Institution name: Centre College
Respondent name and title: Bradley Nystrom, Professor and Chair of the Education Program
Respondent phone number: 859-238-5307, Fax: 859-236- 7925
Electronic mail address: nystrom@centre.edu
Address: 600 West Walnut Street
City: Danville, State: Kentucky, Zip code: 40422
Section 207 of Title II of the Higher Education Act mandates that the Department of Education collect data on state assessments, other requirements, and standards for teacher certification and licensure, as well as data on the performance of teacher preparation programs. The law requires the Secretary to use these data in submitting an annual report on the quality of teacher preparation to the Congress. The first Secretarial report is due April 7, 2002. Annual state reports to the Secretary are first due on October 7, 2001. Data from institutions with teacher preparation programs are due to states annually, beginning April 7, 2001, for use by states in preparing annual report cards to the Secretary.
Paperwork Burden Statement
This is a required data collection. Response is not voluntary. According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1840-0744 (expiration date: 4/30/2003). The time required for institutions to complete this information collection is estimated to average 66 hours per response, including time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, DC 20202-4651. If you have comments or concerns regarding the status of your individual submission of this form, write directly to: Assistant Secretary, Office of Postsecondary Education, U.S. Department of Education, 1990 K Street, NW, Rroom 6081, Washington, DC 20006.
Note: The procedures for developing the information required for these tables are explained in the National Center for Education Statistics document entitled Reference and Reporting Guide for Preparing State and Institutional Reports on the Quality of Teacher Preparation: Title II, Higher Education Act. Terms and phrases in this questionnaire are defined in the glossary, appendix B of the guide.
Section I: Pass rates.
HEA - Title II, 2000-2001 Academic Year
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| Institution Code |
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| Number of Program Completers Submitted |
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| Number of Program Completers found, matched, and used in passing rate Calculations 1 |
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| Academic Content Areas |
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| ELEM ED CURR INSTRUC ASSESSMENT |
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| ENG LANG LIT COMP CONTENT KNOWLEDGE |
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| ENG LANG LIT COMP ESSAYS |
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| MIDDLE SCHOOL ENGLISH LANGUAGE ARTS |
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| MATHEMATICS: CONTENT KNOWLEDGE |
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| MATH PROOFS MODELS PROBLEMS PART 1 |
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| MIDDLE SCHOOL MATHEMATICS |
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| SOCIAL STUDIES: CONTENT KNOWLEDGE |
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| SOCIAL STUDIES: INTERPRET MATERIALS |
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| MIDDLE SCHOOL SOCIAL STUDIES |
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| PHYSICAL ED: CONTENT KNOWLEDGE |
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| PHYSICAL ED ANALYSIS AND DESIGN |
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| BUSINESS EDUCATION |
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| MUSIC CONCEPTS AND PROCESSES |
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| MUSIC CONTENT KNOWLEDGE |
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| ART MAKING |
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| ART CONTENT KNOWLEDGE |
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| FRENCH PRODUCTIVE LANGUAGE SKILLS |
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| FRENCH CONTENT KNOWLEDGE |
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| GERMAN CONTENT KNOWLEDGE |
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| SPANISH CONTENT KNOWLEDGE |
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| SPANISH PRODUCTIVE LANGUAGE SKILLS |
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| BIOLOGY CONTENT KNOWLEDGE PART 1 |
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| BIOLOGY CONTENT ESSAYS |
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| CHEMISTRY CONTENT KNOWLEDGE |
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| PHYSICS CONTENT KNOWLEDGE |
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| GENERAL SCI CONTENT KNOWL PART 2 |
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| MIDDLE SCHOOL SCIENCE |
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| LATIN |
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| Other Content Areas | |||||||
| TECHNOLOGY EDUCATION |
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| HOME ECONOMICS EDUCATION |
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| LIBRARY MEDIA SPECIALIST |
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| HEALTH EDUCATION |
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| AGRICULTURE |
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| ED OF DEAF & HARD OF HEARING |
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| TCHG STUDENTS W/VISUAL IMPAIRM | 280 | 1 | - | - | |||
| SE STUDENTS W/MENTAL RETARDATION |
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| SPEECH-LANGUAGE PATHOLOGY |
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| SE APPLIC OF CORE PRINCIPLES ACROSS |
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| SE BEHAVIORAL/EMOTIONAL |
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HEA
- Title II, 2000-2001 Academic Year
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| Number of Program Completers Submitted |
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| Number of Program Completers found, matched, and used in passing rate Calculations 1 |
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| Aggregate - Basic Skills |
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| Aggregate - Professional Knowledge |
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| Aggregate - Academic Content Areas (Math, English, Biology, etc.) |
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| Aggregate - Other Content Areas (Elementary Education, Career/Technical Education, Health Educations, etc.) |
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| Aggregate - Teaching Special Populations (Special Education, ELS, etc.) |
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| Aggregate - Performance Assessments |
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| Summary Totals and Pass Rates 5 |
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1 The number of program completers found, matched and used in the passing rate calculation will not equal the sum of the column labeled "Number Taking Assessment" since a completer can take more than one assessment.
2 Institutions and/or States did not require the assessments within an aggregate where data cells are blank.
3 Number of completers who took one or more tests in a category and within their area of specialization.
4 Number who passed all tests they took in a category and within their area of specialization.
5 Summary Totals and Pass Rate: Number of completers who successfully completed one or more tests across all categories used by the state for licensure and the total passrate
Program completers for whom information should be provided are those completing the program requirements in the most recent academic year. Thus, for institutional reports due to the state by April 7, 2001, the relevant information is for those completing program requirements in academic year 1999-2000. For purposes of this report, program completers do not include those who have completed an alternative route to certification or licensure as defined by the states.
The assessments to be included are the ones taken by these completers up to 5 years before their completion of program requirements, or up to 3 years afterward. (Please note that in 3 years institutions will report final pass rates that include an update on this cohort of completers; the update will reflect scores reported after the test closure date.) See guide pages 10 and 11.
In cases where a program completer has taken a given assessment more than once, the highest score on that test must be used. There must be at least 10 program completers taking the same assessment in an academic year for data on that assessment to be reported; for aggregate or summary data, there must also be at least 10 program completers (although not necessarily taking the same assessment) for data to be reported.
Section II. Program information
E. Number of students in the regular teacher preparation program at your institution:
Please specify the number of students in your teacher preparation program during academic year 1900-2000, including all areas of specialization.
E. Total number of students enrolled during 2000-2001: 18
F. Information about supervised student teaching:
F. How many students (in the regular program and any alternative route programs)
were in programs of supervised student teaching during academic year 2000-2001?
5
G. Please provide the numbers of supervising faculty who were:
Appointed full-time faculty in professional education: an individual who works full time in a school, college, or department of education, and spends at least part of the time in supervision of teacher preparation students. 2
Appointed part-time faculty in professional education and full-time in the
institution: any full time faculty member in the institution who also may be
supervising or teaching in the teacher preparation program. 0
Appointed part-time faculty in professional education, and not otherwise
employed by the institution: may be part time university faculty or pre-K-12
teachers who supervise prospective teachers. The numbers do not include
K-12 teachers who simply receive a stipend for supervising student teachers.
Rather, this third category is intended to reflect the growing trend among institutions
of higher education to appoint K-12 teachers as clinical faculty, with the rights
and responsibilities of the institution's regular faculty. 0
Supervision faculty for the purposes of this data collection includes all persons who the institution regards as having faculty status and who were assigned by the teacher preparation program to provide supervision and evaluation of student teaching, with an administrative link or relationship to the teacher preparation program.
Total number of supervising faculty for the teacher preparation program during
2000-2001: 2
H. The student/faculty ration was (divide the total given in B2 by the number
given in B3): 2.5
5.The average number of hours per week required of student participation in supervised student teaching in these programs was: 35 hours. The total number of weeks of supervised student teaching required is 12. The total number of hours required is 420 hours.
G. Information about state approval or accreditation of teacher preparation programs:
A. Is your teacher preparation program currently approved or accredited by the state?: Yes
7. Is your teacher preparation program currently under a designation as "low performing" by the state (as per section 208 (a) of the HEA of 1998)? No
NOTE: See appendix A of the guide for the legislative language referring to "low-performing" programs.
Section III. Contextual information (optional).
Please use this space to provide any additional information that describes your teacher preparation program(s). You may attach information to this questionnaire.
The Education Program at Centre College is a small and personalized one. The liberal arts setting of Centre College provides a strong academic background for education students; the small size helps ensure that faculty have close relationships with and detailed knowledge of individual students and their progress. The professor who teaches education classes is also the one who talks to the students in the dining hall and supervises their student teaching. In filling out a questionnaire, a recent graduate, who is teaching outside of Kentucky, responded to this question: Given your orientation to a liberal arts education as represented by your Centre degree, do you perceive yourself better prepared than others in your profession?
"YES! Last year I was one of 6 first year teachers at my school. By far, I was more prepared. Many of them had never heard of major theorists and ideas. They did not know how to read and interpret standardized test scores. They had never designed rubrics. I know that I knew much more about education than the others. As we would sit and discuss college classes and things we had learned, many of them were in awe that I had been exposed to certain aspects of teaching. I had, by far, the best student teaching experience. Most of them rarely saw their professors during this time and were not evaluated."
Graduates of the Centre Education Program are knowledgeable, competent, caring, and flexible. They often become educational leaders. Not only do they become principals and superintendents, but they are also skilled teachers who excel at the local level. Many have won awards. Two recent graduates won Sallie Mae awards given to the 100 best first-year teachers in the United States, and the 2000 Kentucky Teacher of the Year was a Centre graduate.
Section IV. Certification.
I certify that, to the best of my knowledge, the information in this report is accurate and complete and conforms to the definitions and instructions used in the Reference and Reporting Guide for Preparing State and Institutional Reports on the Quality of Teacher Preparation.
Name of responsible institutional representative for teacher preparation program: Bradley Nystrom, Professor & Chair of the Education Program
Certification of review submission: John Roush, President of Centre College