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Northern Arizona University

Traditional Program

201011

Print Report Card

Program Information

Name of Institution: Northern Arizona University

Institution/Program Type: Traditional

Academic Year: 201011

State: Arizona

Address: Office of the Vice Provost for Academic Affairs

PO BOX 4122

FLAGSTAFF, AZ, 86011

Contact Name: Dr. Kathy Hildebrand

Phone: 9285237101

Email: [email protected]

Is your institution a member of a Teacher Quality Enhancement (TQE) partnership grant: Yes

TQE partnership name or grant number, if applicable: Transition To Teaching (awarded to Arizona Department of

Education)

Section I.a Program Admission

For each element listed below, check if it is required for admission into any of your initial teacher

certification program(s) at either the undergraduate or postgraduate level.

Element Undergraduate Postgraduate

Application Yes Yes

Fee/Payment No No

Transcript Yes Yes

Fingerprint check Yes Yes

Background check No No

Experience in a classroom or working with children Yes Yes

SUBMIT REPORTS

of 16Print Report Card

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mailto:[email protected]

http://title2.westat.com/Title2IPRC/Pages/PrintReport.aspx

Minimum number of courses/credites/semester hours completed Yes Yes

Minimum high school GPA No No

Minimum undergraduate GPA Yes Yes

Minimum GPA in content area coursework Yes Yes

Minimum GPA in professional education coursework Yes No

Minimum ACT score No No

Minimum SAT score No No

Minimum GRE score No No

Minimum basic skills test score No No

Subject area/academic content test or other subject matter verification Yes Yes

Recommendation(s) Yes Yes

Essay or personal statement No No

Interview No No

Resume No No

Bachelor's degree or higher No Yes

Job offer from school/district No No

Personality test No No

Other (specify: N/A ) No No

Provide a link to your website where additional information about admissions requirements can be

found:

http://coe.nau.edu/academics/Applications/

Indicate when students are formally admitted into your initial teacher certification program:

Junior year

Does your initial teacher certification program conditionally admit students? Yes

Please provide any additional about or exceptions to the admissions information provided above:

Students are conditionally admitted if they are deficient in one or two courses required for admission that can be completed

within the first semester of conditional admission into the program. They must meet all admission requirements by the end

of the first semester of conditional admission to the program.

Section I.b Program Enrollment

Provide the number of students in the teacher preparation program in the following categories. Note that

you must report on the number of students by ethnicity and race separately. Individuals who are non

Hispanic/Latino will be reported in one of the race categories. Also note that individuals can belong to one

or more racial groups, so the sum of the members of each racial category may not necessarily add up to

the total number of students enrolled.

Total number of students enrolled in 201011: 2592

Unduplicated number of males enrolled in 201011: 522

Unduplicated number of females enrolled in 201011: 2070

201011 Number enrolled



http://coe.nau.edu/academics/Applications/


Ethnicity

Hispanic/Latino of any race: 389

Race

American Indian or Alaska Native: 142

Asian: 43

Black or African American: 42

Native Hawaiian or Other Pacific Islander: 6

White: 1934

Two or more races: 36

Section I.c Supervised Experience

Provide the following information about supervised clinical experience in 201011.

Average number of clock hours of supervised clinical experience required prior to student teaching 135

Average number of clock hours required for student teaching 540

Number of fulltime equivalent faculty supervising clinical experience during this academic year 7

Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK12 staff) 1175

Number of students in supervised clinical experience during this academic year 1044

Please provide any additional information about or descriptions of the supervised clinical experiences:

Section I.d Teachers Prepared by Subject Area

Please provide the number of teachers prepared by subject area for academic year 201011. For the

purposes of this section, number prepared means the number of program completers. "Subject area"

refers to the subject area(s) an individual has been prepared to teach. An individual can be counted in

more than one subject area. If no individuals were prepared in a particular subject area, please leave that

cell blank. (§205(b)(1)(H))

Subject Area Number Prepared

Education General

Teacher Education Special Education 108

Teacher Education Early Childhood Education 9

Teacher Education Elementary Education 539

Teacher Education Junior High/Intermediate/Middle School Education

Teacher Education Secondary Education

Teacher Education Multiple Levels

Teacher Education Agriculture

Teacher Education Art 19

Teacher Education Business 4

Teacher Education English/Language Arts 44

Teacher Education Foreign Language

Teacher Education Health 12




Teacher Education Family and Consumer Sciences/Home Economics 3

Teacher Education Technology Teacher Education/Industrial Arts

Teacher Education Mathematics 13

Teacher Education Music 29

Teacher Education Physical Education and Coaching 18

Teacher Education Reading

Teacher Education Science Teacher Education/General Science

Teacher Education Social Science

Teacher Education Social Studies 39

Teacher Education Technical Education

Teacher Education Computer Science

Teacher Education Biology 18

Teacher Education Chemistry 3

Teacher Education Drama and Dance

Teacher Education French

Teacher Education German

Teacher Education History

Teacher Education Physics

Teacher Education Spanish

Teacher Education Speech

Teacher Education Geography

Teacher Education Latin

Teacher Education Psychology

Teacher Education Earth Science

Teacher Education English as a Second Language

Teacher Education Bilingual, Multilingual, and Multicultural Education

Education Other

Specify:

Section I.d Teachers Prepared by Academic Major

Please provide the number of teachers prepared by academic major for academic year 201011. For the

purposes of this section, number prepared means the number of program completers. "Academic major"

refers to the actual major(s) declared by the program completer. An individual can be counted in more

than one academic major. If no individuals were prepared in a particular academic major, please leave

that cell blank. (§205(b)(1)(H))

Academic Major Number Prepared

Education General

Teacher Education Special Education 108

Teacher Education Early Childhood Education 9




Teacher Education Elementary Education 539

Teacher Education Junior High/Intermediate/Middle School Education

Teacher Education Secondary Education

Teacher Education Agriculture

Teacher Education Art 19

Teacher Education Business 4

Teacher Education English/Language Arts 44

Teacher Education Foreign Language

Teacher Education Health 12

Teacher Education Family and Consumer Sciences/Home Economics 3

Teacher Education Technology Teacher Education/Industrial Arts

Teacher Education Mathematics 13

Teacher Education Music 29

Teacher Education Physical Education and Coaching 18

Teacher Education Reading

Teacher Education Science

Teacher Education Social Science

Teacher Education Social Studies 39

Teacher Education Technical Education

Teacher Education Computer Science

Teacher Education Biology 18

Teacher Education Chemistry 3

Teacher Education Drama and Dance

Teacher Education French

Teacher Education German

Teacher Education History

Teacher Education Physics

Teacher Education Spanish

Teacher Education Speech

Teacher Education Geography

Teacher Education Latin

Teacher Education Psychology

Teacher Education Earth Science

Teacher Education English as a Second Language

Teacher Education Bilingual, Multilingual, and Multicultural Education

Education Curriculum and Instruction

Education Social and Philosophical Foundations of Education

Liberal Arts/Humanities




Psychology

Social Sciences

Anthropology

Economics

Geography and Cartography

Political Science and Government

Sociology

Visual and Performing Arts

History

Foreign Languages

Family and Consumer Sciences/Human Sciences

English Language/Literature

Philosophy and Religious Studies

Agriculture

Communication or Journalism

Engineering

Biology

Mathematics and Statistics

Physical Sciences

Astronomy and Astrophysics

Atmospheric Sciences and Meteorology

Chemistry

Geological and Earth Sciences/Geosciences

Physics

Business/Business Administration/Accounting

Computer and Information Sciences

Other

Specify:

Section I.e Program Completers

Provide the total number of teacher preparation program completers in each of the following academic

years:

201011: 758

200910: 867

200809: 674

Section II. Annual Goals

Each institution of higher education (IHE) that conducts a traditional teacher preparation program

(including programs that offer any ongoing professional development programs) or alternative routes to




state certification or licensure program, and that enrolls students receiving Federal assistance under this

Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in

teacher shortage areas designated by the Secretary or by the state educational agency, including

mathematics, science, special education, and instruction of limited English proficient students. IHEs that

do not have a teacher preparation program in one or more of the areas listed below can enter NA for the

area(s) in which the IHE does not have that program.

Teacher shortage area Goal for increasing prospective teachers trained

MathematicsAcademic year: 201011

Goal: 10 completers

Goal met? Yes

Description of strategies used to achieve goal:

We are recruiting math majors into the teaching profession by offering stipends during their

first year through the NAUTeach grant from the University of Texas, Austin.

Description of steps to improve performance in meeting goal or lessons

learned in meeting goal:

Monitor the number of first year candidates and their retention in the program.

ScienceAcademic year: 201011

Goal: 10 completers

Goal met? Yes


We are recruiting science majors into the teaching profession by offering stipends during

their first year through the NAUTeach grant from the University of Texas, Austin.



Monitor the number of first year candidates and their retention in the program.

Special educationAcademic year: 201011

Goal: 65 completers

Goal met? Yes


We are recruiting elementary education BSED candidates into the major. We are also

writing grants for funding experienced teachers to enter the MEd Cross Categorical and

Severe/Profound programs.



Analyze degree progress of initial BSEd and MEd candidates to provide mechanisms by

which they can complete their degree in a timely manner.

Instruction of limited

English proficient studentsAcademic year: 201011




Goal: not applicable

Goal met?




Not ApplicableAcademic year: 201011

Goal: not applicable

Goal met?




Provide any additional comments, exceptions and explanations below:

Section II. Assurances

Please certify that your institution is in compliance with the following assurances. (§205(a)(1)(A)(iii),

§206(b)) Note: Be prepared to provide documentation and evidence for your responses, when requested,

to support the following assurances.

Preparation responds to the identified needs of the local educational agencies or States where the

program completers are likely to teach, based on past hiring and recruitment trends.

Yes

Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in

the classroom.

Yes

Prospective special education teachers are prepared in core academic subjects and to instruct in core

academic subjects.

Yes

Prospective general education teachers are prepared to provide instruction to students with disabilities.

Yes

Prospective general education teachers are prepared to provide instruction to limited English proficient

students.

Yes

Prospective general education teachers are prepared to provide instruction to students from lowincome

families.

Yes

Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable.

Yes

Describe your institution’s most successful strategies in meeting the assurances listed above:

a. Partner with the Arizona Department of Education on teacher preparation programs.

b. Maintain a close articulation between the elementary preparation program and the special education program –dual

major degree.




c. Require two courses on Structured English Immersion for all candidates.

d. Require a survey/introduction to special education for all elementary education majors.

e. Conduct service activities and supervising fieldwork/student teaching placements in schools, gathering information

about the needs, pressing issues, and problems of local educational agencies.

f. Gather and use feedback from the Statewide Advisory Board, which includes members of rural and urban local

educational agencies.

Section III. Assessment Rates

Assessment code Assessment name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

013 ART

Evaluation Systems group of Pearson

All enrolled students who have completed all nonclinical courses

1

013 ART


All program completers, 201011

16 261 15 94

013 ART



15 262 15 100

013 ART



4

007 BIOLOGY



6

007 BIOLOGY


Other enrolled students

6

007 BIOLOGY



16 252 14 88

007 BIOLOGY



3

007 BIOLOGY



15 254 14 93

020 BUSINESS



2

020 BUSINESS



5

7




020 BUSINESS



008 CHEMISTRY



1

008 CHEMISTRY



1

008 CHEMISTRY



1

008 CHEMISTRY



1

008 Chemistry



1

036 EARLY CHILDHOOD EDUCATION



2




5




12 254 11 92




9

001 ELEMENTARY EDUCATION



111 256 96 86




78 247 52 67




456 256 409 90




481 256 448 93




456 257 426 93

002 ENGLISH



2




002 ENGLISH



36 267 36 100

002 ENGLISH



20 263 19 95

002 ENGLISH



18 265 17 94

016 FRENCH



1

017 GERMAN



1

018 HEALTH



8

018 Health



11 267 11 100

018 Health



7

005 HISTORY



12 259 11 92

010 MATHEMATICS



6

010 MATHEMATICS



12 258 9 75

010 MATHEMATICS



12 267 12 100

010 MATHEMATICS



10 268 9 90

010 MATHEMATICS



4

014 MUSIC



1

014 MUSIC



24 263 24 100




014 MUSIC



18 265 18 100

009 PHYSICS



1

009 PHYSICS



2

009 PHYSICS



2

091 PROFESSIONAL KNOWLEDGE ELEMENTARY



118 268 111 94




70 260 59 84




475 266 455 96




491 266 472 96




457 265 446 98

092 PROFESSIONAL KNOWLEDGE SECONDARY



17 262 17 100




10 257 9 90




130 265 126 97




111 264 108 97




120 265 118 98

093 PROFESSIONAL KNOWLEDGEEARLY CHLDHOOD



2




5







13 255 12 92




10 262 10 100

003 SOCIAL STUDIES



10 237 3 30

003 SOCIAL STUDIES



15 244 11 73

003 SOCIAL STUDIES



18 258 16 89

015 SPANISH



3

015 SPANISH



4

015 SPANISH



4

022 SPECIAL ED.: CROSSCATEGORY



13 265 13 100




3




84 263 81 96




45 255 42 93

022 Special Ed.: CrossCategory



54 261 53 98

023 Special Ed.: Early Childhood



1

030 SPECIAL ED.: SEV. & PROF. DISABLED



3




3







14 260 13 93

030 Special Ed.: Sev. & Prof. Disabled



2

Section III. Summary Rates

Group

Number

taking

tests

Number

passing

tests

Pass

rate

(%)

All program completers, 201011 648 582 90



Section IV. LowPerforming

Provide the following information about the approval or accreditation of your teacher preparation

program.

Is your teacher preparation program currently approved or accredited?

Yes

If yes, please specify the organization(s) that approved or accredited your program:

State

NCATE

Is your teacher preparation program currently under a designation as "lowperforming" by the state (as

per section 207(a) of the HEA of 2008)?

No

Section V. Technology

Provide the following information about the use of technology in your teacher preparation program.

Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide

evidence upon request.

Does your program prepare teachers to:

• integrate technology effectively into curricula and instruction

Yes

•use technology effectively to collect data to improve teaching and learning

Yes

•use technology effectively to manage data to improve teaching and learning

Yes

•use technology effectively to analyze data to improve teaching and learning

Yes

Provide a description of the evidence that your program uses to show that it prepares teachers to integrate

technology effectively into curricula and instruction, and to use technology effectively to collect, manage,




and analyze data in order to improve teaching and learning for the purpose of increasing student

academic achievement. Include a description of the evidence your program uses to show that it prepares

teachers to use the principles of universal design for learning, as applicable. Include planning activities

and a timeline if any of the four elements listed above are not currently in place.

ETC 320 and 450 are required courses in all BSEd in Elementary and Special and Elementary Education programs. The

ESE low incidence Masters program requires DIS 505 Assistive Technology in the Lifespan.

In their methods courses, candidates are instructed to use technology to manage student data, and must complete key

assessments that require the use of technology.

Section VI. Teacher Training

Provide the following information about your teacher preparation program. Please note that choosing

'yes' indicates that your teacher preparation program would be able to provide evidence upon request.

Does your program prepare general education teachers to:

•teach students with disabilities effectively

Yes

•participate as a member of individualized education program teams

Yes

•teach students who are limited English proficient effectively

Yes

Provide a description of the evidence your program uses to show that it prepares general education

teachers to teach students with disabilities effectively, including training related to participation as a

member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals

with Disabilities Education Act, and to effectively teach students who are limited English proficient.

Include planning activities and a timeline if any of the three elements listed above are not currently in

place.

All elementary education candidates take ESE 380, learning the legal standards, delivery systems, characteristics and

learning needs of exceptional children as well as effective intervention strategies for educating children with disabilities. All

elementary education majors take BME 300/430 in the BSEd programs, those in graduate programs take BME 500/631.

Both sets of courses provide the rationale/theory of second language acquisition, methods of assessing ELL students to

identify learning needs, and strategies for providing instruction to ELL students. The required ESE 450/650 course

requires an IEP project which prepares candidates in initial certification programs to be able to develop effective

instructional plans tailored to the individual learning method of children with disabilities. This course enables candidates to

prepare and participate in IEP processes.

Does your program prepare special education teachers to:

•teach students with disabilities effectively

Yes

•participate as a member of individualized education program teams

Yes

•teach students who are limited English proficient effectively

Yes

Provide a description of the evidence your program uses to show that it prepares special education

teachers to teach students with disabilities effectively, including training related to participation as a




member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals

with Disabilities Education Act, and to effectively teach students who are limited English proficient.

Include planning activities and a timeline if any of the three elements listed above are not currently in

place.

ESE 434, is a required course in the BSEd Dual Major program, and ESE 634, is required in the M.Ed. in Special Education

with certification. In these courses, working with low incidence students covers participating as a member in IEP teams.

The high incidence program will work to integrate this content into their foundations and methods courses during the 2010

2011 academic year. ESE 450/650 require an IEP project which prepares candidates in initial certification programs to be

able to develop effective institutional plans tailored to the individual leaning needs of children with disabilities. It prepares

Section VII. Contextual Information

Please use this space to provide any additional information that describes your teacher preparation

program(s). You may also attach information to this report card. The U.S. Department of Education is

especially interested in any evaluation plans or interim or final reports that may be available.

All of our initial teacher certification programs implement candidate assessment plans in which every candidate's

acquisition of the Arizona Professional Teaching Standards as well as respective Specialized Professional Association

standards are tracked and documented. Programs submit internal reports annually and submit formal reports to the

Specialized Professional Association on a sevenyear cycle. Our previous reports to Specialized Professional Associations

were submitted in 2008, with the next cycle of reporting to occur in 2014. We have begun surveying the employers of our

program completers through the Arizona Department of Education's system. These data are forming a baseline that will be

beneficial for revealing strengths in our programs and areas in which our programs need to improve. Preliminary data

indicate our candidates are at the state mean in all categories assessed. These include completers' content knowledge, use of

effective teaching methodologies, ability to assess students, ability to use technology, ability to develop literacy and to

incorporate strategies for English Language Learners.

Supporting Files

Northern Arizona University

Traditional Program

201011

Contact Us Glossary Log out

Title II, Higher Education ActOMB Control No.: 18400744 (exp. 12/31/2015)




2014 - nau · contact€name: dr.€kathy€hildebrand phone: 9285237101€ email:...

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