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Aubur n U ni v er si ty

Tr adi ti onal Pr ogr am

2009-1 0

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Program Information

Na m e of In st it u t ion : A u bu r n Un iv er sity

In st it u t ion /Progra m T y pe: Tr a dit ion a l

A ca dem ic Yea r: 2 009 -1 0

St a t e: A la ba m a

A ddress: A u bu r n Un iv er sity - Colleg e Of Edu ca t ion

3 08 4 Ha ley Cen ter

A u bu r n , A L, 3 6 8 4 9

Con t a ct Na m e: Dr . Len n y Lock

Ph on e: 3 3 4 -8 4 4 -4 4 5 7

Em a il: lkl0005 @a u bu r n .edu

Is y ou r in st it u t ion a m em ber of a T ea ch er Qu a lit y En h a n cem en t (T QE) pa rt n ersh ip gra n t :

SUBMIT REPORTS

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No

T QE pa rt n ersh ip n a m e or gra n t n u m ber, if a pplica ble:

Section I.a Program Admission

For ea ch elem en t l ist ed below, ch eck if it is requ ired for a dm ission in t o a n y of y ou r in it ia l

t ea ch er cert ifica t ion progra m (s) a t eit h er t h e u n dergra du a t e or post gra du a t e lev el.

Elem en t Un dergra du a t e Post gra du a t e

A pplica t ion Yes NA

Fee/Pa y m en t No NA

Tr a n scr ipt No NA

Fin g er pr in t ch eck Yes NA

Ba ckg r ou n d ch eck Yes NA

Ex per ien ce in a cla ssr oom or w or kin g w ith ch ildr en Yes NA

Min im u m n u m ber of cou r ses/cr edites/sem ester h ou r s com pleted Yes NA

Min im u m h ig h sch ool GPA No NA

Min im u m u n der g r a du a te GPA Yes NA

Min im u m GPA in con ten t a r ea cou r sew or k Yes NA

Min im u m GPA in pr ofession a l edu ca t ion cou r sew or k Yes NA

Min im u m A CT scor e No NA

Min im u m SA T scor e No NA

Min im u m GRE scor e No NA

Min im u m ba sic skills test scor e Yes NA

Su bject a r ea /a ca dem ic con ten t test or oth er su bject m a tter

v er ifica t ionNo NA

Min im u m Miller A n a log ies test scor e No NA

Recom m en da tion (s) No NA



Essa y or per son a l sta tem en t Yes NA

In ter v iew Yes NA

Resu m e No NA

Ba ch elor 's deg r ee or h ig h er No NA

Job offer fr om sch ool/distr ict No NA

Per son a lity test No NA

Oth er (specify : NA ) No NA

Prov ide a l in k t o y ou r websit e wh ere a ddit ion a l in form a t ion a bou t a dm ission s

requ irem en t s ca n be fou n d:

h ttp://w w w .edu ca t ion .a u bu r n .edu /edu stu den ts/a dm ission s/in dex .h tm l

In dica t e wh en st u den t s a re form a lly a dm it t ed in t o y ou r in it ia l t ea ch er cert ifica t ion

progra m :

Soph om or e y ea r NA

Does y ou r in it ia l t ea ch er cert ifica t ion progra m con dit ion a lly a dm it st u den t s? No

Plea se prov ide a n y a ddit ion a l a bou t or except ion s t o t h e a dm ission s in form a t ion prov ided

a bov e:

Th e A la ba m a Pr ospect iv e Tea ch er Test in g Pr og r a m is com pr ised of tw o com pon en ts: Ba sic Skills

A ssessm en ts a n d Pr a x is II. Both com pon en ts a r e r equ ir ed for cer t ifica t ion . We h a v e em bedded ea ch

com pon en t a t a specific tr a n sit ion poin t w ith in ou r tr a dit ion a l tea ch er edu ca t ion pr og r a m s.

A pa ssin g scor e on ea ch of th e th r ee com pon en ts of th e A CT -Wor kkey s A ssessm en t "Ba sic Skills

A ssessm en ts" is a cr iter ion for a dm ission to a ll t r a dit ion a l tea ch er edu ca t ion pr og r a m s. Th e test in g

in clu des A pplied Ma th em a tics, Rea din g for In for m a tion , a n d Wr it in g . A u bu r n Un iv er sity 's pa ss r a te on

a ll th r ee tests w a s 1 00% in 2 007 -08 (N=2 2 7 ), 2 008 -09 (N=2 6 0), a n d 2 009 -1 0 (N=2 5 0). A pa ssin g

scor e on th e a ppr opr ia te Pr a x is II a ssessm en t is r equ ir ed for a dm ission to in ter n sh ip.

Section I.b Program Enrollment

Prov ide t h e n u m ber of st u den t s in t h e t ea ch er prepa ra t ion progra m in t h e followin g

ca t egories. Not e t h a t y ou m u st report on t h e n u m ber of st u den t s by et h n icit y a n d ra ce



sepa ra t ely . In div idu a ls wh o a re n on -Hispa n ic/La t in o will be report ed in on e of t h e ra ce

ca t egories. A lso n ot e t h a t in div idu a ls ca n belon g t o on e or m ore ra cia l grou ps, so t h e su m of

t h e m em bers of ea ch ra cia l ca t egory m a y n ot n ecessa rily a dd u p t o t h e t ot a l n u m ber of

st u den t s en rolled.

Tota l n u m ber of stu den ts en r olled in 2 009 -1 0: 3 8 1

Un du plica ted n u m ber of m a les en r olled in 2 009 -1 0: 6 3

Un du plica ted n u m ber of fem a les en r olled in 2 009 -1 0: 3 1 8

2009-10 Nu m ber en rolled

Ethnicity

Hispa n ic/La t in o of a n y r a ce: 3

Race

A m er ica n In dia n or A la ska Na tiv e: 1

A sia n : 2

Bla ck or A fr ica n A m er ica n : 1 2

Na tiv e Ha w a iia n or Oth er Pa cific Isla n der : 1

Wh ite: 3 6 0

Tw o or m or e r a ces: 2

Section I.c Supervised Experience

Prov ide t h e followin g in form a t ion a bou t su perv ised clin ica l experien ce in 2009-10.

A v er a g e n u m ber of clock h ou r s of su per v ised clin ica l ex per ien ce r equ ir ed pr ior to stu den t

tea ch in g 2 5 6

A v er a g e n u m ber of clock h ou r s r equ ir ed for stu den t tea ch in g 4 9 0

Nu m ber of fu ll-t im e equ iv a len t fa cu lty su per v isin g clin ica l ex per ien ce du r in g th is a ca dem ic

y ea r 2 8

Nu m ber of a dju n ct fa cu lty su per v isin g clin ica l ex per ien ce du r in g th is a ca dem ic y ea r (IHE 1 2 .2 3



a n d Pr eK-1 2 sta ff)

Nu m ber of stu den ts in su per v ised clin ica l ex per ien ce du r in g th is a ca dem ic y ea r 5 7 5

Plea se prov ide a n y a ddit ion a l in form a t ion a bou t or descript ion s of t h e su perv ised clin ica l

experien ces:

Th e 2 008 -09 da ta ba se w a s lim ited to ca n dida tes in stu den t tea ch in g du e to th e str u ctu r e of th e da ta

ba se. Th is y ea r 's da ta ba se a n d r epor t in g (2 009 -1 0) in clu de stu den ts in a ll clin ica l ex per ien ces.

Section I.d Teachers Prepared

Prov ide t h e n u m ber of t ea ch ers prepa red, by a ca dem ic m a jor a n d su bject a rea prepa red t o

t ea ch in 2009-10. (§205(b)(1)(H))

A ca dem ic m a jor Nu m ber prepa red

A g r iscien ce Edu ca t ion 4

Biolog y 5

Bu sin ess a n d Ma r ket in g Edu ca t ion 2

Colla bor a t iv e Tea ch er Specia l Edu ca t ion 1 3

Ea r ly Ch ildh ood Edu ca t ion 6 5

Ea r ly Ch ildh ood Specia l Edu ca t ion 1 1

Elem en ta r y Edu ca t ion 7 6

En g lish 4

En g lish La n g u a g e A r ts Edu ca t ion 4

Fr en ch 2

Fr en ch Edu ca t ion 2

Gen er a l Scien ce Edu ca t ion 5

Gen er a l Socia l Scien ce Edu ca t ion 2 3

Histor y 2 3

Ma th em a tics 1 7



Ma th em a tics Edu ca t ion (6 -1 2 ) 1 7

Mu sic 1 3

Mu sic Edu ca t ion - In str u m en ta l 5

Mu sic Edu ca t ion - V oca l 8

Ph y sica l Edu ca t ion -Tea ch er Edu ca t ion 1 3

Spa n ish 2

Spa n ish Edu ca t ion 2

TOTA L 3 1 6

Su bject a rea Nu m ber prepa red

A g r iscien ce Edu ca t ion 4

Bu sin ess-Ma r ket in g Edu ca t ion 2

Colla bor a t iv e Specia l Edu ca t ion Tea ch er (6 -1 2 ) 1 3

Colla bor a t iv e Specia l Edu ca t ion Tea ch er (K -6 ) 1 3

Ea r ly Ch ildh ood Edu ca t ion 6 5

Ea r ly Ch ildh ood Specia l Edu ca t ion Tea ch er (B -8 ) 1 1

Elem en ta r y Edu ca t ion 7 6

En g lish La n g u a g e A r ts 4

Fr en ch 2

Gen er a l Scien ce 5

Gen er a l Socia l Scien ce 2 3

Ma th em a tics 1 7

Mu sic, Ch or a l 8

Mu sic, In str u m en tr a l 5

Ph y sica l Edu ca t ion 1 3

Spa n ish 2



TOTA L 2 6 3

Section I.e Program Completers

Prov ide t h e t ot a l n u m ber of t ea ch er prepa ra t ion progra m com plet ers in ea ch of t h e

followin g a ca dem ic y ea rs:

2 009 -1 0: 2 5 0

2 008 -09 : 2 6 0

2 007 -08 : 2 2 7

Section II. Annual Goals

Ea ch in st it u t ion of h igh er edu ca t ion (IHE) t h a t con du ct s a t ra dit ion a l t ea ch er prepa ra t ion

progra m (in clu din g progra m s t h a t offer a n y on goin g profession a l dev elopm en t progra m s)

or a lt ern a t iv e rou t es t o st a t e cert ifica t ion or l icen su re progra m , a n d t h a t en rolls st u den t s

receiv in g Federa l a ssist a n ce u n der t h is A ct , sh a ll set a n n u a l qu a n t ifia ble goa ls for

in crea sin g t h e n u m ber of prospect iv e t ea ch ers t ra in ed in t ea ch er sh ort a ge a rea s design a t ed

by t h e Secret a ry or by t h e st a t e edu ca t ion a l a gen cy , in clu din g m a t h em a t ics, scien ce, specia l

edu ca t ion , a n d in st ru ct ion of l im it ed En glish proficien t st u den t s. IHEs t h a t do n ot h a v e a

t ea ch er prepa ra t ion progra m in on e or m ore of t h e a rea s l ist ed below ca n en t er NA for t h e

a rea (s) in wh ich t h e IHE does n ot h a v e t h a t progra m .

T ea ch er

sh ort a ge

a rea

Goa l for in crea sin g prospect iv e t ea ch ers t ra in ed

Ma th em a ticsA ca dem ic y ea r: 2 009 -1 0

Goa l: 1 7 pr og r a m com pleter s

Goa l m et ? Yes

Descript ion of st ra t egies u sed t o a ch iev e goa l:

1 . Don or ba sed sch ola r sh ips desig n a ted for u n der g r a du a te m a th em a tics edu ca t ion

m a jor s.



2 . Pa r t icipa t ion in feder a lly -fu n ded TEA CH g r a n t pr og r a m for cr it ica l n eed a r ea s.

3 . Pa r t icipa t ion in u n iv er sity -w ide r ecr u itm en t effor ts a n d h ig h sch ool fu n ct ion s w h en

possible th a t en a ble u s to ta lk to poten t ia l m a th em a tics edu ca t ion ca n dida tes.

4 . Ma x im izin g en r ollm en t in u n der g r a du a te m eth ods cou r ses.

5 . A dv isin g th a t en cou r a g es ca n dida tes to com plete th e pr og r a m in a t im ely m a n n er .

6 . Colla bor a t ion w ith fa cu lty in tea ch in g field, in clu din g in it ia t iv es r ela ted to STEM

(Scien ce, Tech n olog y , En g in eer in g , a n d Ma th em a tics) a n d SMTI (Scien ce &

Ma th em a tics Tea ch er Im per a t iv e).

Descript ion of st eps t o im prov e perform a n ce in m eet in g goa l or lesson s

lea rn ed in m eet in g goa l:

1 . En su r e th a t stu den ts h a v e com pleted a ll cou r ses oth er th a n th e in ter n sh ip a n d th e

m a n a g em en t cou r se befor e th ey in ter n so th a t th ey com plete th eir pr og r a m a t th e en d

of th eir in ter n sh ip.

A ddit ion a l in for m a tion :

Beca u se w e a r e a lr ea dy r u n n in g ou r m eth ods cou r ses a t n ea r ca pa city , it w ill be

difficu lt to su bsta n t ia lly r a ise th e n u m ber of stu den ts w ith ou t in cr ea sin g th e n u m ber of

sect ion s offer ed, w h ich is n ot possible g iv en th e n u m ber of fa cu lty m em ber s for

secon da r y m a th em a tics edu ca t ion .

Scien ceA ca dem ic y ea r: 2 009 -1 0

Goa l: 7 pr og r a m com pleter s

Goa l m et ? No


1 . Don or ba sed sch ola r sh ips desig n a ted for u n der g r a du a te m a jor s.

2 . Pa r t icipa t ion in feder a lly fu n ded TEA CH g r a n t pr og r a m for cr it ica l n eed a r ea s

3 . Pa r t icipa t ion in r ecr u itm en t sem in a r s a t loca l h ig h sch ools in A la ba m a a n d

n eig h bor in g a r ea s.



4 . Pr oa ct iv e a dv isem en t session s (la r g e g r ou p a n d in div idu a l) to fa cilita te in keepin g

stu den ts on tr a ck to g r a du a te in a t im ely m a n n er .

5 . Con ta ct w ith COSA M fa cu lty to deter m in e stu den ts in ter ested in ch a n g in g to

edu ca t ion m a jor s.

6 . In cr ea sed offer in g s for cor e m eth ods cou r se to fa cilita te w ith keepin g stu den ts on

tr a ck tow a r ds g r a du a t in g in a t im ely m a n n er .

7 . Colla bor a t ion w ith fa cu lty in tea ch in g field a n d STEM r ela ted in it ia t iv es (SMTI

Scien ce a n d Ma th em a tics Tea ch er Im per a t iv e).



1 . Met w ith fa cu lty a n d a dm in istr a tor s fr om COSA M a n d COE fa cu lty to discu ss secon d

m a jor s for scien ce edu ca t ion stu den ts in ph y sics or ch em istr y . Cu r r en t ly biolog y is th e

on ly opt ion .

2 . A dded on e fa cu lty m em ber to th e pr og r a m w h ich fa cilita ted im pr ov ed a dv isem en t of

stu den ts (on e fa cu lty m em ber fr om 2 007 -2 009 in cr ea sed to tw o pr og r a m fa cu lty

2 009 -2 01 0).

Specia l

edu ca t ionA ca dem ic y ea r: 2 009 -1 0

Goa l: 2 3 pr og r a m com pleter s

Goa l m et ? Yes


1 . Don or -ba sed sch ola r sh ips desig n ed for u n der g r a du a te specia l edu ca t ion m a jor s.

2 . Pa r t icipa t ion in feder a lly -fu n ded TEA CH g r a n t pr og r a m for cr it ica l n eeds a r ea s.

3 . Pa r t icipa t ion in A la ba m a Sta te Depa r tm en t of Edu ca t ion , Specia l Edu ca t ion Ser v ices,

con sor t iu m g r a n t to r ecr u it n ew stu den ts in to th e field of specia l edu ca t ion .

4 . Recr u itm en t of specia l edu ca t ion ca n dida tes in th e RSED 3 000 cou r se th a t a ll

u n der g r a du a te edu ca t ion m a jor s ta ke. (A ct iv ely r ecr u it g en er a l edu ca t ion stu den ts

w h o dem on str a te a n in ter est in a n d com m itm en t to specia l edu ca t ion in to ou r specia l



edu ca t ion pr og r a m . Ev er y y ea r w e h a v e sev er a l stu den ts w h o sw itch th eir m a jor to

specia l edu ca t ion .)

5 . Recr u itm en t of in div idu a ls w h om fa cu lty h a v e h a d con ta ct w ith in th e sch ools w h ile

su per v isin g stu den ts or w h o pa r t icipa te in pr og r a m s su ppor t in g stu den ts w ith

disa bilit ies, like th e A u bu r n Pa r ks a n d Recr ea t ion Th er a peu tic pr og r a m . Th ese in clu de

pa r a edu ca tor s a s w ell a s h ig h sch ool stu den ts.



1 . Cen tr a lize u n der g r a du a te a dv isin g to in cr ea se con sisten cy in a dv isin g , w h ich w ill

im pa ct stu den t r eten t ion a n d g r a du a t ion .

2 . A lig n field ex per ien ces w ith cou r sew or k.

3 . Pr om ote colla bor a t ion w ith tea ch er ca n dida te peer s in g en er a l edu ca t ion .

4 . Meet w ith loca l tea ch er s a n d a dm in istr a tor s to dev elop a pr og r a m for h ig h sch ool

stu den ts in ter ested in specia l edu ca t ion .

In str u ct ion

of lim ited

En g lish

pr oficien t

stu den ts

A ca dem ic y ea r: 2 009 -1 0

Goa l: NA

Goa l m et ? No


NA



NA

NAA ca dem ic y ea r: 2 009 -1 0

Goa l: NA



Goa l m et ?


NA



NA

Prov ide a n y a ddit ion a l com m en t s, except ion s a n d expla n a t ion s below:

Section II. Assurances

Plea se cert ify t h a t y ou r in st it u t ion is in com plia n ce wit h t h e followin g a ssu ra n ces. (§205(a )

(1)(A )(iii), §206(b)) Not e: Be prepa red t o prov ide docu m en t a t ion a n d ev iden ce for y ou r

respon ses, wh en requ est ed, t o su pport t h e followin g a ssu ra n ces.

Prepa ra t ion respon ds t o t h e iden t ified n eeds of t h e loca l edu ca t ion a l a gen cies or St a t es

wh ere t h e progra m com plet ers a re l ikely t o t ea ch , ba sed on pa st h irin g a n d recru it m en t

t ren ds.

Yes

Prepa ra t ion is closely l in ked wit h t h e n eeds of sch ools a n d t h e in st ru ct ion a l decision s n ew

t ea ch ers fa ce in t h e cla ssroom .

Yes

Prospect iv e specia l edu ca t ion t ea ch ers a re prepa red in core a ca dem ic su bject s a n d t o

in st ru ct in core a ca dem ic su bject s.

Yes

Prospect iv e gen era l edu ca t ion t ea ch ers a re prepa red t o prov ide in st ru ct ion t o st u den t s wit h

disa bilit ies.

Yes

Prospect iv e gen era l edu ca t ion t ea ch ers a re prepa red t o prov ide in st ru ct ion t o l im it ed

En glish proficien t st u den t s.

Yes



Prospect iv e gen era l edu ca t ion t ea ch ers a re prepa red t o prov ide in st ru ct ion t o st u den t s

from low-in com e fa m ilies.

Yes

Prospect iv e t ea ch ers a re prepa red t o effect iv ely t ea ch in u rba n a n d ru ra l sch ools, a s

a pplica ble.

Yes

Describe y ou r in st it u t ion ’s m ost su ccessfu l st ra t egies in m eet in g t h e a ssu ra n ces l ist ed

a bov e:

(1 ) Ex ten siv e clin ica l ex per ien ces in div er se sett in g s; (2 ) Str on g pa r tn er sh ips w ith sch ool sy stem s

in clu din g pla n n in g of ex per ien ces a n d a ssig n m en ts; (3 ) Colla bor a t ion a m on g g en er a l edu ca t ion a n d

specia l edu ca t ion fa cu lty r eg a r din g cu r r icu lu m dev elopm en t; (4 ) In cr ea sed focu s on cla ssr oom

m a n a g em en t; (5 ) Em ph a sis on r eflect ion /a n a ly sis of tea ch in g w ith focu s on stu den t lea r n in g .

Section III. Assessment Rates

A ssessm en t code - A ssessm en t n a m e

T est Com pa n y

Grou p

Nu m ber

t a kin g

t est s

A v g.

sca led

score

Nu m ber

pa ssin g

t est s

Pa ss

ra t e

(%)

St a t e

A v era ge

pa ss

ra t e

(%)

St a t e

A v era ge

sca led

score

ETS07 00 -A GRICULTURE

Edu ca t ion a l Test in g Ser v ice (ETS)

Oth er en r olled stu den ts

1 0 5 4 5 9 9 0 7 3 5 04



A ll pr og r a m com pleter s, 2 009 -1 0

4



A ll pr og r a m com pleter s, 2 008 -09

6




1



ETS01 00 -BUSINESS EDUCA TION



3 1 00 6 05




2 1 00 6 1 8




6 1 00 6 1 1




4

ETS001 4 -ELEMENTA RY ED CONTENT

KNOWLEDGE



1 6 0 1 6 2 1 5 8 9 9 8 9 1 5 4


KNOWLEDGE



1 6 5 1 6 3 1 6 5 1 00 9 9 1 5 8


KNOWLEDGE



1 7 6 1 6 3 1 7 6 1 00 9 9 1 5 8


KNOWLEDGE



1 5 0 1 6 2 1 5 0 1 00 1 00 1 5 8

ETS004 1 -ENG LA NG LIT COMP CONTENT

KNOWLEDGE



2 2 1 7 5 2 1 9 5 8 5 1 6 7




KNOWLEDGE



4 1 00 1 7 2


KNOWLEDGE



1 8 1 7 8 1 8 1 00 1 00 1 7 3


KNOWLEDGE



1 6 1 7 5 1 6 1 00 1 00 1 7 6

ETS01 7 3 -FRENCH CONTENT KNOWLEDGE



1

ETS01 7 3 -FRENCH CONTENT KNOWLEDGE



2

ETS04 3 5 -GENERA L SCI CONTENT

KNOWLEDGE



1 4 1 5 8 1 3 9 3 9 0 1 5 9


KNOWLEDGE



5 1 00 1 6 2


KNOWLEDGE



7 1 00 1 6 2


KNOWLEDGE

6 1 00 1 6 3





ETS006 1 -MA THEMA TICS: CONTENT

KNOWLEDGE



1 5 1 3 4 1 3 8 7 7 4 1 3 5


KNOWLEDGE



1 7 1 4 8 1 7 1 00 1 00 1 4 4


KNOWLEDGE



5 1 00 1 4 4


KNOWLEDGE



1 3 1 4 3 1 3 1 00 1 00 1 4 1

ETS01 1 3 -MUSIC CONTENT KNOWLEDGE



7 7 2 1 5 7




1 3 1 6 4 1 3 1 00 1 00 1 6 3




1 5 1 6 6 1 5 1 00 1 00 1 6 4




7 1 00 1 6 3

ETS009 1 -PHYSICA L ED: CONTENT

KNOWLEDGE

1 6 1 5 4 1 6 1 00 8 7 1 4 9






KNOWLEDGE



1 3 1 5 2 1 3 1 00 1 00 1 5 1


KNOWLEDGE



1 4 1 5 7 1 4 1 00 1 00 1 5 2


KNOWLEDGE



9 1 00 1 5 4

ETS008 1 -SOCIA L STUDIES: CONTENT

KNOWLEDGE



2 8 1 6 0 2 0 7 1 6 6 1 5 8


KNOWLEDGE



2 3 1 6 9 2 3 1 00 1 00 1 6 7


KNOWLEDGE



1 1 1 6 4 1 1 1 00 1 00 1 6 5


KNOWLEDGE



1 9 1 6 4 1 9 1 00 1 00 1 6 5

ETS01 9 1 -SPA NISH CONTENT KNOWLEDGE



4 7 6 1 6 3






2 1 00 1 6 3




2

Section III. Summary Rates

Grou p

Nu m ber

t a kin g

t est s

Nu m ber

pa ssin g

t est s

Pa ss

ra t e

(%)

St a t e

A v era ge

pa ss ra t e

(%)

A ll pr og r a m com pleter s, 2 009 -1 0 2 5 0 2 5 0 1 00 1 00

A ll pr og r a m com pleter s, 2 008 -09 2 5 8 2 5 8 1 00 9 9

A ll pr og r a m com pleter s, 2 007 -08 2 2 7 2 2 7 1 00 1 00

Section IV. Low-Performing

Prov ide t h e followin g in form a t ion a bou t t h e a pprov a l or a ccredit a t ion of y ou r t ea ch er

prepa ra t ion progra m .

Is y ou r t ea ch er prepa ra t ion progra m cu rren t ly a pprov ed or a ccredit ed?

Yes

If y es, plea se specify t h e orga n iza t ion (s) t h a t a pprov ed or a ccredit ed y ou r progra m :

Sta te

NCA TE

Is y ou r t ea ch er prepa ra t ion progra m cu rren t ly u n der a design a t ion a s "low-perform in g" by

t h e st a t e (a s per sect ion 207(a ) of t h e HEA of 2008)?

No

Section V. Technology



Prov ide t h e followin g in form a t ion a bou t t h e u se of t ech n ology in y ou r t ea ch er prepa ra t ion

progra m . Plea se n ot e t h a t ch oosin g 'y es' in dica t es t h a t y ou r t ea ch er prepa ra t ion progra m

wou ld be a ble t o prov ide ev iden ce u pon requ est .

Does y ou r progra m prepa re t ea ch ers t o:

in t egra t e t ech n ology effect iv ely in t o cu rricu la a n d in st ru ct ion

Yes

u se t ech n ology effect iv ely t o collect da t a t o im prov e t ea ch in g a n d lea rn in g

Yes

u se t ech n ology effect iv ely t o m a n a ge da t a t o im prov e t ea ch in g a n d lea rn in g

Yes

u se t ech n ology effect iv ely t o a n a ly ze da t a t o im prov e t ea ch in g a n d lea rn in g

Yes

Prov ide a descript ion of t h e ev iden ce t h a t y ou r progra m u ses t o sh ow t h a t it prepa res

t ea ch ers t o in t egra t e t ech n ology effect iv ely in t o cu rricu la a n d in st ru ct ion , a n d t o u se

t ech n ology effect iv ely t o collect , m a n a ge, a n d a n a ly ze da t a in order t o im prov e t ea ch in g a n d

lea rn in g for t h e pu rpose of in crea sin g st u den t a ca dem ic a ch iev em en t . In clu de a descript ion

of t h e ev iden ce y ou r progra m u ses t o sh ow t h a t it prepa res t ea ch ers t o u se t h e prin ciples of

u n iv ersa l design for lea rn in g, a s a pplica ble. In clu de pla n n in g a ct iv it ies a n d a t im elin e if

a n y of t h e fou r elem en t s l ist ed a bov e a re n ot cu rren t ly in pla ce.

A ll tr a dit ion a l pr og r a m s h a v e been a lig n ed w ith tech n olog y sta n da r ds delin ea ted by th e A la ba m a Sta te

Depa r tm en t of Edu ca t ion a n d in clu de a cou r se specifica lly desig n ed to m eet th ese tech n olog y sta n da r ds.

In a ddit ion , m eth ods cou r ses, pr a ct ica , a n d in ter n sh ips r equ ir e ca n dida tes to u t ilize tech n olog y in th eir

in str u ct ion a l pla n n in g a n d a n a ly sis of stu den t lea r n in g .

Th e pr in ciples of u n iv er sa l desig n for lea r n in g (UDL) a r e in fu sed in to th e m a jor ity of ou r cou r ses.

Cu r r icu lu m a n d in str u ct ion cla sses a r e a ppr oa ch ed fr om th e per spect iv e th a t tea ch er s m u st desig n

in str u ct ion con sider in g m u lt iple a ppr oa ch es to m eet th e n eeds of div er se lea r n er s. Th e ben efits a n d

ty pes of tech n olog y th a t ca n a ssist w ith th is a r e ta u g h t a n d stu den ts u se th ese tech n olog ies in

pr a ct icu m a n d in ter n sh ip sett in g s. A ssessm en t cla sses a lso a ddr ess UDL, h ig h lig h t in g pr og r a m s a n d

r esou r ces th a t a ssist tea ch er s w ith m on itor in g th e pr og r ess of a ll stu den ts a n d th a t a llow m u lt iple

m ea n s of ex pr ession to dem on str a te kn ow ledg e.



Section VI. Teacher Training

Prov ide t h e followin g in form a t ion a bou t y ou r t ea ch er prepa ra t ion progra m . Plea se n ot e

t h a t ch oosin g 'y es' in dica t es t h a t y ou r t ea ch er prepa ra t ion progra m wou ld be a ble t o

prov ide ev iden ce u pon requ est .

Does y ou r progra m prepa re gen era l edu ca t ion t ea ch ers t o:

t ea ch st u den t s wit h disa bilit ies effect iv ely

Yes

pa rt icipa t e a s a m em ber of in div idu a lized edu ca t ion progra m t ea m s

Yes

t ea ch st u den t s wh o a re l im it ed En glish proficien t effect iv ely

Yes

Prov ide a descript ion of t h e ev iden ce y ou r progra m u ses t o sh ow t h a t it prepa res gen era l

edu ca t ion t ea ch ers t o t ea ch st u den t s wit h disa bilit ies effect iv ely , in clu din g t ra in in g

rela t ed t o pa rt icipa t ion a s a m em ber of in div idu a lized edu ca t ion progra m t ea m s, a s defin ed

in sect ion 614(d)(1)(B) of t h e Individuals with Disabilities Education A ct, a n d t o effect iv ely

t ea ch st u den t s wh o a re l im it ed En glish proficien t . In clu de pla n n in g a ct iv it ies a n d a

t im elin e if a n y of t h e t h ree elem en t s l ist ed a bov e a re n ot cu rren t ly in pla ce.

A ll tr a dit ion a l g en er a l edu ca t ion pr og r a m s h a v e been a lig n ed w ith sta n da r ds r ela ted to w or kin g w ith

specia l n eeds stu den ts delin ea ted by th e A la ba m a Sta te Depa r tm en t of Edu ca t ion a n d in clu de a cou r se

specifica lly desig n ed to m eet th ese sta n da r ds. In a ddit ion , m eth ods cou r ses, pr a ct ica , a n d in ter n sh ip

pr ov ide ca n dida tes m u lt iple oppor tu n it ies to colla bor a t iv ely pla n a n d r eflect on lesson s th a t a ddr ess

specia l n eeds.

Th e tea ch in g of stu den ts w h o a r e lim ited En g lish pr oficien t r em a in s a n a r ea of con t in u ou s pr og r a m

im pr ov em en t for 2 01 0-2 01 1 .

Does y ou r progra m prepa re specia l edu ca t ion t ea ch ers t o:

t ea ch st u den t s wit h disa bilit ies effect iv ely

Yes



pa rt icipa t e a s a m em ber of in div idu a lized edu ca t ion progra m t ea m s

Yes

t ea ch st u den t s wh o a re l im it ed En glish proficien t effect iv ely

Yes

Prov ide a descript ion of t h e ev iden ce y ou r progra m u ses t o sh ow t h a t it prepa res specia l

edu ca t ion t ea ch ers t o t ea ch st u den t s wit h disa bilit ies effect iv ely , in clu din g t ra in in g

rela t ed t o pa rt icipa t ion a s a m em ber of in div idu a lized edu ca t ion progra m t ea m s, a s defin ed

in sect ion 614(d)(1)(B) of t h e Individuals with Disabilities Education A ct, a n d t o effect iv ely

t ea ch st u den t s wh o a re l im it ed En glish proficien t . In clu de pla n n in g a ct iv it ies a n d a

t im elin e if a n y of t h e t h ree elem en t s l ist ed a bov e a re n ot cu rren t ly in pla ce.

A ll tr a dit ion a l specia l edu ca t ion pr og r a m s fea tu r e sequ en tia l cou r se w or k a lig n ed w ith specia l

edu ca t ion sta n da r ds delin ea ted by th e A la ba m a Sta te Depa r tm en t of Edu ca t ion . Meth ods cou r ses,

pr a ct ica , a n d in ter n sh ip pr ov ide ca n dida tes m u lt iple oppor tu n it ies to colla bor a t iv ely pla n a n d r eflect

on lesson s th a t a ddr ess specia l n eeds.

Th e tea ch in g of stu den ts w h o a r e lim ited En g lish pr oficien t r em a in s a n a r ea of con t in u ou s pr og r a m

im pr ov em en t for 2 01 0-2 01 1 .

Section VII. Contextual Information

Plea se u se t h is spa ce t o prov ide a n y a ddit ion a l in form a t ion t h a t describes y ou r t ea ch er

prepa ra t ion progra m (s). You m a y a lso a t t a ch in form a t ion t o t h is report ca rd. T h e U.S.

Depa rt m en t of Edu ca t ion is especia lly in t erest ed in a n y ev a lu a t ion pla n s or in t erim or fin a l

report s t h a t m a y be a v a ila ble.

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