation Committee establishes annual guidelines and a timeline for the faculty evaluation process. This vital process supports the compilation of clear, concise documentation of professional goals and the process to achieve professional growth. Faculty members submit evaluation materials to the Committee, within the categories of research/presentation, scholarly growth, service, and effective teaching. Committee members review the materials, prepare an individualized report, and meet with - 7 -

8 the individual to discuss goals and action plans. The signed evaluation tools are submitted to the Department Chairperson. After review of the Committee s report and the documentation, the chairperson provides additional feedback and forwards recommendations to the Center Director and the Dean of Continuing Education. After a review of past practices and emerging trends, the 2003 Center Faculty Evaluation Committee proposed a revised evaluation process. The new process determines teacher-educator effectiveness by documenting impact on students. Therefore, in addition to the traditional focus on research, scholarship, and service, all department faculty will prepare an action research plan for implementation in the academic year. The framework for the action research plan and sample faculty plans are included in the evidence box. Center for Vocational Personnel Preparation faculty are identified for their pursuit of leadership in the Commonwealth, national initiatives, and university service. Center administrators have consistently supported faculty members in their pursuit of continuing professional growth. This history of encouragement nurtures a faculty group that takes an active role in regional, state, and national organizations and conferences. Center faculty, with specialties in the certification process, curriculum development, and professional development are leaders at three state-level conferences. Faculty members have a notable presence at the Pennsylvania Career and Technical Education Conference, the PDE Conference on Integrated Learning, and the Annual Pennsylvania Association for Vocational Administrators Symposiums. Specialists in cooperative education, distance learning, integrated learning and health occupations education serve as leaders and presenters at national events and partner with experts in these domains throughout the country