office of professional preparation & licensure …...office of professional preparation and...

Office of Professional Preparation & Licensure

Annual Report 2013-2014

OFFICE OF PROFESSIONAL PREPARATION AND LICENSURE

2013 – 2014 ANNUAL REPORT

TABLE OF CONTENTS

Page

Staff ………………………………………………………………………………………………………....... 1

Teacher Education Standards, Teacher Education Council, and Programs....................................................... 2

Transcript Evaluations ……………………………………………………………………………………….. 10

Teacher Education Programs (Source: Purdue University Data Digest) …………………………………….. 11

Enrollment Trend Data ………………………………………………………………………………………. 12

Gate Overview ……………………………………………………………………………………………...... 13

Gate Actions …………………………………………………………………………………………………. 14

Reasons for Denial ……………………………………………………………………………………………. 16

Testing Explanation Overview ………………………………………………………………………………. 18

Basic Skills Requirement

Alternative Report ………………………………………………………………………………………… 19

Traditional Gate A Report ………………………………………………………………………………… 20

Praxis I Score Details ……………………………………………………………………………………… 21

CASA Score Details………………………………………………………………………………………... 22

Content Tests

ETS Praxis II ………………………………………………………………………………………………. 23

Pearson ……………………………………………………………………………………………………. 24

Pedagogy

Pearson…………………………………………………………………………………………………….. 25

Program Completers Pass Rates………………………………………………………………………………. 26

Program Completers by Content Area and Licensure Route ………………………………………………… 29

Administrative Assessment…………………………………………..………………………………………. 30

Recommendations for Licensure – Overview ……………………………………………………………...... 32

Licensure Recommendations Trend Data (2004-August 31, 2014) ………………………………………. 33

Original Licensure Recommendations…………………………………………………………………….. 34

Addition, Conversion to Professional, and Renewal …………...…………………………………………. 35

License Recommendations by Content Areas: Traditional & Alternative Licensure Areas ………………. 36

License Recommendations by Content Areas: Trend Data ………………………………………………... 37

Out of State Recommendations ……………………………………………………………………………. 38

Teacher Education Program Exit Survey Summary ………………………………………………………….. 39

Purdue University

College of Education

Academic Services

Office of Professional Preparation & Licensure (OPPL) Staff

ANNUAL REPORT

September 1, 2013 - August 31, 2014

Teresa J. Espino Oakes

Assistant Dean for Teacher Education and OPPL Director

Christine Hofmeyer

Assistant Director and Licensing Advisor

Jennifer Barce

Licensing Advisor

Scott Bogan

Licensing Advisor

04/16/07-01/04/14

Karen Hearns

Admission/Retention Clerk

Cynthia Bonwell

Teacher Education Secretary

Angela White

OPPL Secretary

Judy Hanks

Office Coordinator

04/09/13-08/01/14

Kavitha Ramane

Graduate Assistant

07/11/11-01/11/14

Krishnakumar Sathyanarayanan

Graduate Assistant

1

Office of Professional Preparation and Licensure 2013-2014

Introduction

The goals of the Office of Professional Preparation and Licensure (OPPL) are to provide service

to all individuals who request assistance and information regarding Purdue University Teacher

Education Programs and Indiana licensing for educators. OPPL objectives are to:

1. provide information about teacher education programs at Purdue University;

2. provide friendly, knowledgeable, and expedient assistance to individuals who utilize

OPPL services;

3. assist in the administration of Purdue University Teacher Education Council (TEC)

activities;

4. monitor candidates’ status and progress in the Teacher Education Program and maintain

documentation of decisions and procedures used in the administration of teacher

education programs;

5. provide representation at local, state, and national meetings that involve teacher

education and licensing issues;

6. serve as a communication link to all undergraduate and graduate students, academic

advisors, staff, faculty, and P-12 educators regarding new and revised State of Indiana

licensing mandates, standards and requirements; and

7. support accreditation activities.

Teacher Education Council (TEC)

Since its inception in 1963, the Teacher Education Council (TEC) at Purdue University has been

broadly representative of the academic colleges, departments, and programs that participate in

the undergraduate and graduate instruction of students preparing to meet licensure requirements.

The TEC was constituted to "represent the University faculty in the establishment of academic

standards for all students pursuing curricula leading to teacher certification."

The Teacher Education Council (TEC) is comprised of members of the teaching faculty and

administrative professional staff in academic units preparing professional educators on the West

Lafayette, Calumet, and North Central campuses as well as students and P-12 representatives. In

addition, the College of Education (COE) Dean chairs the TEC and is its chief executive officer.

The Program Convener Council (PCC) is the advisory body to the TEC. It is comprised of the

program conveners (leaders) of all initial and advanced level programs. The COE Associate

Dean for Learning chairs the PCC.

Summary Highlights for 2013-2014

Purdue University Teacher Education

Accreditation and Program Review

Work continued on transitioning and expanding the accreditation and review processes from the

National Council for Accreditation of Teacher Education (NCATE) to the new accrediting

organization, Council for the Accreditation of Educator Preparation (CAEP), which was formed

to combine NCATE and the Teacher Education Accreditation Council (TEAC). Although

Indiana still does not yet have a formalized partnership with CAEP, program reviews by the

Indiana Department of Education and Specialized Professional Associations (SPAs) will

continue. Program faculty members were encouraged to maintain ongoing data collection to

better facilitate the completion of program review reports due in 2016.

2


Teacher Education Council Actions and Updates

Final Approval

Early Childhood Education Exceptional Needs (ECEEN) Program Articulation

with Ivy Tech Community College

The majority of Teacher Education programs in Indiana already have

articulation agreements with Ivy Tech, which helps to ensure a smooth

transition to a four-year program. There is one issue which relates to the

transfer cluster elective of EDUC 201: Technology in Education/ EDCI 27000:

Introduction to Educational Technology and Computing – this will not happen

at this time because Ivy Tech has not updated their course to match ours, which

also is short one credit hour. Students who join our program in the fall will

have to take both educational technology classes. However, students who have

already taken this course at Ivy Tech for three credit hours will have the

transfer accepted.

Standardized Performance Assessment

The edTPA was selected as the standardized assessment for all teacher

education programs since a standardized assessment will be required for

national accreditation under CAEP. The current Fall 2014 freshmen class will

be required to complete the edTPA portfolio during student teaching for

external review. Faculty will begin integrating edTPA elements across the

curriculum to prepare candidates for the assessment and are encourage to

implement components at an accelerated pace. A committee will be formed to

help guide this process.

Teacher Education Program Revised Curriculum

The PCC brought to the TEC a solution suggested by the task force to reduce

credits in EDST 20000 from 3 to 1, require a new 1 credit course on

assessment and for secondary only, a 1 credit course on classroom

environments. The plan is to pilot the assessment course in spring 2015. The

literacy assessment course will be a foundational course to be taken during the

freshman or sophomore years.

Discontinue Elementary Transition to Teaching

The Elementary Transition to Teaching program was designed to offer an

alternate route to a career in education. Since 2006, 16 people have been

recommended for licensure. The program is very labor intensive, and very few

candidates have completed it. The National Council on Teacher Quality

(NCTQ) review was less than favorable, and Purdue asked NCTQ to remove

the elementary education transition to teaching program from its review. The

State of Indiana no longer mandates a Transition to Teaching program and

removal of the program has been discussed and recommended by the Program

Convener Council.

Employment during the Student Teaching Semester

On rare occasions, student teachers are offered full-time teaching positions

during their student teaching experience. Although full-time employment

should not impact fees and tuition, it might impact financial assistance. The

graduation date will not change and the student will be supervised as any other

student teacher is supervised. The College of Education wants to ensure that

3


student teachers are not exploited. The students hired in full-time teaching

positions will be hired as substitute teachers because they cannot be licensed

until after graduation. Student teachers will follow the procedures if offered a

paraprofessional position instead of a teaching position.

Teacher Education Criminal Background Check Policy

The fee for the criminal background check was raised by the vendor

CertifiedBackground.com; candidates will be required to complete an annual

background check; and school corporation background checks will be accepted

as meeting the requirement for the Teacher Education Program at Purdue.

Early Childhood Education Criminal Background Check Exception

Early Childhood Education and Exceptional Needs candidates will comply

with the state-mandated policy regarding fingerprinting and national criminal

history checks.

Communication Disorders

The Speech Language Pathology Graduate Program increased its student

teaching to 10 weeks in order to meet REPA requirements. Courses were

revised to reduce redundancy; no content was deleted. They also are creating a

required course in evidence-based practice.

Educational Leadership: Director of Exceptional Needs

Although the majority of applicants for a Director of Exceptional Needs have a

background in Special Education, a degree in Special Education is not

required. Applicants will need to apply to the program which requires a

minimum of two-years teaching experience and a teaching license, and the

program must be consistent with State of Indiana content guidelines. If the

applicant does not have a background in Special Education, additional

practicum hours specifically in Special Education may be required.

Exceptional Needs (Graduate Level)

Educational Studies requested changes to the Exceptional Needs graduate

degree and licensure program to be competitive with our peer institutions by

offering an on-line program. The REPA P-12 requirements and the SPA

standards will continue to be met. All graduate programs offered in Special

Education will be available online.

Visual Arts Degree Change

The College of Liberal Arts established the Bachelor of Fine Arts (BFA)

Degree Program for Integrated Studio Arts, Interior Design, Industrial Design,

Visual Arts Teaching and Visual Communications Design. The BFA increases

the studio hours. It will be the only BFA teaching major in the state which puts

it in line with Purdue’s emphasis on content.

TEC Operational Guidelines

The guidelines were revised to reflect the addition of the TE Foundations

Committee and change in the COE Associate Dean’s title, added the Assistant

Dean for Teacher Education, removed the Director of the Office of

Professional Preparation and Licensure, and changed the PDS Co-Chair to

represent P-12 as well as reflect the merger of Purdue Calumet and Purdue

North Central and the NCATE/TEAC merger to CAEP.

4


Teacher Education Assessment Summary Report

A one-page Annual Assessment Summary of Teacher Education at Purdue was

distributed. Two assessment summaries were distributed. One was the

Teaching Performances Report for Student Teaching, and the other was

Teaching Performances Report for Methods Courses. There is a heightened

expectation for rigor. The summary sheet includes areas that are reported to

the state. The new CAEP expectations have commonality. Since the CAEP

standards are the most rigorous, the focus is on them. The bar has been raised

for national accreditation by Senate Bill 204 and House Bill 1388.

Updates

Program updates included: Early Childhood Education and Exceptional Needs

and Mathematics Education.

National Council on Teacher Quality (NCTQ)

Purdue sent information to the NCTQ about Purdue’s ranking in their report.

There were many errors in the ratings and rankings. Purdue opted not to submit

changes, and the Provost agreed because there was no way to correct a study that

is fatally flawed. In recent communication with NCTQ about the 2014 review,

institutions that choose not to provide updates will have 2013 information

released for 2014. The ease of accessing the information by the general public

causes concern. This also may be a concern to our students because the report

might jeopardize their ability to get jobs.

Purdue North Central (PNC)

PNC reduced their Elementary Education and Early Childhood Education

programs to 120 credit hours. Accomplished this reduction by the following:

-Integrated fine arts course to combine both music and art into one course.

-Combined Health and PE into one course to cover standards.

-Increased assessment – current 2 credit hour course was increased to 3 credit

hours, offered in Block V.

CASA and Pearson core tests are big issues in getting students to pass. PNC is in

the process of developing a non-licensure program. PNC faculty will be visiting

Lafayette soon and would like guidance in developing this program. Unification

between North Central and Calumet continues: the programs are very different. It

will be a long process to accomplish this merger.

Many issues were discussed and addressed by the Program Convener Council (PCC):

Assessment Literacy course development

Adoption of the edTPA as the standardized assessment for use across teacher education

Unlinking Blocks I and II

Adoption of a COE Honors Curriculum

Examination of the new CAEP and InTASC requirements

Indiana legislative updates and the impact on teacher education

Preparation for SPA assessments

Pearson Pedagogy Exam Gate placement, pass rates, and student needs

Candidate Professional Dispositions

For details, go to the PCC website at www.teach.purdue.edu/pcc/meeting_minutes.html.

5

http://www.teach.purdue.edu/pcc/meeting_minutes.html


Ongoing/Yearly Activities

Presented information regarding the Indiana Department of Education, the National Council for

Accreditation of Teacher Education (NCATE), the Council for the Accreditation of Educator

Preparation (CAEP), the American Association of Colleges for Teacher Education (AACTE) and

its Indiana affiliate (IACTE), Title II reporting and submitted the State/NCATE/AACTE and

OPPL annual reports.

Participated at institutional, state, and national meetings and conferences regarding teacher

education, accreditation, and licensing issues.

Collected, compiled, and submitted traditional and alternative route program completer data to

the State of Indiana and Educational Testing Services (ETS).

Data was provided for the Teacher Education page in the Purdue University Data Digest.

Compiled and distributed the Dispositions Report and TEC Special Cases Committee Report.

Presented information at the Teacher Education Student Orientation to candidates enrolled in

EDCI 20500 and HDPS 26500, STEM Goes Rural, and Transition to Teaching candidates to aid

in their understanding of Teacher Education Program requirements, including teacher

preparation and licensing requirements and procedures (i.e., the Candidate Disposition

Assessment Process, Criminal Background Check and Self-Disclosure Statement, and Indiana

Licensing Assessment Changes (Transition from ETS Praxis tests to Pearson Core Academic

Skills Assessments (CASA) and Indiana CORE Content Assessments).

Participated in Teacher Recruitment Day and provided Teacher Education Program completers

with licensure information, i.e., licensure requirements, CPR and AED certification, suicide

prevention training, online license application system (LVIS), out-of-state licensing process, and

recruitment for graduate-level programs.

Met with academic advisors and key staff of six academic colleges to communicate and

collaborate on initiatives, policies, procedures, and other teacher education and licensing issues,

as well as inform them of Rules for Educator Preparation and Accountability (REPA) updates.

Continued distribution of the Teacher Education Program Exit Survey to Purdue University fall

2013 and spring 2014 Teacher Education Program completers via Qualtrics and documented and

distributed their responses in order to provide feedback to faculty for possible program revisions.

Complete queries and reports as requested by faculty and staff.

Prepared eligibility letters for program completers who had been provided firm offers of

employment by P-12 administrators.

Teacher Education Program completers were recommended for the Indiana teacher,

administrator, and school services licenses.

Completed verification of program completion forms for individuals pursuing out-of-state

licensing.

Continued to develop and update the Teacher Education website to ensure user accessibility and

accuracy of information.

6


Provided academic advisors website access for admission and retention status reports, including

test score information.

Continued to update and utilize the various distribution lists managed by OPPL, which included

sending pertinent information regarding licensure, notices of application due dates, testing

requirements, test dates, and dates of the Teacher Education Council Special Cases Committee

meetings.

Collaborated with various entities (e.g., Office of Information Technology, Office of the

Registrar, Office of Institutional Research, Purdue Extended Campus, etc.) to develop ways for

technology to improve effectiveness and efficiency of data entry, for streamlining tasks,

increasing productivity of the office, and provide a testing format for the new Pearson tests.

Continued to review, consolidate, and purge office files and client records no longer needed,

following the Records Retention schedule. Continued with the Document Imaging Project.

Office manuals were updated on an ongoing basis.

Staff continued to provide courteous, friendly, and timely assistance for clients via telephone,

electronic mail, written correspondence, and face-to-face interactions.

Teacher Education Standards

Purdue University teacher education programs align to state standards and requirements as well

as adhere to institutional and professional standards. These include the following.

National Council for Accreditation of Teacher Education (NCATE) Standards

Specialized Professional Association (SPA) Standards

Interstate Teacher Assessment and Support Consortium (InTASC) Standards

Indiana Department of Education Standards

National Board for Professional Teaching Standards

P-12 Academic Standards

The Model for Professional Preparation guides the vision for Teacher Education at Purdue. It is

the conceptual framework approved by the TEC.

The Continuous Improvement Steering Committee is reviewing the new standards of the Council

for the Accreditation of Educator Preparation (CAEP) and will assist in providing guidance so

Teacher Education at Purdue meets these standards. Programs also adhere to the State of Indiana

rules, regulations, and standards. Teacher education programs are currently recognized by

Specialized Professional Associations and approved by the State of Indiana. As part of the

accreditation process, faculty submitted programs for review by the Specialized Professional

Associations (SPA) or the Indiana Department of Education. Teacher Education programs are

nationally recognized or state approved by the SPA or Indiana Department of Education,

respectively. The professional education unit is accredited by NCATE.

In alignment with national and state standards, Purdue University uses the Interstate Teacher

Assessment and Support Consortium (InTASC) standards as the foundation for preparing

teachers. The InTASC standards measure knowledge, dispositions, and performances of

educators. Knowledge is an understanding of subject content and methods of teaching.

Dispositions are attitudes and beliefs about teaching and learning. Performance is the ability to

combine both knowledge and dispositions for successful performance in the classroom. By

assessing these areas, Purdue University prepares competent, professional educators.

7

http://www.ncate.org/Standards/tabid/107/Default.aspx

http://www.ncate.org/Standards/ProgramStandardsandReportForms/tabid/676/Default.aspx

http://www.ccsso.org/Resources/Programs/Interstate_Teacher_Assessment_Consortium_(InTASC).html

http://www.doe.in.gov/licensing/repa-teacher-standards

http://www.nbpts.org/national-board-standards

http://doe.in.gov/achievement/standards

http://www.teach.purdue.edu/faculty_staff/PPmodel_graphic.html


Likewise, Purdue University adheres to the Educational Leadership Constituent Council (ELCC)

standards and National Board for Professional Teaching Standards (NBPTS) for preparation at

the advanced levels. New CAEP standards for advanced programs were adopted on June 5, 2014

at the CAEP Board of Directors meeting. Purdue program faculty will begin looking at these new

standards to ensure alignment. In addition, the counseling program in the College of Education

has received recognition from the Council for Accreditation of Counseling and Related

Educational Programs (CACREP), and the Speech, Language and Hearing Sciences program in

the College of Health and Human Sciences is accredited by the American Speech-Language

Hearing Association (ASHA).

Regarding State Standards, the Indiana Department of Education (IDOE) contracted with

Pearson to develop the Indiana Developmental and Content Standards for Educators, which

include educator standards in forty-six content and administrative areas and at five school setting

developmental levels. The standards are grounded in scientifically based research and are aligned

with the Rules for Educator Preparation and Accountability (REPA), Indiana Academic

Standards, Indiana Core Standards, the Common Core State Standards for Mathematics and for

English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects,

standards of the International Society for Technology in Education (ISTE), and other relevant

standards of national professional organizations.

Source: IDOE REPA Teacher Standards Process Document, December 2010

Teacher Education Rules:

Teacher licensure rules, called Rules for Educator Preparation and Accountability (REPA), were

signed by the Indiana governor on March 30, 2010. During the 2013-2014 academic year, an

updated version of REPA, known as REPA III was considered by the State Board of Education.

The changes in REPA III will not be implemented until 2015.

Additional details may be found at www.doe.in.gov/improvement/educator-effectiveness/repa.

Keep in mind that Indiana licensing rules and regulations are subject to change by the Indiana

Department of Education.

8

http://www.doe.in.gov/improvement/educator-effectiveness/repa


PURDUE UNIVERSITY Teacher Education Programs

Rules for Educator Preparation and Accountability (REPA)

Licensure (Purdue Majors)

Content Area: Instructional

Presented or approved

by the TEC

P-3

K-6

5-12

P-12

Career/Technical Education

Agriculture 2/12/13

Family and Consumer Sciences 4/24/13

Engineering and Technology Education 4/23/12

Communication Disorders

(Speech, Language, and Hearing Sciences)*

ASHA accredited

4/30/14

Computer Education (Educational Technology)*

(Computer Science Teaching)

Withdrawn 9/29/10

9/29/10

Early Childhood Education and Exceptional Needs 4/30/14

English Learners (English Language Learning)* 4/30/09

Exceptional Needs (Special Education)

Mild Intervention 11/29/01

Mild and Intense Intervention*

(Online Master’s degree)

4/30/14

Fine Arts

Visual Arts (Visual Arts/Design Emphasis)

(BFA Degree added) 4/30/14

Elementary Education 4/27/10

Elementary Education and Exceptional Needs 4/24/13

High Ability (Gifted, Creative, and Talented)* 12/6/02

Health/Physical Education

New admissions suspended, effective Fall 2014

(combined) 4/24/13

Language Arts (English Education) 4/23/12

Mathematics

(Advanced*)

4/30/14

2/12/13

Reading (no longer offered under REPA)

Reading Specialist* Withdrawn 1/22/09

Science (one or more areas)

Chemistry 3/12/03

Earth/Space Sciences 4/24/13

Life Sciences (Biology Education) 4/27/10

Physics 3/12/03

Social Studies (three or more areas)

(Online Master’s degree) 2/21/02

Conceptual Approval 4/24/08

Economics

Government and Citizenship

Historical Perspectives

Psychology

Sociology

World Language (Foreign Language)

New admissions suspended, effective Fall 2012

4/19/07

French

German

Spanish

STEM Goes Rural* 2/25/09

Transition to Teaching* Elementary discontinued - 12/10/13 7/1/02

Content Area: Administrative

District Administrator* 2/12/13

Superintendent

Director of Exceptional Needs 12/10/13

Director of Career/Technical 12/3/04

Building Level Administrator* 2/12/13

Content Area: School Services

School Counselor * CACREP accredited

*Offered as a graduate program only

Updated 09/11/2014

9

Office of Professiona Preparation and Licensure Annual Report 2013-2014

Social Studies -- Economics

Social Studies -- Government and Citizenship

School Counselor

District Administrator - Superintendent

TOTAL

Building Level Administrator

District Administrator - Director of Career/Technical

District Administrator - Director of Exceptional Needs 2

8

143

Language Arts (English Education)

Mathematics

Science -- Chemistry

Science -- Earth/Space Sciences

Science -- Life Sciences (Biology)

Science -- Physics

Technology Education

World Language (Foreign Language)-- French

World Language (Foreign Language)-- German

6

World Language (Foreign Language)-- Spanish

15

5

1

0

0

0

1

2

1

5

Interdisciplinary Cooperative Education Endorsement 0

5

3

Fine Arts (Visual Arts w/Design Emphasis)

Generalist: Early Childhood & Exceptional Needs

Generalist: Early and Middle Childhood (Elementary Education)

Gifted and Talented Education

Health/Physical Education

Exceptional Needs - Intense Intervention Graduate (Initial)

Exceptional Needs - Intense Intervention Graduate (Advanced)

Exceptional Needs - Mild & Intense Graduate (Initial)

Exceptional Needs - Mild & Intense Graduate (Advanced)

Fine Arts (Visual Arts)

Computer Education (Educational Technology)

Dual: Elementary Education & Mild Intervention

English as a New Language

Exceptional Needs - Mild Intervention Graduate (Initial)

Exceptional Needs - Mild Intervention Graduate (Advanced)

0

3

5

19

2

0

1

1

0

3

0

3

2

6

5

TRANSCRIPT EVALUATIONS

RULES 2002 LICENSURE


Transcript evaluations are completed for individuals who hold a bachelor’s or higher degree and are interested in

pursuing a Purdue University Teacher Education Program licensure area. In order to be eligible for an evaluation by

the Office of Professional Preparation and Licensure, the individual must meet the set GPA requirements for a

licensure area. Official transcripts are reviewed by a licensing advisor to determine the courses which remain to be

completed in a particular program area.

Number of Evaluations

3

7

Content Area

Career/Technical Education - Agriculture

Career/Technical Education - Family and Consumer Sciences

Social Studies -- Historical Perspectives

Social Studies -- Psychology

Social Studies -- Sociology

5

7

8

4

5

10

Teacher Education Programs(for Fall Semester in Academic Years 2009-10 through 2013-14)

Undergraduate Graduate Undergraduate Graduate Undergraduate Graduate Undergraduate Graduate Undergraduate GraduateEnrollment 1,643 227 1,578 230 1,371 213 1,217 207 973 167Enrollment By College/School

Agriculture 90 88 73 70 67Consumer & Family Sciences1 88 82Education 853 805 744 669 573Health & Human Sciences1 217 1 196 1 174 147 120Liberal Arts1 404 397 203 177 117Science 159 152 134 120 81Technology 49 54 43 34 15Graduate2 227 230 213 207 167

Enrollment by GenderMen 471 65 463 74 393 54 315 52 206 41Women 1,172 162 1,115 156 978 159 902 155 767 126

Total 1,643 227 1,578 230 1,371 213 1,217 207 973 167 Percent Women 71.3% 71.4% 70.7% 67.8% 71.3% 74.6% 74.1% 74.9% 78.8% 75.4%Enrollment By Race/Ethnicity

American Indian or Alaska Native 10 3 6 2 4 1 4 1 2 0Asian 27 3 20 3 10 2 12 3 10 3Black or African American 27 11 26 12 27 11 23 13 21 12Hispanic or Latino 52 4 53 2 46 4 37 6 34 3

0 0 0 0 0 0 1 0Two or more races 8 1 18 3 15 4 11 3Subtotal Minority 116 21 113 20 105 21 91 27 79 21Percent Minority Domestic 7.1% 10.0% 7.2% 9.2% 7.7% 9.9% 7.5% 13.0% 8.1% 12.6%White 1,518 190 1,460 198 1,237 179 1,094 168 891 139Unknown 0 0 21 4 23 2 17 1International2 9 16 5 12 8 9 9 10 13 6Percent International 0.5% 7.0% 0.3% 5.2% 0.6% 4.2% 0.7% 4.8% 1.3% 3.6%

Degrees Awarded in Academic Year 347 64 388 79 301 68 365 72 n/a n/aLicenses Recommended:

Post-baccalaureate Licensing Only3 17 24 12 29 n/aTransition to Teaching4 7 7 9 4 n/aSTEM Goes Rural5 0 15 21 8Initial 414 421 417 404 n/aProficient 16 6 1 14Accomplished 3 1 80 50 n/aAdditions 193 111 46 19 n/aRenewals 290 142 101 53 n/a

1Some majors changed reporting colleges starting the 2011-12 academic year. In order to show enrollment trends, Health & Human Sciences enrollments for 2010-11 and earlier are for majors that moved.2International count is based on fee residence.3Post-baccalaureate Licensing Only includes those who completed a Teacher Education Program; it does not include those who completed a baccalaureate degree or higher while completing licensure requirements.

2013-142012-132011-122009-10 2010-11

4Transition to Teaching is a state mandate to facilitate the transition of competent professionals in fields other than teaching into the teaching profession. Purdue offers Transition to Teaching as a Graduate program.5There is a critical shortage of qualified science, technology, engineering and math (STEM) teachers, and these shortages are especially acute in rural areas. To address this pressing need, Purdue University has pioneered a program to staff rural secondary schools with highly qualified STEM teachers.

Native Hawaiian or Other Pacific Islander

Source: Office of Enrollment Management,Analysis and Reporting, College of Education (COE) Office of Professional Preparation and Licensure, and COE Office of Strategic Assessment

Office of Profesional Preparation and Licensure Annual Report 2013-2014

11

owebb

Data Digest

Office of Professional Preparation and Licensure Annual Report 2013-2014

Content Area 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

College of Agriculture

Career/Technical Education: Agriculture 90 80 90 88 73 70 67


Dual: Elementary Education & Exceptional Needs: Mild Intervention 11 19 59 76 101 107 104

Exceptional Needs 101 97 38 16 1 0 0

Generalist: Early and Middle Childhood (Elementary Education) 655 640 620 577 514 469 397

Social Studies 163 164 136 136 128 93 72

College of Health and Human Sciences

Career/Technical Education: Family and Consumer Sciences 33 38 52 51 45 39 30

Generalist: Early Childhood & Exceptional Needs: Mild Intervention 31 29 36 31 36 39 43

Health Education 69 58 22 19 10 6 2

Physical Education 55 63 107 95 83 63 45

College of Liberal Arts

Fine Arts: Visual Arts 85 72 76 64 47 39 38

Language Arts (English Education) 156 163 164 182 134 125 74

World Languages 37 30 35 37 22 13 5

College of Science

Mathematics 115 102 106 106 88 75 54

Science: Chemistry 19 17 20 20 17 16 9

Science: Earth/Space Sciences 7 5 4 9 9 7 2

Science: Life Sciences (Biology) 32 29 22 10 15 16 10

Science: Physics 8 4 7 7 5 6 4

College of Technology

Engineering/Technology Education 51 40 49 54 43 34 15

Total Teacher Education Enrollment 1718 1650 1643 1578 1371 1217 973

Teacher Education

Undergraduate Enrollment Trend Data

2007-2014

12


Overview

Traditional Candidates’ Gate Information


The Office of Professional Preparation and Licensure processed admission and retention of candidates on a timely,

ongoing basis. For the 2013-2014 reporting period, a total of 798 Gate and exit audits were processed.

Gate Admission/Retained Denied

Conditional

Admission/Permission

to Proceed

Permission to Take

Methods Courses but

NOT Admitted

Special Cases **

Committee

Admission/Retained

A

(4-Gate) 4

A2

(3-Gate) 229 124 7 6 1

B

(4-Gate) 26 10 1

B2

(3-Gate) 29 13 1

C

(4-Gate) 272 41 27 1

*Due to the transition from the 4-Gate to 3-Gate system, the chart above reflects a combination by Gate function.

Admission to the Teacher Education Program includes Gates A and A2. The Gate B row includes only candidates from 4-

Gate (note the much lower number) as this intermediate step is no longer a function in the 3 –Gate system. The pre-

student teaching Gate is represented by Gates B2 and C.

**There were two additional candidates at Special Cases for Gate D

13

Admission and Denial Actions



Program Area Major Gate Action A A2 B C B2D or

Exit

Admittance 6 1 17 16

Denial 30 2 8 5

Permission to Proceed 2 1

Permission to Take Methods Course(s) 1

Fine Arts (Visual Arts w/Design Emphasis) Admittance 2 3

Admittance 6 1 7 1 10

Denial 2 1

Permission to Proceed 1


Denial 2 1

Special Cases 1

World Language: Spanish Admittance 4 4


Conditional Admittance 2

Denial 22 19 4



Special Cases -- Permission to Proceed 2


Denial 1 2


Exceptional Needs: Mild Intervention Graduate (Initial) Admittance 1


Denial 6 2 3


Special Cases 1


Denial 5 2 2


Special Cases 1


Denial 5 2 2


Special Cases 1

Social Studies: Psychology Admittance 1 1

Social Studies: Sociology Admittance 2 2 2

Social Studies: Economics

Social Studies: Government and Citizenship

Social Studies: Historical Perspectives

Career/Technical Education: Agriculture

Fine Arts (Visual Arts)


Dual: Elementary Generalist & Exceptional Needs: Mild Intervention

Elementary Generalist




14

Admission and Denial Actions



Program Area Major Gate Action A A2 B C B2D or

Exit

Admittance 6 1 6 10

Denial 4 1


Admittance 8 12 11


Denial 5 1

Denied-Conditional Admittance 1


Admittance 10 4 6


Denial 4 17




Denial 13 3 1





Denial 9 5

Admittance 2 1 4

Denial 2

Science: Earth/Space Sciences Admittance 1 2

Admittance 3 2 3 7

Denial 1

Science: Physics Admittance 2 3

Admittance 2 1 9 8

Denial 1

Total 4 369 37 344 43 325

Science: Life Sciences (Biology)

Engineering/Technology Education

Health Education

Mathematics

Science: Chemistry

Physical Education

Generalist: Early Childhood & Exceptional Needs

Career/Technical Education: Family and Consumer Sciences

College of Health and Human

Services

College of Science


15

Reasons for Gate Denials



ContentArea DenialReason A A2 B C B2 D

Basic Skills competency (Praxis I or alternative) not submitted or successfully completed 5

Basic Skills Competency Assessment not submitted or successfully completed 1

Content GPA lower than required minimum for program area 7 1 1 2

Content Test(s) not submitted or successfully completed 1 3

No application to the Teacher Education Program and/or Teacher Education Program Signature

Form1

Overall GPA lower than required minimum for program area 7 1 1

Praxis II not submitted or successfully completed 5

Professional Education GPA lower than 3.00 and/or “D”, “F”, and/or “I” in a professional

education course5 2

Unsatisfactory completion of Block II and/or “D, “For "I" in a Block II course 4


Overall GPA lower than required minimum for program area 1



education course1



Fine Arts (Visual Arts) Praxis II not submitted or successfully completed 3 1




Form2


Praxis II not submitted or successfully completed 30 3


education course4 3

Unsatisfactory completion of student teaching and/or “D, “F”, or “I” in a professional education

course1


Unsatisfactory completion of Blocks III, IV, V or secondary methods course and/or "D", "F" or "I"

in a methods course1


Content GPA lower than required minimum for program area 2




education course1



Content GPA lower than required minimum for program area 2 4

Overall GPA lower than required minimum for program area 2 3


education course5


Health Education

Career/Technical Education: Agriculture

Career/Technical Education: Family and Consumer Sciences

Dual: Elementary Generalist & Mild Intervention

Elementary Generalist

Early Childhood Education & Exceptional Needs: Mild Intervention

16

Reasons for Gate Denials



ContentArea DenialReason A A2 B C B2 D


Form1



education course1





education course1 2





Overall GPA lower than required minimum for program area 3 2



education course4


Content GPA lower than required minimum for program area 1

Science: Life Sciences (Biology) Content GPA lower than required minimum for program area 1



Form2




education course2


Form2




education course2


Form2




education course2

Engineering/Technology Education Basic Skills Competency Assessment not submitted or successfully completed 1

Total 4 125 10 67 14 4

Social Studies: Historical Perspectives


Mathematics

Physical Education

Science: Chemistry

Social Studies: Economics

Social Studies: Government and Citizenship

17


Overview

Testing Data for 2013-2014

Indiana changed testing corporations during the academic year. Candidates had an overlap period wherein

they could pass the tests from either Educational Testing Service (ETS) or Pearson to meet the basic skills

and content knowledge requirements. The results from each source are presented in separate charts. A

Developmental Pedagogy exam was required for the first time starting in February of 2014.

The following charts on testing are included in this section:

Basic Skills

Alternate Report

ETS Praxis I

CASA

o Assessment by Gender/Ethnicity/GPA

o Scores

o Success/Failure Rates

Content Knowledge

Praxis II

Pearson

o Scores

o Success/Failure Rates

Developmental (Pedagogy)

Pearson

Program Completers

School Leaders

18


Alternate Route Licensure Candidates


Number Admitted by Approved Test Option:

Test Option Number Completing Basic Skills

Competency Assessment

Requirement

ACT Composite (24+) 1

SAT(1100+ on Reading & Math) 6

Pearson CASA Passed 4

Pearson CASA Not Passed 2

GRE 3

Master’s Degree 2

Not Completed* 1

Number Admitted by Gender:

Gender Number Percent

Female 10 53%

Male 9 47%

Number Admitted by Ethnicity:

Ethnicity Number Percent

African American 1 5%

Asian American 0 0%

Caucasian American 17 90%

Hispanic American 1 5%

Native American 0 0%

2 or more 0 0%

Unreported 0 0%

Number Admitted by GPA:

GPA Number Percent

3.5-4.0 6 32%

3.0-3.49 9 47%

2.5-2.99 4 21%

2.0-2.49 0 0%

1.5-1.99 0 0%

Below 1.5 0 0%

Unknown 0 0%

*Conditional Admission

19


Traditional Program Candidates Gate A Admittance


Number Admitted by Approved Test Option:

Test Option* Number Admitted to Gate A

ACT Composite (24+) 22

SAT(1100+ on Reading & Math) 45

ACT and SAT 19

Pearson CASA Passed 19

Pearson CASA Not Passed** 2

Praxis I 55

Praxis I and Pearson CASA (both) 1

Praxis I Composite (527) 38

Praxis and Pearson Combined 4

NumberAdmitted by Gender:

Gender Number Percent

Female 167 81.5%

Male 38 18.5%

Number Admitted by Ethnicity:

Ethnicity Number Percent

African American 1 .5%

Asian American 1 .5%

Caucasian American 191 93.1%

Hispanic American 4 2.0%

Native American 0 0%

2 or more 6 2.9%

Unreported 2 1%

Number Admitted by GPA:

GPA Number Percent

3.5-4.0 55 26.8%

3.0-3.49 98 47.8%

2.5-2.99 51 25%

2.0-2.49 1 .5%

1.5-1.99 0 0%

Below 1.5 0 0%

Unknown 0 0%

*GRE and Master’s degree are additional state options that were not utilized by any candidates this reporting year.

**Permission to Proceed

20


Code Test Total # Mean Score Median Score Low Score High Score Qualifying

0710 Reading 5 179 179 173 183 176

0720 Writing 4 178.88 179.25 174 183 172

0730 Mathematics 3 179 179 177 181 175

Code Test Total # Success # Success % Failure # Failure %

0710 Reading 5 3 60.00% 2 40,00%

0720 Writing 4 4 100.00% 0 0.00%

0730 Mathematics 3 3 100.00% 0 0.00%


5710 Reading 80 177.5 178 168 184 176

5720 Writing 81 175.5 176 169 182 172

5730 Mathematics 79 180.5 182 173 186 175


5710 Reading 80 53 66.30% 27 33,70%

5720 Writing 81 77 95.00% 4 5.00%

5730 Mathematics 79 76 96.00% 3 4,00%

Total # Mean Score Median Score Low Score High Score Qualifying

35 529.5 529 527 536 527

PURDUE UNIVERSITY

PRAXIS I: BASIC SKILLS COMPETENCY ASSESSMENT

FOR CANDIDATES ADMITTED TO THE TEACHER EDUCATION PROGRAM


Praxis I Scores

Praxis I Success and Failure Rates

Praxis I Composite Scores

Praxis I Scores

Praxis I Success and Failure Rates

21



001 Reading 28 253 240 220 267 220

002 Mathematics 30 238 235 133 294 220

003 Writing 26 234 232.5 198 263 220


001 Reading 28 28 100.00% 0 0.00%

002 Mathematics 30 27 90.00% 3 10.00%

003 Writing 26 24 92.00% 2 8.00%

PURDUE UNIVERSITY

PEARSON CASA BASIC SKILLS COMPETENCY ASSESSMENT

FOR CANDIDATES ADMITTED TO THE TEACHER EDUCATION PROGRAM


CASA Test Scores

CASA Test Scores

22


Code Specialty Area Total #Mean

Score

Median

Score

Low

Score

High

Score

Qualifying

Score

5011 Elementary Education: Curriculum, Instruction, and Assessment (Computer) 3 180.67 181 166 195 165

5032 Reading and Language Arts Subtest 96 181.41 181 158 200 165

5033 Mathematics Subtest 146 154.5 144 143 187 164

5034 Social Studies Subtest 150 161.17 159 129 200 155

5035 Science Subtest 128 168.11 168 132 200 159

0300 Reading Specialist 5 524 510 500 560 370

0543 Special Education: Core Knowledge and Mild to Moderate Applications (Valid 9/1/2011) 4 161 162 148 172 158

5543 Special Education: Core Knowledge and Mild to Moderate Applications (Computer) (Valid 11/1/2011) 25 170.44 170 156 185 158

0081 Social Studies: Content Knowledge 2 162.5 162.5 158 167 156

5081 Social Studies: Content Knowledge 23 166.09 164 149 188 156

5361 English to Speakers of Other Languages 7 159 163 146 167 149

6011 School Leaders Licensure Assessment (Computer) (Valid 1/1/2012) 5 177.2 180 170 183 163

5022 Early Childhood: Content Knowledge 7 181.29 182 178 184 156

0121 Family and Consumer Sciences Education 1 174 174 174 180 157

5121 Family and Consumer Sciences Education 3 168.33 167 161 177 148

551 Health Education 13 170.38 169 155 182 158

0091 Physical Education: Content Knowledge 1 153 153 153 153 153

5091 Physical Education: Content Knowledge 19 159.58 161 148 172 153

0531 Pre-Kindergarten Education 1 172 172 172 172 165

5531 Pre-Kingergarten Education (Computer) (Valid 12/1/2011) 5 186 189 171 193 165

0133 Art Education: Content Knowledge 8 168.75 165.5 157 183 159

5134 Art Education: Content Knowledge 1 169 169 169 169 159

0041 English Language, Literature, and Composition: Content Knowledge 3 171.33 168 167 179 160

5041 English Language, Literature, and Composition: Content Knowledge 18 173.94 174.5 157 192 160

5174 French: World Language (Computer) 3 153 150 149 160 156

German: World Language 1 166 166 166 166 163

5195 Spanish: World Language (Computer) 2 184.5 184.5 170 199 168

0061 Mathematics: Content Knowledge 4 154.5 144 143 187 136

5061 Mathematics: Content Knowledge 5 165.6 164 151 183 136

5245 Chemistry: Content Knowledge 4 152.5 148 139 175 151

245 Chemistry: Content Knowledge 1 162 162 162 162

0571 Earth/Space Science: Content Knowledge 3 156 160 138 170 155

5235 Biology: Content Knowledge 3 174 176 165 181 157

0265 Physics: Content Knowledge 2 125 125 101 149 149

0051 Technology Education 10 179.4 178 162 194 159


PURDUE UNIVERSITY

PRAXIS II: SUBJECT ASSESSMENTS/SPECIALTY AREAS

TEST SCORES BY PROGRAM COMPLETERS




College of Science

23


CodeSpecialty Area Total #

Mean

Score

Median

Score

Low

Score

High

Score

Qualifying

Score

60 Elementary Education Generalist Subtest 1: Reading and English Language Arts 40 197.13 198 133 271 220

61 Elementary Education Generalist Subtest 2: Mathematics 37 195.78 196 124 268 220

62 Elementary Education Generalist Subtest 3: Science, Health, PE 36 188.33 185 100 250 220

63 Elementary Education Generalist Subtest 4: Social Studies and Fine Arts 39 198.67 196 132 260 220

24 Exceptional Needs: Intense Intervention 2 213.5 213.5 194 233 220

25 Exceptional Needs: Mild Intervention 8 228.38 233.5 195 248 220

48 Social Studies: Economics 1 256 256 256 256 220

50 Social Studies: Government and Citizenship 3 261 260 250 273 220

51 Social Studies: Historical Perspective 3 262 262 254 270 220

19 English Learner 1 223 223 223 223 220

32 High Ability 1 226 226 226 226 220

39 School Administrator: Building Level 14 235.79 236 210 256 220

40 School Administrator: District Level 1 251 251 251 251 220

14 Early Childhood Generalist Subtest 1: Reading and English Language Arts 13 184.31 191 133 235 220

15 Early Childhood Generalist Subtest 2: Mathematics 10 196.2 187.5 155 235 220

16 Early Childhood Generalist Subtest 3: Science, Health, PE 8 207.75 211 176 247 22017 Early Childhood Generalist Subtest 4: Social Studies and Fine Arts 14 182.5 184 140 247 22011 Career and Technical Education: Family and Consumer Science 7 227.86 223 201 255 220

21 English Language Arts 3 225.33 231 194 251 22030 Fine Arts: Visual Arts 6 238.5 238.5 217 254 220

35 Mathematics 6 211.5 204.5 184 250 22043 Science: Chemistry 3 225.33 231 194 251 22044 Science: Earth/Space 2 212 212 198 226 22045 Science: Life Science 7 202.43 203 177 226 220

47 Science: Physics 5 230.2 215 201 268 220

9 Career and Technical Education: Agriculture 34 220 221 184 250 220

College of Science


PURDUE UNIVERSITY

PEARSON CORE CONTENT

TEST SCORES BY PROGRAM COMPLETERS





24



004 Early Childhood Education 6 239.33 241 204 265 220

005 Elementary (K-6) 95 237.33 237 209 263 220

006 Secondary (5-12) 55 242.67 241 214 285 220

007 P-12 15 242.73 244 223 260 220

Code Test Total # Success # Success % Failure # Failure % N/A*

004 Early Childhood Education 6 5 83.30% 1 16.70% 5

005 Elementary (K-6) 95 92 96.80% 3 3.20% 39

006 Secondary (5-12) 55 54 98.00% 1 2.00% 26

007 P-12 15 15 100.00% 0 0.00% 9

Note: Program completers NOT required to complete the test due to the date of program completion and licensing.

Developmental (Pedagogy) Test Scores

PURDUE UNIVERSITY

Pearson Developmental (Pedagogy) Assessments

BY PROGRAM COMPLETERS


Developmental (Pedagogy) Test Scores

25


Type of Assessment2003-

2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

CBT READING 100% 100% 100%*

CBT WRITING 98% 100% 91%*

CBT MATHEMATICS 98% 100% 100%*

PPST MATHEMATICS (0730) 97% 98% 100% 100% 100% 100% 100% 100% 100% 100%

PPST READING (0710) 97% 95% 99% 100% 98% 97% 100% 99% 99% 99%

PPST WRITING (0720) 98% 98% 100% 100% 100% 100% 99% 100% 100% 100%

COMPUTERIZED PPST READING (5710) 98% 100% 100% 100% 100% 100% 100% 100%

COMPUTERIZED PPST WRITING (5720) 99% 100% 100% 100% 100% 100% 100% 100%

COMPUTERIZED PPST MATHEMATICS (5730) 100% 99% 100% 100% 100% 100% 100% 100%

PRE-KINDERGARTEN EDUCATION for Early Childhood License

(0530) 100% 100% 100% 100% 100% 100%

PRE-KINDERGARTEN EDUCATION II for Early Childhood

License (0531) 100% 100%

ELEM ED CURR INSTRUC ASSESSMENT (0011) 99% 96% 100% 99% 99% 100% 100% 100% 98% 100%

ELEM ED MULTIPLE SUBJECTS: READING AND LANGUAGE

ARTS SUBSET (5032) 100% 100%

ELEM ED MULTIPLE SUBJECTS: MATHEMATICS SUBSET

(5033) 80% 94%

ELEM ED MULTIPLE SUBJECTS: SOCIAL STUDIES SUBSET

(5034) 73% 94%

ELEM ED MULTIPLE SUBJECTS: SCIENCE SUBSET (5035)

87% 94%

PURDUE UNIVERSITY

PROGRAM COMPLETER PASS-RATE DATA

2003-2012

Professional Knowledge

Basic Skills

Academic Content Areas

26



2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

EARLY CHILDHOOD EDUCATION (0020) 100%*

ENG LANG LIT COMP CONTENT KNOWLEDGE (0041)

100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

MATHEMATICS: CONTENT KNOWLEDGE (0061)

100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

SOCIAL STUDIES: CONTENT KNOWLEDGE (0081) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

PHYSICAL EDUCATION

PHYSICAL ED: CONTENT KNOWLEDGE (0091) 100% 93% 100% 100% 100% 100% 100% 100% 100% 100%

ART CONTENT KNOWLEDGE (0133) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

FRENCH PRODUCTIVE LANGUAGE SKILLS

FRENCH CONTENT KNOWLEDGE (0173) 100%* 100%* 100%* 100%* 100%* 100% 100%

FRENCH: WORLD LANGUAGE (5174) 100% 100%

GERMAN CONTENT KNOWLEDGE (0181) 100%*

SPANISH PRODUCTIVE LANGUAGE SKILLS 71%* 100%* 100%*

SPANISH CONTENT KNOWLEDGE (0191) 71%* 100%* 100% 100%* 100%* 100%* 100% 100% 100%

SPANISH: WORLD LANGUAGE (5195) 100% 100%

BIOLOGY CONTENT KNOWLEDGE (0235) 100% 100%* 86%* 100% 100%* 100%* 100% 100% 100% 100%

CHEMISTRY CONTENT KNOWLEDGE (0245) 100% 100%* 100%* 100%* 100%* 100%* 100% 100% 100% 100%

PHYSICS CONTENT KNOWLEDGE (0265) 100%* 100%* 100%* 100%* 100%* 100% 100% 100%

INTRODUCTION TO READING (0200) 100%

READING SPECIALIST (0300) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

GENERAL SCIENCE 100%*

EARTH SCIENCE CONTENT KNOWLEDGE (0571) 100%* 100%* 100%* 100%* 100%* 100% 100% 100% 100%

TECHNOLOGY EDUCATION (0050) 100% 96% 100% 100%* 100% 100% 100% 100% 100%

TECHNOLOGY EDUCATION (0051) 100% 100%

Academic Content Areas continued



2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

FAMILY AND CONSUMER SCIENCES (0121) 100% 100% 100% 100% 100% 100%* 100% 100% 100% 100%

SPEECH -LANGUAGE PATHOLOGY 100%*

HEALTH EDUCATION (0550) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

SE LEARNING DISABILITIES 100%*

SE STUDENTS W/MENTAL RETARDATION 100%* 100%* 100%*

SE KNOWLEDGE-BASED CORE PRINCIPLES 100% 100%* 100%*

EDUC. EXCEPTIONAL STUDENTS: CK (0353) 100%* 100%* 100% 100% 100% 100% 100% 100% 100% 100%

SE BEHAVIORA/ EMOTIONAL 100%* 100%* 100%*

ED EXCEPT STUDENTS: MILD TO MODERATE DISABILITIES

(0542) 100%* 100% 100% 100% 100% 100% 100% 100% 100%

SE CORE KNOWLEDGE AND MILD TO MODERATE

APPLICATIONS (0543) 100% 100%

PROGRAM COMPLETERS SUBMITTED 537 461 416 380 394 364 376 412 338 390

PROGRAM COMPLETERS FOUND, MATCHED, AND USED

IN PASSING RATE CALCULATIONS** 533 448 414 376 390 363 372 411 337 386

**Candidates completing Agricultural Education are not required to complete the content assessment. This explains the difference in the number between Program Completers

Submitted and Program Completers Found, Matched, and Used in Passing Rate Calculations.

Teaching Special Populations

Academic Content Areas continued

*Under 10 program completers

Note: Empty cells are due to previous versions of exams replaced by newer versions or no program completers for the given year.

28


Year 2007-08 2008-09 2009-10 2010-11 2011-2012 2012-2013 2013-2014

Total # of Tests Taken 13 17 10 7 6 15 5

Mean Score 178.2 178.3 173.4 178.6 179.0 180.2 177.2

Median Score 176 177.5 173.0 177.5 179.0 180.0 176.5

Low Score 165 167 162 166 170 167 170

High Score 187 187 184 189 186 188 183

Success # 13 17 9 7 6 13 5

Success % 100% 100% 90% 100% 100% 100% 100%

Failure # 0 0 1 0 0 0 0

Failure % 0% 0% 10% 0% 0% 0% 0%

Total # of Program Completers Required

to Complete the SLLA 13 17 9 7 3 8 4

Program Completer Pass Rate 100% 100% 100% 100% 100% 100% 100%

* The original test number was 1010 which was changed in 2009-2010. The Qualifying Score was originally 165. The previous test

which was 1011 had a qualifying score of 163 and was valid until 12/31/2011.

As of February 1, 2003, the School Leaders Licensure Assessment (SLLA) was required for individuals applying for an initial

administrative license in Indiana (except for those individuals who previously held another administrative license in Indiana or any other

state). Initial administrative licenses offered at Purdue are: Building Level Administrator, Director of Career/Technical, Director of

Exceptional Needs, and Superintendent. Beginning in February 2014 the IDOE began transitioning from the ETS SLLA exam to the

Pearson School Administrator exams (Building Level and District Level). The deadline for successful completion of the SLLA exam

was May 31, 2014. After this date only the Pearson exams can be used for initial administrative licensure.

SLLA Scores, Success Rates and Failure Rates

Test Code 6011*

Qualifying Score 163

PURDUE UNIVERSITY

ADMINISTRATIVE ASSESSMENT REPORT

SCORES AND SUCCESS/FAILURE RATES


29


Year 2013-2014 2013-2014

Total # of Tests Taken 13 1

Mean Score 237.08 251

Median Score 233 251

Low Score 210 251

High Score 256 251

Success # 11 1

Success % 85% 100%

Failure # 2 0

Failure % 15% 15%

Total # of Program Completers Required

to Complete the BLA 11 1

Program Completer Pass Rate 100% 100%

Year

Total # of Tests Taken

PURDUE UNIVERSITY

ADMINISTRATIVE ASSESSMENT REPORT

SCORES AND SUCCESS/FAILURE RATES


Test Code 039 - Building Level Administrator


Test Code 040 - District Level Administrator


As of February 1, 2003, the School Leaders Licensure Assessment (SLLA) is required for individuals applying for an initial

administrative license in Indiana (except for those individuals who previously held another administrative license in Indiana or any other

state). Initial administrative licenses offered at Purdue are: Building Level Administrator, Director of Career/Technical, Director of

Exceptional Needs, and Superintendent. Beginning in February 2014 the IDOE began transitioning from the ETS SLLA exam to the

Pearson School Administrator exams (Building Level and District Level). The deadline for successful completion of the SLLA exam

was May 31, 2014. After this date only the Pearson exams can be used for initial administrative licensure. The charts below reflect the

number of tests taken, not program completers.

Mean Score

Median Score

Low Score

High Score

Success #

Success %

Failure #

Failure %

Total # of Program Completers

Required to Complete the DLA

Program Completer Pass Rate

30


Content Area

Traditional

Undergraduates

Post-Bac

Alternative

SGR

Alternative

TTT

Alternative Total

College of AgricultureCareer and Technical Education: Agriculture 15 1 16College of EducationDual: Elementary Education, Exceptional Needs: Mild Intervention 16 16

Dual: Elementary Education, Exceptional Needs: Mild Intervention and Reading 4 4

English Language Learning 0

Exceptional Needs: Mild Intervention Undergraduate P-12 (Initial) 1 1

Exceptional Needs: Mild Intervention Graduate (Initial) 1 1

Elementary Generalist and Reading 35 35

Elementary Generalist 84 3 87

High Ability (Gifted and Talented) Education (Advanced Addition) 13 13

Social Studies: Government & Citizenship/Historical Perspectives 1 1

Social Studies: Economics, Government & Citizenship and Historical Perspectives 16 16College of Health and Human Services

Career and Technical Education: Family and Consumer Sciences 10 10

Generalist: Early Childhood and Exceptional Needs 11 11

Health and Physical Education 6 6

Physical Education 4 4College of Liberal Arts

Fine Arts: Visual Arts 9 1 10

Fine Arts: Visual Arts Design Emphasis 2 1 3

Language Arts (English Education) 9 1 10

Language Arts (English Education) and Reading 5 1 6

World Language: Spanish 4 4

Communication Disorders (Speech Language & Hearing Sciences)** 27 27College of Science

Mathematics 12 2 1 15

Science: Chemistry 1 2 1 4

Science: Earth/Space Sciences 1 1 2

Science: Life Sciences (Biology) 5 2 7

Science: Physics 3 3College of Tehnology

Technology Education 8 8

Administrative Areas

Building Level Administrator 2 2

District Administrator: Director of Career/Technical 2 2

District Administrator: Superintendent 7 7School Counselor

School Counselor 6 6

Total 261 63 6 7 337

Program Completers by Content Area

Traditional, Alternative, and Advanced Licensure Routes

September 1, 2013 - August 31. 2014

**Communication Disorders program completers (Speech Language and Hearing Sciences: Speech Language Pathology) apply directly to the State of Indiana for licensure; therefore Purdue

University doesn't recommend these candidates for Indiana licensing.

31


Recommendations for Licensure

Overview

Licensing Actions


Undergraduate Original Initial Practitioner Instructional 240

Post-Baccalaureate Original Initial Practitioner Instructional 6

Transition to Teaching 6

STEM Goes Rural 6

Building Level Administrator 6

District Administrator Director of Career and Technical Education 2

District Administrator Superintendent 10

School Counselor 6

Transcript Evaluation Requests 103

License Additions 26

Conversions to Professional Practitioner 41

Renewal Recommendations 63

Out-of-State Recommendations 96

Total 611

32


LICENSE RECOMMENDATIONS 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-2012 2012-2013 2013-2014

Initial Practitioner 565 540 507 500 444 414 421 417 404 271

Post-Baccalaureate Licensing Only 16 20 18 21 17 17 24 12 29 6

Proficient Practitioner 1 5 8 10 9 16 6 1 14 12

Professional/Accomplished Practitioner 54 65 23 19 11 3 1 801

50 41

Additions 50 239 261 162 168 193 111 462

19 26

Renewals 345 544 636 494 373 290 142 1013

53 63

LICENSE RECOMMENDATIONS

2004-2014

Beginning in 2012-2013, Institutions of Higher Education (IHE) no longer make recommendations for individuals hired under an Emergency Permit.

School districts work directly with the Indiana Department of Education to complete the application process. Individuals may complete alternate licensure

routes. They may either complete a licensure program at an IHE or successfully complete a content test, depending on whether they hold an Indiana

instructional administrator or school services license. Information regarding Emergency Permits is located at www.doe.in.gov/licensing/emergency-permits.

Information regarding adding a content area to an existing license is located at www.doe.in.gov/licensing/how-add-content-area-existing-license.

Information regarding alternate licensure routes is located at www.doe.in.gov/licensing/prospective-educators.

1In May 2011, the State of Indiana created a rule stating that individuals who held a Master’s degree or had 5-7 years of teaching experience were expected

to be recommended for Accomplished Practitioner/Professional licenses. Due to this new rule, the Office of Professional Preparation and Licensure

experienced a significant increase in license conversions to the Professional/Accomplished Practitioner level.

3Prior to 2011-2012, renewals were counted by content areas regardless of how many content areas an individual had, however, licenses are now counted by

the individual rather than by content area.

EMERGENCY PERMIT

2On May 2, 2011, the State of Indiana's new online licensing LVIS went live. The system no longer requires that Reading licenses be added as a separate

additional license, it can be obtained with the original license. This resulted in a major reduction for additions. Had this rule not changed the Office of

Professional Preparation and Licensure would have had an additional 167 additions of Reading in association with the Elementary Education, Elementary &

Special Education, and Language Arts programs.


Content Area Number of Recommendations

College of AgricultureCareer/Technical Education - Agriculture 11

College of Health and Human SciencesCareer/Technical Education – Family and Consumer Sciences 10Dual: Health and Physical Education 6Early Childhood & Exceptional Needs: Mild Intervention 9Health Education 1Physical Education 6

College of EducationDual: Elementary Generalist and Exceptional Needs: Mild Intervention 16Dual: Elementary Generalist, Exceptional Needs: Mild Intervention, and Reading 4Elementary Generalist 72Elementary Generalist and Reading 36Exceptional Needs - Mild Intervention Graduate Initial 1Exceptional Needs - Mild Intervention Undergraduate Initial 1Social Studies - Economics, Government and Citizenship, and Historical Perspectives 15Social Studies - Economics, Government and Citizenship, Historical Perspectives, and Psychology 1

College of Liberal ArtsFine Arts (Visual Arts) 11Language Arts (English) and Reading 8Language Arts (English) 8World Language: French 0World Language: Spanish 4

College of Science Mathematics 14

Science: Chemistry 3

Science: Earth/Space Sciences 2Science: Life Sciences (Biology) 4Science: Physics 3


Technology Education 9

Total Instructional Recommendations 255

School Services School Counselor 6

Total School Services Recommendations 6

Administrative Building Level Administrator 6District Administrator - Director of Career and Technical Education 2District Administrator - Director of Exceptional Needs 0District Administrator - Superintendent 10

Total Administrative Recommendations 18

Total Original Licensure Recommendations 279

RECOMMENDATIONS

ORIGINAL LICENSURE


The following information contains data for Purdue Teacher Education program completers who received a degree, as well as for those who completed a post-

baccalaureate, teacher license-only program. Numbers include all individuals who requested an original license between September 1, 2013 - August 31, 2014.

Therefore, the data contains program completers of any year.

Notes: Individuals may be recommended for more than a single licensure area.Communication Disorders program completers apply directly to the State of Indiana; therefore, they are not listed on this chart.

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License Actions Number of RecommendationsAdditions: English Language Learners 5Exceptional Needs: Mild Intervention (Advanced) 4High Ability (Gifted and Talented) 13Reading

12

Social Studies: Government 1Social Studies: Psychology 1Social Studies: Sociology 3Reading

12

Total Additions 31

Conversion to 10-year Professional/Accomplished Practitioner 41

Renewal 63

Total Conversion to Professional/Accomplished Practitioner and Renewal 104

Total Recommendations for All Licenses 414

1 Effective May 2011, candidates completing the REPA Language Arts (English Education), Dual: Elementary Generalist & Exceptional Needs: Mild Intervention,

and Elementary Generalist licensure programs are no longer recommended for the Reading addition upon completion of the program. Individuals completing Rules

2002 licensure programs can only be recommended for the Reading addition through December 31, 2013.

Note: Individuals may be recommended for more than a single licensure area.

ADDITION, RENEWAL, AND CONVERSION TO

PROFESSIONAL/ACCOMPLISHED PRACTITIONER

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Content Area

Traditional

Undergraduates

Post-Bac

Alternative

SGR

Alternative

TTT

Alternative TotalCollege of Agriculture

Career and Technical Education: Agriculture 10 1 11College of EducationDual: Elementary Education, Exceptional Needs: Mild Intervention 16 16

Dual: Elementary Education, Exceptional Needs: Mild Intervention and Reading 4 4

English as a New Language (Addition) 5 5

Exceptional Needs: Mild Intervention Undergraduate P-12 (Initial) 1 1

Exceptional Needs: Mild Intervention Graduate (Initial) 1 1

Elementary Generalist and Reading 36 36

Elementary Generalist 69 3 72

High Ability (Gifted and Talented) Education (Addition) 13 13

Reading (Addition) 2 2

Social Studies: Government & Citizenship/Historical Perspectives 1 1

Social Studies: Economics, Government & Citizenship and Historical Perspectives 14 14

Social Studies: Psychology (Addition completed at the same time as the SS Core: Econ/Gov/HP) 1 1College of Health and Human Services

Career and Technical Education: Family and Consumer Sciences 10 10

Generalist: Early Childhood and Exceptional Needs 9 9

Health and Physical Education 6 6

Health Education 1 1

Physical Education 6 6College of Liberal Arts

Fine Arts 9 2 11

Language Arts (English Education) only 7 1 8

Language Arts (English Education) and Reading 7 1 8

World Language: Spanish 4 4College of Science

Mathematics 11 2 1 14

Science: Chemistry 1 2 3

Science: Earth/Space Sciences 1 1 2

Science: Life Sciences (Biology) 5 2 7

Science: Physics 3 3College of Tehnology

Technology Education 9 9


Building Level Administrator 6 6

District Administrator: Director of Career/Technical 2 2

District Administrator: Superintendent 10 10School Counselor

School Counselor 6 6

Total 240 50 6 6 302

License Recommendations by Content Area

Traditional, Alternative, and Advanced Licensure Routes

September 1, 2013-August 31. 2014

Communication Disorders program completers (Speech Language and Hearing Sciences and Speech Language Pathology) apply directly to the State of Indiana for licensure; therfore, Purdue

University does not recommend these candidates for Indiana licensing.

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Content Area 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014


Career and Technical Education: Agriculture 19 10 25 14 11


Computer Education (Educational Technology) (Addition) 2 1 0 0

Dual: Elementary Education, Exceptional Needs: Mild Intervention and/or Reading 1 6 8 22 20

English as a New Language (Addition) 1 1 5

Exceptional Needs 18 13 5 2

Generalist: Early and Middle Childhood (Elementary Education) and Reading 159 147 131 146 108

High Ability (Gifted and Talented) Education (Addition) 21 21 11 13

Interdisciplinary Cooperative Education (ICE) (Endorsement to an existing Rules 46-47 license) 1 2 0

Reading (Addition) 149 109 7 2 0

Social Studies: Economics, Government & Citizenship and Historical Perspectives 53 49 64 34 15

Social Studies: Government & Citizenship/Historical Perspectives 1

Social Studies: Psychology (Addition completed at the same time as the SS Core: Econ/Gov/HP) 1 1Social Studies: Sociology (Addition completed at the same time as the SS Core: Econ/Gov/HP) 2 0

College of Health and Human Services

Career and Technical Education: Family and Consumer Sciences 6 13 25 10 10

Generalist: Early Childhood and Exceptional Needs 8 9 4 9 9

Health and Physical Education 6

Health Education 10 4 18 14 1

Physical Education 25 15 24 24 6


Fine Arts 11 15 15 10 11

Language Arts (English Education) only 1 8

Language Arts (English Education) and Reading 31 44 32 44 8

World Language: French 2 1 1 0

World Language: Spanish 6 6 4 3 4

Communication Disorders (Speech Language & Hearing Sciences)** 0 0 0 0 0

College of Science

Mathematics 20 36 19 31 14

Science: Chemistry 7 3 12 5 3

Science: Earth/Space Sciences 2 4 3 2

Science: Life Sciences (Biology) 11 12 13 9 7

Science: Physics 2 5 2 3

College of Tehnology

Technology Education 9 12 16 14 9


Building Level Administrator 6 8 6 4 6

District Administrator: Director of Career/Technical 3 1 3 2

District Administrator: Director of Exceptional Needs 0 2 2 0 0

District Administrator: Superintendent 3 4 7 6 10

School Counselor

School Counselor 6 9 8 6 6

Total 573 533 485 439 301

License Recommendations Trend Data by Content Area

2009-2014

**Communication Disorders program completers (Speech Language and Hearing Sciences: Speech Language Pathology apply directly to the State of Indiana for licensure; there, Purdue

University doesn't recommend these candidates for Indiana licensing.

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STATE Number of Recommendations

Alabama 0

Alaska 0

Arizona 0

Arkansas 0

California 0

Colorado 15

Connecticut 0

Delaware 0

District of Columbia 0

Florida 0

Georgia 0

Hawaii 0

Idaho 0

Illinois 26

Iowa 4

Kansas 2

Kentucky 6

Louisiana 0

Maine 0

Maryland 0

Massachusetts 2

Michigan 1

Minnesota 4

Mississippi 0

Missouri 0

Montana 2

Nebraska 1

Nevada 0

New Hampshire 0

New Jersey 1

New Mexico 0

New York 1

North Carolina 4

North Dakota 0

Ohio 3

Oklahoma 0

Oregon 0

Pennsylvania 4

Rhode Island 0

South Carolina 0

South Dakota 0

Tennessee 5

Texas 0

Utah 0

Vermont 1

Virginia 3

Washington 3

West Virginia 0

Wisconsin 7

Wyoming 1

Total Number of Out-of-State Recommendations 96

OUT-OF-STATE RECOMMENDATIONS


38


Purdue University Teacher Education Program Exit Survey

2013-2014

The main purpose of the Teacher Education Program Exit Survey is to identify the strengths and areas for

improvement in the Purdue University Teacher Education Program and to provide feedback to faculty for

possible program revisions. The 2013-2014 survey is aligned to the Interstate Teacher Assessment and

Support Consortium (InTASC) Model Core Teaching Standards.

In November 2013 and April 2014, the Office of Professional Preparation and Licensure, in collaboration

with the Office of Field Experiences, distributed the Teacher Education Program Exit Survey with

instructions via the Purdue Qualtrics Survey System to 96 Fall 2013 and 198 Spring 2014 student

teachers. The response rate for the survey follows:

Fall 2013: 12.5% (Out of 96 student teachers, 12 responded)

Spring 2014: 16.7% (Out of 198 student teachers, 33 responded)

A total of 45 student teachers responded for an overall return rate of 15.3%. Approximately 36% of the

survey respondents were Elementary Education majors. The remaining respondents completed secondary

and all schools (P-12) education majors. The response rate decreased from 45% in 2012-2013 to 15.3%

in 2013-2014.

The major findings from the survey follow:

Almost all of the candidates (99%) believed that they understand how learners grow and develop,

can recognize that patterns of learning and development vary individually within and across the

cognitive, linguistic, social, emotional, and physical areas.

Almost all candidates (98%) believed that they are able to use their understanding of individual

differences and diverse cultures and communities to work independently or collaboratively with

others to create inclusive, supportive and encouraging learning environments. They also believe

they are able to design and implement developmentally appropriate and challenging learning

experiences that foster individual and collaborative learning, positive social interactions, and

students’ active engagement in learning to promote positive student outcomes in meeting high

standards of learning.

All candidates believed that they understand how to connect concepts and use differing perspectives

to engage learners in critical thinking, creativity, and collaborative problem solving related to

authentic local and global issues.

The majority of candidates (97%) believed that they are able to plan instruction that supports every

student in meeting rigorous learning goals by drawing upon their knowledge of content areas,

curriculum, cross-disciplinary skills, pedagogy, learners and the community context.

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All candidates believed that they understand and can use a variety of instructional strategies to

encourage learners to develop deep understanding of content areas and their connections and build

skills to apply knowledge in meaningful ways.

All candidates believed that they understand the central concepts, tools of inquiry, and structures of

the content areas they teach and are able to create learning experiences that make the information

accessible and meaningful for learners to assure mastery of the content.

The majority of candidates (97%) believed that they understand and can use multiple methods of

assessment to engage learners in their own growth, monitor learner progress, and guide their own

and their students’ decision making.

The majority of candidates (99%) believed that they can use evidence to continually evaluate their

practice, particularly the effects of their choices and actions on others (learners, families, other

professionals, and the community). They also believe they are able to adapt practice to meet the

needs of each learner.

The majority of candidates (97%) believed that they engage in ongoing professional development

and seek appropriate leadership roles and opportunities to take responsibility for student learning to

ensure his/her professional growth and to collaborate with learners, families, colleagues, other

school professionals and community members to advance the education profession.

The majority of candidates (97%) believed that they had been treated professionally by their

academic advisors, and candidates (95%) agreed that their advisors were available when requested

and responsive to their needs. Most of the candidates (90%) believed that their advisors were

knowledgeable about the Teacher Education Program and university procedures.

Most candidates (90%) believed that they were treated professionally by the Office of Field

Experiences staff.

Almost all candidates (98%) believed that their student teaching cooperating teachers were

prepared to work with them and were helpful in their development as effective pre-service teachers.

The majority of the candidates (88%) believed that the school-based administrators and other

school personnel assisted with matters outside of the classroom (e.g., orientation, meetings, finding

materials, counseling, etc.).

The majority of candidates (91%) believed that their university supervisors were helpful, that they

had adequate contact with their university supervisors during their student teaching experiences,

and that most of their university supervisors provided high quality feedback regarding their

performance during the student teaching experience.

The majority of candidates (90%) were satisfied with their teacher education program.

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