report on the quality of teacher education in ohi...report onthe quality of teacher education in...

Reporton the

Qualityof

TeacherEducationin

Ohio

Reporton the

Qualityof

TeacherEducationin

Ohio

Fall 2007 25 South Front Street Columbus, OH 43215-4183

20072007

Report on the Quality of Teacher Education in Ohio 2007

Report on the Quality of Teacher Education in Ohio 2007 1

EntityReport to theReport to theState and NationState and NationEntityTable of ContentsTable of Contents

Akron, The University of . . . . . . . . . . . . . . . . . 13Antioch McGregor University. . . . . . . . . . . . . . 17Ashland University . . . . . . . . . . . . . . . . . . . . 21Baldwin-Wallace College . . . . . . . . . . . . . . . . 24Bluffton University. . . . . . . . . . . . . . . . . . . . . 28Bowling Green State University . . . . . . . . . . . . 32Capital University . . . . . . . . . . . . . . . . . . . . . 36Case Western Reserve University . . . . . . . . . . 40Cedarville University . . . . . . . . . . . . . . . . . . . 44Central State University . . . . . . . . . . . . . . . . . 47Cincinnati Christian University . . . . . . . . . . . . 51Cincinnati, University of. . . . . . . . . . . . . . . . . 55Cleveland State University . . . . . . . . . . . . . . . 59Dayton, The University of . . . . . . . . . . . . . . . . 63Defiance College. . . . . . . . . . . . . . . . . . . . . . 67Denison University . . . . . . . . . . . . . . . . . . . . 71Findlay, The University of. . . . . . . . . . . . . . . . 74Franciscan University of Steubenville . . . . . . . 78Heidelberg College . . . . . . . . . . . . . . . . . . . . 82Hiram College. . . . . . . . . . . . . . . . . . . . . . . . 86John Carroll University. . . . . . . . . . . . . . . . . . 90Kent State University . . . . . . . . . . . . . . . . . . . 94Lake Erie College . . . . . . . . . . . . . . . . . . . . . 98Lourdes College . . . . . . . . . . . . . . . . . . . . . 101Malone College . . . . . . . . . . . . . . . . . . . . . . 105Marietta College . . . . . . . . . . . . . . . . . . . . . 109

Miami University . . . . . . . . . . . . . . . . . . . . . 112Mount St. Joseph, College of . . . . . . . . . . . . 115Mount Union College . . . . . . . . . . . . . . . . . . 119Mount Vernon Nazarene University . . . . . . . . 123Muskingum College . . . . . . . . . . . . . . . . . . . 126Notre Dame College. . . . . . . . . . . . . . . . . . . 130Oberlin College . . . . . . . . . . . . . . . . . . . . . . 134Ohio Dominican University . . . . . . . . . . . . . . 138Ohio Northern University . . . . . . . . . . . . . . . 142Ohio State University, The . . . . . . . . . . . . . . 145Ohio University . . . . . . . . . . . . . . . . . . . . . . 149Ohio Wesleyan University . . . . . . . . . . . . . . 152Otterbein College . . . . . . . . . . . . . . . . . . . . 156Rio Grande, University of . . . . . . . . . . . . . . . 160Shawnee State University . . . . . . . . . . . . . . . 164Toledo, The University of . . . . . . . . . . . . . . . 168Urbana University . . . . . . . . . . . . . . . . . . . . 172Ursuline College . . . . . . . . . . . . . . . . . . . . . 176Walsh University . . . . . . . . . . . . . . . . . . . . . 180Wilmington College . . . . . . . . . . . . . . . . . . . 184Wittenberg University. . . . . . . . . . . . . . . . . . 188Wooster, The College of . . . . . . . . . . . . . . . . 192Wright State University . . . . . . . . . . . . . . . . 196Xavier University . . . . . . . . . . . . . . . . . . . . . 200Youngstown State University . . . . . . . . . . . . . 204

From the Superintendent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Map of Approved Teacher Preparation Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Institutions at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Statewide Praxis II Pass Rate Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Institutional Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

2 Report on the Quality of Teacher Education in Ohio 2007

PrefacePreface

A Message from the Superintendent of Public Instruction:

The vision we have for Ohio’s educational system is higher achievement for all students,no matter where they live or what their backgrounds might be. We know that the quality ofthe teacher in the classroom is the single most important influence on whether ourstudents learn and succeed in school.

That’s why our vision for Ohio teachers is that the state, school districts and our localcommunities do everything possible to give educators the support and resources theyneed to provide the best instruction for every student.

The Report on the Quality of Teacher Education in Ohio is a helpful guide for future teachers or those considering amid-career transition into teaching. It provides highlights of Ohio’s teacher preparation programs, as well as passagerates on the Praxis tests, entrance and exit requirements, student teaching information and contact information.

This is an exciting time in education. Today, Ohio has academic content standards in English language arts,mathematics, social studies, science, foreign language, technology and the arts. We have developed model lessonsand assessments that are available on the Web at www.ode.state.oh.us, keyword IMS.

How these materials will be taught remains a local school and district decision, and that’s where higher educationplays a vital role in teacher preparation – by helping future teachers understand how to teach these academic contentstandards to diverse learners.

Ohio now has teacher, principal and professional development standards that clarify what teachers and principalsshould know and be able to do throughout their professional careers. These standards also align with the academiccontent standards and serve as the foundation for initial teacher education and ongoing professional development.

We hope this report will help future teachers select an educator preparation program that will give them the knowledgeand skills they need to positively impact student achievement throughout their professional careers.

Sincerely,

Susan Tave ZelmanSuperintendent of Public Instruction

From the SuperintendentFrom the Superintendent


EntityReport to theReport to theState and NationState and NationEntityMap of Approved TeacherMap of Approved TeacherPreparation ProgamsPreparation Progams

√ Public Universities

Williams

Defiance

Fulton Lucas

Ottawa

WoodHenry

Paulding Putnam Hancock

Sandusky

Seneca

Erie

Huron

Van Wert

Mercer

Allen

AuglaizeHardin

Wyandot Crawford

Ric

hlan

d

MarionMorrow

Darke

Preble

Butler

Shelby

Miami

Montgomery

Clark

Champaign

LoganUnion Delaware

Franklin

Mad

ison

GreeneFayette

Pickaway

Warren ClintonRoss

Hamilton

Cle

rmon

t

Brown

Highland

AdamsScioto

PikeJackson

Gallia

Lawrence

Meigs

AthensVinton

WashingtonHocking

PerryFairfieldMorgan

Noble Monroe

BelmontGuernsey

Mus

king

umLicking

KnoxCoshocton

Holmes

Tusc

araw

as

Harrison Jeffe

rson

Carroll

Ashl

and

Wayne Stark Columbiana

Mahoning

Trumbull

AshtabulaLake

Geauga

Portage

Sum

mit

Medina

Lorain

Cuyahoga21

8

23

13

3244

33 41

5

6

9

7

20

2251

45

29

18

48 25

31

30

16

26

37

40

41

36

39 34

38

47

43

10

25

4627

2812 50

15

42

24

19

3

14

49

17

35

2

11

Colleges and Universities Approved for Teacher Education

√ 1 Akron, The University of (Summit)2 Antioch McGregor University (Greene)3 Ashland University (Ashland)4 Baldwin-Wallace College (Cuyahoga)5 Bluffton University (Allen)

√ 6 Bowling Green State University (Wood)7 Capital University (Franklin)8 Case Western Reserve University (Cuyahoga)9 Cedarville University (Greene)

√ 10 Central State University (Greene)11 Cincinnati Christian University (Hamilton)

√ 12 Cincinnati, University of (Hamilton)√ 13 Cleveland State University (Cuyahoga)

14 Dayton, The University of (Montgomery)15 Defiance College (Defiance)16 Denison University (Licking)17 Findlay, The University of (Hancock)

18 Franciscan University of Steubenville (Jefferson)19 Heidelberg College (Seneca)20 Hiram College (Portage)21 John Carroll University (Cuyahoga)

√ 22 Kent State University (Portage)23 Lake Erie College (Lake)24 Lourdes College (Lucas)25 Malone College (Stark)26 Marietta College (Washington)

√ 27 Miami University (Butler)28 Mount St. Joseph, College of (Hamilton)29 Mount Union College (Stark)30 Mount Vernon Nazarene University (Knox)31 Muskingum College (Muskingum)32 Notre Dame College (Cuyahoga)33 Oberlin College (Lorain)34 Ohio Dominican University (Franklin)

35 Ohio Northern University (Hardin)√ 36 Ohio State University, The (Franklin)√ 37 Ohio University (Athens)

38 Ohio Wesleyan University (Delaware)39 Otterbein College (Franklin)40 Rio Grande, University of (Gallia)

√ 41 Shawnee State University (Scioto)√ 42 Toledo, The University of (Lucas)

43 Urbana University (Champaign)44 Ursuline College (Cuyahoga)45 Walsh University (Stark)46 Wilmington College (Clinton)47 Wittenberg University (Clark)48 Wooster, The College of (Wayne)

√ 49 Wright State University (Montgomery)50 Xavier University (Hamilton)

√ 51 Youngstown State University (Mahoning)


Institutions at a GlanceInstitutions at a GlanceInstitu

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EntityExecutive SummaryExecutive Summary

PREPARING, RECRUITING AND RETAINING HIGHLYQUALIFIED TEACHERS IN OHIOIf there is one clear message that has emerged from educationalresearch, it is this: teachers make a difference in studentlearning. Teachers matter most, and high quality teachers mattereven more. In Ohio, we have made great strides towardenhancing teacher quality by developing programs for future andcurrent educators to ensure they have the resources andsupport they need to be prepared for the realities of today’sclassrooms.

These programs, many of which involve the collaboration ofOhio’s institutions of higher education as well as other importanteducation stakeholders, focus not only on preparing highlyqualified teachers, but also on recruiting, retaining andcontinuing to develop educators throughout their careers.

Ohio’s aligned educational system of standards, curriculum,testing and accountability serves as the cornerstone of each ofthese programs to ensure that students are prepared for college,careers and life, and that teachers know and understand what isexpected of their students in the 21st century.

TEACHER PREPARATIONIn 2003, the Ohio Department of Education (ODE) launched TheTeacher Quality Partnership, a comprehensive, longitudinal studyof how teachers are prepared, supported and continue toprogress during their formative first years in the classroom. Thepartnership involves Ohio’s public and private colleges anduniversities that offer teacher preparation programs.

The partnership was introduced as the Ohio Partnership forAccountability, and examines how the preparation anddevelopment of new teachers affect their success in theclassroom as measured by the academic performance of theirstudents. The purpose is to ensure that every student is taughtby an effective and highly qualified teacher, as required by theNo Child Left Behind (NCLB) Act, which states that teachersmust be highly qualified in the core content areas they teach by2006. The Ohio aggregated reports are made public annually.

MEETING HIGHLY QUALIFIED TEACHERREQUIREMENTSSince the inception of the NCLB legislation, ODE has createdmany opportunities and collaborated with numerous educationalpartners to ensure that Ohio educators have a range ofopportunities to meet this requirement.

ResourcesShortly after NCLB took effect in 2002, ODE created and hasdistributed annually a Highly Qualified Teacher Toolkit designed to:• provide schools with the materials and support they need to

complete the Highly Qualified Teacher (HQT) identificationprocess;

• create a state profile using the HQT and qualifiedinstructional paraprofessional data;

• set the annual goals for increasing the percentage of classestaught by Highly Qualified Teachers.

The 2007-2008 toolkit was distributed to Ohio schoolsuperintendents and community school administrators andposted on the ODE Web site at www.ode.state.oh.us, keywordsearch HQT. The toolkit includes the worksheets for determininga teacher’s highly qualified and an instructionalparaprofessional’s qualified status, reporting instructions andsample reporting forms, to determine whether the educatormeets the definition of a Highly Qualified Teacher based onfederal criteria for schools in Ohio.

Professional DevelopmentODE offered teachers who did not meet this definition with avariety of opportunities to reach highly qualified status byproviding intensive summer high quality professionaldevelopment through the following state initiatives:

ODE also collaborated with 15 of Ohio’s institutions of highereducation approved to prepare teachers to provide summerworkshops in core academic content areas. The professionaldevelopment activities offered by each institution were designedaround Ohio’s core academic content standards and wererequired to meet the following criteria:

• Ohio academic content standards represent a significantportion of the training;

• Ohio academic content standards are referenced in thetraining outcomes;

• ODE’s Instructional Management System (IMS), whichincludes lesson plans, assessments and research tools, isreferenced, with a focus on content;

Ohio Professional Development Opportunities:• Ohio Mathematics Academy Program (OMAP);• Ohio Science Institute (OSCI);• Social Studies Institute of Ohio (SSIO);• State Institute for Reading Intervention (SIRI).


Executive SummaryExecutive Summary

• The instructor is well-versed in standards-based instruction;

• Ohio achievement tests and diagnostic tests are included;

• Final performance report includes participants and their currentteaching assignments.

In addition, ODE has funded Special Education RegionalResource Centers to create core academic high qualityprofessional development opportunities for interventionspecialist/special education teachers, with a focus on the Ohioacademic content standards.

Teacher Equity PlanIn 2006, Ohio was notified by the U.S. Department of Educationthat Ohio’s Revised Highly Qualified Teacher (HQT) Plan wasaccepted and that Ohio is one of nine states who fully met all sixfederal requirements. One of the federal requirements was for awritten “equity plan.” Ohio is one of only two states to have fullycomplied with federal requirements to compile and analyzerelevant data and to implement teacher-equity plans. Ohio’s goalis to have a highly qualified teacher in every classroom for everystudent – regardless of race or ethnicity, socioeconomic status,gender, disability or English language proficiency.

As part of Ohio’s commitment to the promises of its TeacherEquity Plan, in 2006, the Office of Educator Equity wasestablished within the Center for the Teaching Profession. Itsmission is to:• monitor implementation and progress of the 68 strategies

contained in Ohio’s Teacher Equity Plan; and• ensure that all 68 strategies are successful, ongoing and

effective programs, initiatives and incentives that positivelyimpact student achievement.

ODE will publish periodic progress reports on implementation ofthe plan on its Web site.

RECRUITING AND RETAINING HIGHLYQUALIFIED TEACHERSIn addition to providing opportunities for educators to becomehighly qualified, ODE has worked aggressively with local schooldistricts and institutions of higher education to implementprograms that focus on recruiting and retaining highly qualifiededucators in Ohio.

Ohio Teacher Recruitment Programs

ODE’s Web-based Recruitment SystemA comprehensive Web-Based Recruitment System wasimplemented by the ODE in 2003 to help school districts more

efficiently manage the job application and hiring process.

The system: allows districts to post and fill jobs; provides anefficient way to manage job applications; offers applicant trackingand management; and can search the database using specificcriteria (e.g., 8th grade mathematics teacher who can speakSpanish). It also: allows applicants access to a simplifiedapplication process; allows educators to apply for specificallyposted positions; enables applicants to update their records atany time; and notifies an applicant if his/her application isincomplete.

2006-2007Web-Based Recruitment System Statistics

Visible Applications 29,410

Non-Visible Applications 13,829

Total Applications 43,239

Jobs Currently Posted 1,611

Expanding the Pool of Qualified Teachers (EPQT)Ohio’s Expanding the Pool of Qualified Teachers (EPQT) programwas established in 2003 in an effort to produce teachers throughthe alternative licensure route. The EPQT grant ended Sept.30,2006. The goal of the grant was to assist 200 participants inobtaining an Alternative Educator License. ODE received 222applications with 168 pursuing licensure. Of those, 63 areseeking licensure as intervention specialists, 27 in mathematicsand 22 in science.

Troops to TeachersTroops to Teachers (TTT) was established in 1994 as aDepartment of Defense program designed to assist eligiblemilitary personnel to transition into new careers as public schoolteachers in “high-need” schools. TTT provides participants withcounseling and assistance regarding certification requirements,routes to state certification and employment leads. Financialassistance may be provided to eligible individuals as stipends upto $5,000 to help pay for teacher certification costs, or asbonuses of $10,000 to teach in schools serving a highpercentage of students from low-income families. Participantswho accept the stipend or bonus must agree to teach for threeyears in a high-need school in accordance with the authorizinglegislation.

Fourteen TTT participants were hired in the 2006-2007 schoolyear, bringing the total to 276. Of the 276 that are teaching inOhio, 84 percent are male, 58 percent are teaching in criticalgeographic areas, 44 percent are teaching in critical subject


EntityExecutive SummaryExecutive Summary

areas and 30 percent are minorities. Ohio ranks 11th in thenation for total TTT employed.

Ohio Teacher Retention Programs

National Board Certification ProgramThe Ohio Department of Education supports the mission of theNational Board for Professional Teaching Standards to establishhigh and rigorous standards for what accomplished teachersshould know and be able to do, to develop and operate anational, voluntary system to assess and certify teachers whomeet these standards, and to advance related education reformsfor the purpose of improving student learning.

To that end, the continuing support of Ohio’s governor,legislators, policy makers, educators, local school districts,teachers unions and businesses enables Ohio to provide teacherswith financial assistance to defray National Board Certificationcosts. This includes:• Providing funding to support Ohio candidates applying for

National Board Certification ($2,200 per candidate);• Recognizing National Board Certified teachers with an annual

stipend of $2,500 for 10 years;• Establishing and funding regional support sites to provide

mentoring for Ohio candidates; and• Sponsoring Ohio candidates to retake entries.

This was the second year for Superintendent of PublicInstruction Susan Tave Zelman’s initiative to bring together 14National Board Certified Teachers in a Superintendent’s NationalBoard Advisory Council. The council meets quarterly with Dr.Zelman to help shape state policy regarding teacher preparationand professional development.

National Board Statistics for Ohio2006-2007

NBCT’s 2,624

New NBCT’s 112

2007-2008 Candidates 400

Retakes 104*

*ODE funded in 2006-2007

Teacher Advancement Program (TAP)The Teacher Advancement Program (TAP) provides an integratedsolution to the challenges associated with teacher quality bychanging the structure of the teaching profession within theschools, while honoring the essence of the profession. Ohio has

studied the TAP model and worked to identify resources tosupport implementation of the program. The Ohio Department ofEducation was provided funds to offer technical assistance andgrants for schools/districts to develop and implement localknowledge/skills-based compensation programs.

In TAP schools, high quality teachers are recognized andpromoted, have access to focused ongoing professionaldevelopment, work in collaborative environments and arerewarded for excellent work. The program is organized aroundthese key principles: multiple career paths for teachers; ongoing,applied professional development; peer assistance and review;and salary augmentation. Fourteen schools in Ohio werepracticing TAP principles in 2006-2007.

Entry Year Program for Teachers and PrincipalsThe Entry Year Program provides direct assistance to Ohio’sbeginning teachers and principals. The Entry Year Program forTeachers includes both a formal program of support forbeginning teachers and an assessment of their performance. Allbeginning teachers must successfully complete the EY formalprogram of support, including mentoring, and pass the Praxis IIIClassroom Performance Assessment for beginning teachers toqualify for a five-year professional license.

Entry Year Principals (EYP) in Ohio are defined as principals orassistant principals who hold a two-year provisional principallicense and are employed full-time in the same assignment intheir area of licensure. The Entry Year Program for Principalsprovides direct assistance, including mentoring, to Ohio’sbeginning principals and offers the support necessary to helpthem meet real-world challenges of leadership. Each EYP mustsuccessfully complete the two-year program to advance to afive-year professional license.

Entry Year Program Statistics2006-2007

Entry Year Teachers 5,688

Entry Year Principals 460

CONCLUSION

Given the significant impact teachers have on studentachievement, it is imperative that we continue our efforts tocontinually research and improve teacher preparation,recruitment and retention. We are committed to building andstrengthening programs that support the goal of increasing thequality of teachers in all Ohio schools.

Professional Knowledge

Principles of Lrng & Teaching Erly Chld 2645 2623 99% 94%Principles of Lrng & Teaching K-6 425 403 95% 7 74%Principles of Lrng & Teaching 5-9 1438 1342 93% 64%Principles of Lrng & Teaching 9-12 2763 2664 96% 80%

Academic Content Areas

Art - Content Knowledge 284 274 96% 86%Biology & General Science 39 39 100% 82%Biology - Content Knowledge 165 162 95% 74%Biology - Content Knowledge Part 1 11 10 91% 72%Biology - Content Knowledge Part 2 11 8 73% 61%Business Education 65 63 97% 77%Chemistry, Physics, & General Science 28 27 96% 67%Chemistry - Content Knowledge (241) 3 NC 51%Chemistry - Content Knowledge (245) 37 35 95% 69%Early Childhood Education 435 433 100% 85%Earth Science - Content Knowledge 48 48 100% 78%Education of Young Children 2439 2431 100% 94%English Lang., Lit., & Com: Content Knowledge 529 491 93% 70%French - Content Knowledge 27 26 96% 82%German - Content Knowledge 10 10 100% 78%Mathematics - Content Knowledge 292 282 97% 60%Middle School English Language Arts 686 676 99% 85%Middle School Mathematics 592 590 100% 85%Middle School Science 421 408 97% 79%Middle School Social Studies 715 675 94% 78%Music: Content Knowledge 267 262 98% 81%Physical Ed: Content Knowledge 269 250 93% 62%

* Physics: Content Knowledge (261) 1 NC 55%Physics: Content Knowledge (265) 26 26 100% 79%Social Studies - Content Knowledge 545 520 95% 72%Spanish - Content Knowledge 109 104 95% 79%

Other Content Areas

Family & Consumer Science 34 34 100% 95%Health Education 102 102 100% 100%

* Library Media Specialist 6 91%* Marketing Education 6 98% 100%

Teaching Special Populations

English to Speakers of Other Languages 5 NC 97%Special Education - Knowledge-based Core Principles 755 730 97% 77%

* Ed of Deaf & Hard of Hearing 20 19 95% 84%

Summary Totals and Pass-Rate 7761 7404 95%

* NC Rule of 10 - Statistical conclusions can not be drawn when fewer than 10 individuals have taken a test.

National** Ohio Aggregate Passing

# Taking # Passing Passing Statewide Rate atPraxis Praxis Rate Pass Rate Ohio’s Scores

98%

97%

97%

100%


Statewide Praxis IIStatewide Praxis IIPass Rate Data 2005-2006Pass Rate Data 2005-2006


EntityStatewide Praxis IIStatewide Praxis IIPass Rate Data 2005-2006Pass Rate Data 2005-2006

There are 51 colleges and universities approved to prepare teachers in Ohio, 13 public and 38 private institutions. In the 2005-06 academic year,approximately 8154 individuals completed teacher preparation programs. The institutions which these individuals attended must meet three perform-ance benchmarks.

PRAXIS IIThe first benchmark is an institutional summary pass rate of 80% or greater on the Praxis II examinations. In 1988, the State Board of Education adopt-ed the requirement that teacher candidates pass pedagogical knowledge and content-area knowledge tests to qualify for licensure. The NationalTeachers Exam, provided by Educational Testing Service, was selected and implemented in 1991. This was replaced by Praxis II in 1999. These testsmeasure pedagogical knowledge and content-area knowledge. The Praxis II pass rate is calculated on those program completers in 2005-2006.

In 2005-2006, students at twenty-nine institutions were required to successfully pass oneor more portions of Praxis II Principles of Teaching and Learning and/or Praxis IIcontent area tests prior to student teaching and/or program completion. The institutionswith this requirement are:

The performance categories for Praxis II are:Effective – Overall institutional summary pass rate of 80 percent or greater on Praxis IIConditional – Overall institutional summary pass rate of less than 80 percentLow Performing – Conditional Status held for three consecutive years

All institutions approved for teacher preparation with 10 or more program completers were at the effective level with summary pass rates of 80 percentor above.

PRAXIS IIIThe second benchmark is an institutional summary pass rate of 85% or greater on the Praxis III Professional Assessment for Beginning Teachers.Praxis III was developed by ETS and adopted by the State Board of Education in 1998. This performance-based assessment of beginning teachersoccurs within the first two years of teaching and involves direct observation of classroom practice, a review and analysis of written documentation pre-pared by the teacher, and semi-structured interviews before and after the observed lesson. Performance is evaluated using 19 essential criteria acrossfour interrelated domains: (1) Organizing content knowledge for student learning, (2) Creating an environment for student learning, (3) Teaching for stu-dent learning, and (4) Teacher professionalism. The performance categories are:Effective – Overall institutional summary pass rate of 85 percent or greater on Praxis IIIConditional – Overall institutional summary pass rate of less than 85 percentLow Performing – Conditional Status held for three consecutive years

All institutions approved for teacher education with 10 or more participants in the Praxis III assessment were at the effective level with a summary passrate of 85% or above.

• Akron, University of• Antioch University McGregor• Bowling Green State University• Case Western Reserve University• Central State University• Cincinnati Christian University• Cincinnati, University of• Cleveland State University• Dayton, University of• Defiance College

• Findlay, University of• Heidelberg College• Hiram College• John Carroll University• Lake Erie College• Marietta College• Mt. Union College• Mt. Vernon Nazarene University• Muskingum College• Oberlin College

• Rio Grande, University of• Shawnee State University• Urbana University• Ursuline College• Walsh University• The College of Wooster• Wright State University• Xavier University• Youngstown State University

Percentage of Institutions Operating at:

Effective Conditional Low PerformingLevel Level Level Denied

Praxis II Summary Pass Rate 100% (45)

State BenchmarkEffective - Overall IHE summary pass rate of 80% or higher on Praxis IIConditional - Overall IHE summary pass rate at less than 80% on Praxis IILow Performing - Conditional Status held for three consecutive years

* No calculation for four institutions that had fewer than 10 examinees.

Praxis III Summary Pass Rate 100% (44)

State BenchmarkEffective - Overall IHE summary pass rate of 85% or higher on Praxis IIIConditional - Overall IHE summary pass rate at less than 85% on Praxis IIILow Performing - Conditional Status held for three consecutive years

Ohio Approval of Teacher Education 82.4% (42) 17.6% (9)

State BenchmarkEffective - Teacher Education Unit approved for five/seven yearsConditional - Teacher Education Unit approved for two yearsLow Performing - Conditional Status held for three consecutive yearsDenied - State Board approval of teacher education program withdrawn

StateSu

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ON-SITE REVIEWThe third benchmark is approval of the teacher education program based on an on-site review using standards of the National Council for theAccreditation of Teacher Education or the Teacher Education Accreditation Council. The performance categories are:

Effective – Institutional approval for five or seven years

Conditional – Institutional approval for less than five or seven years

Low Performing – Conditional status held for three consecutive years

Based on the evaluations conducted through 2006, 42 institutions approved for teacher education were at the effective level. The following institutionsreceived two-year approvals and were at the conditional level: Cedarville University, Franciscan University of Steubenville, Heidelberg College,Malone College, Notre Dame College, The Ohio State University, Urbana University, Wilmington College and The College of Wooster.

Institutions with initial review receive a five year approval, and those reviewed for continuing accreditation receive approval for seven years.


Statewide Praxis IIStatewide Praxis IIPass Rate Data 2005-2006Pass Rate Data 2005-2006


EntityGlossaryGlossary

Benchmarks: Performance standards that institutions of highereducation must meet to be considered in the effective status. Thebenchmarks are based on Praxis II summary pass rates for the2005-2006 cohort of completers, Praxis III summary pass ratefor entry year teachers for 2006-2007, and approval of teachereducation programs based on on-site reviews through 2006.

Educator Standards Board (ESB): A body of 17 individualsrepresenting public and chartered nonpublic schools, schooladministrators, school board members, and higher educationwhose primary function is to provide advice and council to theState Board of Education on matters regarding teacher educationand licensure and charged with bringing standards-based reformto the educator level by defining standards for teachers andprincipals at all stages of their careers.

Initial licensure: The first two-year provisional license issuedon the basis of completion of an approved teacher educationprogram and recommendation by the dean/head of teachereducation.

National Council for Accreditation of Teacher Education(NCATE): The association governed by the education professionand by others who have a stake in the outcomes of professionalteacher education programs. The overriding function of NCATE isto accredit colleges and universities regarding the quality of theteacher education programs and encourage continuousimprovement of such units.

Passing score: The minimum score required by the state to passa teacher licensure assessment.

Private college or university: An institution of higher educationsupported by private funds and regulated by a board of trustees.

Public university: An institution of higher education supportedby taxation and by money raised by the state and regulated bystatutory law.

Program completer: A person who has met all of therequirements of a state-approved educator preparation program.Documentation may take the form of a degree, institutionalcertificate, program credential, transcript, or other written proofof having met the program’s educational requirements. The factthat an individual has or has not been recommended to the statefor initial licensure may not be used as a criterion fordetermining who is a program completer. Individuals completinga program under the alternative educator license option are notreported in the cohort of completers.

The Teacher Education Accreditation Council (TEAC): Anonprofit organization, founded in 1997, dedicated to improvingacademic degree programs for professional educators, thosewho will teach and lead in schools, pre-K through grade 12. Thegoal of TEAC is to support the preparation of competent, caring,and qualified professional educators. Its primary work isaccrediting undergraduate and graduate professional educationprograms in order to assure the public about the quality ofcollege and university programs.

Teacher education program: A state-approved programbased on alignment with national association standards in eachcontent area, the completion of which signifies that an enrolleehas met all of the state's requirements to teach in the state'sprekindergarten through grade 12 schools.

Institutional ReportsThe following pages provide data relative to each of the Ohio institutions engaged in the preparation of teachers. The datawas provided by each of the institutions and include:

The Institution at a Glance

Teacher Education Context

Contact Information

Student Demographics

Entrance/Exit Requirements

Student Teaching

Faculty Demographics

Program Highlights

Praxis Scores

Benchmarks


Institutional ReportsInstitutional Reports


The University Of Akron

THE INSTITUTION AT A GLANCEPublic � Private

Total institutional undergraduate enrollment. . . . . . . . . 18,723

Total institutional graduate enrollment . . . . . . . . . . . . . 3,379

TEACHER EDUCATION AT A GLANCE

Program DescriptionAkron’s new Landscape for Learning includes the Arts and Sciences Building, Student Affairs Building, Honors’ Student ResidenceHall, Student Union, Recreation Center, Field House and two new parking decks.

The College of Education is actively working toward improving student success for incoming freshman who have expressed aninterest in education as a career. This is accomplished by providing the opportunity to experience a Living-Learning Community aswell as positive advising experiences throughout their academic career. The College is currently in the process of developing aCollege Advising Center which will enhance advising upon admission to the College of Education.

The College annually awards approximately$100,000 in scholarships. In addition, the Collegehas recently received additional scholarshipfunds that assist with student teaching abroad.

Multiple urban and suburban professionaldevelopment school sites included in Akron’sStudent Teaching Education Program (STEP) arehighly successful. Both students and the STEPpartners offer very positive feedback and areextremely proud of the collaborative nature ofthis initiative. This model has facilitated theability of The University of Akron to provide anexcellent student teaching experience for our pre-service candidates as well as building very strongrelationships with our community partners.

CONTACT INFORMATIONUndergraduateAdmissionsDiane Raybuck, DirectorSimmons Hall, Room 109277 E. Buchtel AvenueAkron, OH [email protected]

GraduateAdmissionsBrenda HenryGraduate School, Polsky Bldg., Room 467302 Buchtel AvenueAkron, OH [email protected]

TeacherEducationCynthia F. Capers, Interim Dean302 Buchtel MallAkron, OH 44325330-972-7680 (phone)330-972-5636 (fax)[email protected] (E-mail)

Internet

www.uakron.edu


Student Enrollment� Total enrollment in teacher education. . . . . . . . . . . . . . . . . . . . . . 3,317

African American (10.95%)

Asian (0.93%)

Hispanic (0.84%)

Native American (0.45%)

Other/Unknown (0.75%)

Pacific Islander (0.00%)

White (86.07%)

Entrance RequirementsTo be admitted to the teacher education program, prospective studentsmust meet the following requirements (list is non-inclusive):

UG G�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . . 2.5 . . 2.75

� Minimum GPA for content area. . . . . . . . . . . . . . . . . . . . . 2.5 . . . . NA

� Minimum GPA for professional education . . . . . . . . . . . . . 2.5 . . . . NA

� Minimum Praxis I math score . . . . . . . . . . . . . . . . . . . . . 172 . . . 172

� Minimum Praxis I reading score . . . . . . . . . . . . . . . . . . . 173 . . . 173

� Minimum Praxis I writing score . . . . . . . . . . . . . . . . . . . . 172 . . . 172

� Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes

� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes

� Total number of students newlyadmitted to teacher education . . . . . . . . . . . . . . . . . . . . . . . . . . . 543

Student Teaching� Average number of weeks of supervised

student teaching required . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13.5

� Average number of student teaching hours required per week . . . . . . . 30

� Average number of hours required for student teaching . . . . . . . . . . . 405

� Total number of students in supervised student teaching . . . . . . . . . . 482

� Number of faculty members whosupervised student teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

� Student teacher/faculty ratio . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.34:1

� Full-time faculty in professional education who superviseteacher preparation students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

� Part-time faculty in professional education who work full-time inthe institution who supervise teacher preparation students . . . . . . . . . . 5

� Part-time faculty in professional education not otherwise employedby the institution who supervise teacher preparation students. . . . . . . 59

Exit RequirementsTo successfully complete the teacher education program, studentsmust meet the following requirements (list is non-inclusive):

UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0

� Portfolio Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes

� Successful completionof student teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes

Program Completers� Total number of individuals

completing teacher education . . . . . . . . . . . . . . . . . . . . . . . . . . . . 489


Asian (1.23% )

Hispanic (0.82%)




White (99.23%)

Recommendations for Licensure

� Total number of individuals regardless of date of completion . . . . . . . 486

� Total number of program completers recommended for licensure . . . . 466



Asian (4.24%)

Hispanic (0.85%)




White (88.14%)

Unless otherwise noted, data are reflective of the 2005–2006 academicyear.

University of AkronUniversity of Akron


University of AkronUniversity of Akron

Program Description cont.Our pre-service teachers are assessed on a number of measuresand at a number of points throughout their program in additionto their performance in individual program coursework. Ourteacher candidates demonstrate a high rate of success on allmeasures assessed. Anecdotal feedback from school districtsreveals a high level of satisfaction with those candidates whohave been interviewed and later hired.

In summary, The University of Akron is exceedingly proud of allfacets of our teacher education program. Most importantly, weare proud of our graduates who are providing exemplaryeducational services in local, national and international settings.

Program HighlightsThe University of Akron is home to one of Ohio’s largest publicstate institution teacher preparation programs and has heldcontinuing accreditation with the National Council forAccreditation of Teacher Education (NCATE) since its inception in1954. Current accreditation extends through 2009. Besidesexcellence in teaching, Akron’s faculty captured nearly $3.5million in awards for research/sponsored programs for 2005-2006.

The College of Education provides a wide range of initialpreparation and advanced licensure programs. Our studentpopulation includes both traditional and non-traditionalstudents. Multiple pathways to licensure, includingundergraduate, post-baccalaureate and graduate, offer variedopportunities to enter the field of education. Partnerships offerthe opportunity for student placements in public schooldistricts, community agencies, private schools and othersettings that provide health and wellness services.

Education students transferring to Akron from other Ohioinstitutions benefit from Transfer Assurance Guide (TAG)courses previously completed. TAG courses assure thatstudents transferring between two- and four-year state collegesand universities are able to seamlessly pursue their educationalgoals through a series of approved TAG courses that bothtransfer and apply to their degrees. Our advising staffdemonstrate outstanding collaboration with other University ofAkron Colleges and outside institutions of higher education andhigh schools.

The College continues to expand opportunities to attract andservice a widely diverse population of students into educationprograms. We are also committed to attracting high school

students to a career in education. Akron hosted the Ohio FutureEducators Association (OFEA) Conference for 2007 and will alsohost the 2008 OFEA conference.

Akron actively supports professional development for northeastOhio educators and is now in the ninth year of supportingNational Board Certified Teacher candidates. Akron has served asthe ODE-funded National Board site for the Region Nine areaconsisting of Holmes, Medina, Portage, Stark, Summit andWayne counties.

Passage of Praxis II RequiredPrior to Student Teaching� U Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U/G AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U/G Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U/G Intervention Specialist. . . . . . . . . . . . . . . . . . . . . . . . . Content

� U/G Career-Technical Education . . . . . . . . . . . . . . . . . . . . . Content

� U Early Childhood Education (PK-3). . . . . . . . . . . . . . . . . . . Content


PRAXIS II PASS-RATE DATA 2005–2006Professional Knowledge # Taking Praxis # Passing Praxis % Passing Praxis

PRINCIPLES LEARNING & TEACHING 5-9 61 56 92%


PRINCIPLES LEARNING & TEACHING ERLY CHLD 123 122 99%

PRINCIPLES LEARNING & TEACHING K-6 5 NC NC

Academic Content Areas # Taking Praxis # Passing Praxis % Passing Praxis

ART CONTENT KNOWLEDGE 8 NC NC

BIOLOGY AND GENERAL SCIENCE 6 NC NC

BIOLOGY CONTENT KNOWLEDGE 6 NC NC

CHEMISTRY CONTENT KNOWLEDGE 2 NC NC

EARLY CHILDHOOD EDUCATION 50 50 100%

EARTH SCIENCE CONTENT KNOWLEDGE 11 11 100%

EDUCATION OF YOUNG CHILDREN 101 101 100%

ENG LANG LIT COMP CONTENT KNOWLEDGE 41 40 98%

FRENCH CONTENT KNOWLEDGE 6 NC NC

GERMAN CONTENT KNOWLEDGE 1 NC NC

MATHEMATICS: CONTENT KNOWLEDGE 19 19 100%

MIDDLE SCHOOL ENGLISH LANGUAGE ARTS 19 19 100%

MIDDLE SCHOOL MATHEMATICS 34 34 100%

MIDDLE SCHOOL SCIENCE 22 22 100%

MIDDLE SCHOOL SOCIAL STUDIES 34 34 100%

MUSIC CONTENT KNOWLEDGE 18 18 100%

PHYSICAL ED: CONTENT KNOWLEDGE 11 11 100%

PHYSICS CONTENT KNOWLEDGE 2 NC NC

SOCIAL STUDIES: CONTENT KNOWLEDGE 27 27 100%

SPANISH CONTENT KNOWLEDGE 7 NC NC

Other Content Areas # Taking Praxis # Passing Praxis % Passing Praxis

FAMILY AND CONSUMER SCIENCES 17 17 100%

Teaching Special Populations # Taking Praxis # Passing Praxis % Passing Praxis

SE KNOWLEDGE-BASED CORE PRINCIPLES 26 26 100%

Performance BenchmarksState Requirement IHE Performance

Praxis II Summary Pass Rate 2005–2006 ≥80% 97%

Praxis III Summary Pass Rate 2006–2007 ≥85% 99.6%

Accreditation based on NCATE or TEAC Standards Five/Seven-year Date of on-site visit:Accreditation/Approval Fall 2002or

Approval based on ODE Standards NCATE

7-year accreditation

Date of nextInstitutional Review:

Fall 2009

IHE Status EffectiveEffective - IHE meets all state requirementsConditional - IHE fails to meet one or more state requirementsLow Performing - IHE in Conditional Status for three consecutive yearsDenied - State Board approval of teacher education program withdrawn

NC = Not Calculated due to less than 10 examinees

University of AkronUniversity of AkronPe

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Benchm

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PraxisIIPa

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Antioch University McGregor

THE INSTITUTION AT A GLANCEPublic Private �

Total institutional undergraduate enrollment . . . . . . . . . . . 152

Total institutional graduate enrollment . . . . . . . . . . . . . . . 543


Program DescriptionAntioch University McGregor offers academic programs that are responsive to emerging societal needs. It was established in 1988,to serve adults whose life experience has led them to re-evaluate their career goals. Each program encourages critical thinking,provides opportunities for collaborative learning, emphasizes cultural diversity, and promotes the integration of life and workexperience with academic knowledge. The faculty’s approach to education stems from Antioch University’s historical emphasis onintellectual, emotional and ethical development.

Antioch McGregor’s School of Education isdesigned for mid-career adults who already havebachelor’s degrees and are seeking newchallenges that could influence today’s youngpeople. The school is committed to addressingdiversity in today’s classroom and allowing fordifferent learning styles. Antioch UniversityMcGregor utilizes alternative assessment andrequires demonstration of core competencies forprogram completion. The prior career experienceand maturity that students bring to the programgreatly enhance the professional educationclasses. While the education program has seensignificant growth since its inception, it continuesto emphasize small class size, which contributessignificantly to the quality of learning. Thestudents enter in a cohort of 25 and worktogether during the length of the program,creating a more profound educational experience.

CONTACT INFORMATIONUndergraduateAdmissionsWilla SmithAntioch University McGregor900 Dayton StreetYellow Springs, OH [email protected]

GraduateAdmissionsOscar RobinsonAntioch University McGregor900 Dayton StreetYellow Springs, OH [email protected]

TeacherEducationDr. Zak Sharif, Dean School of EducationAntioch University McGregor900 Dayton StreetYellow Springs, OH 45387937-769-1880 (phone)937-769-1805 (fax)[email protected] (E-mail)

Internet

www.mcgregor.edu


Student Enrollment� Total enrollment in teacher education . . . . . . . . . . . . . . . . . . . . . . . 290


Asian (1.07%)

Hispanic (0.00%)




White (67.26%)


G�Minimum GPA for content area . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5

� Minimum GPA for professional education . . . . . . . . . . . . . . . . . . . . 2.5

� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes

� Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes

� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes

� Total number of students newlyadmitted to teacher education . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154


student teaching required . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12



� Total number of students in supervised student teaching . . . . . . . . . . . 83


� Student teacher/faculty ratio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8:1

� Full-time faculty in professional education who superviseteacher preparation students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4


� Part-time faculty in professional education not otherwise employedby the institution who supervise teacher preparation students . . . . . . . 0


G� Portfolio Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes

� Successful completionof student teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes

� Successful completionof internship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes


completing teacher education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86


Asian (0.79% )

Hispanic (0.00%)




White (79.37%)


� Total number of individuals regardless of date of completion. . . . . . . . 86




Asian (0.00%)

Hispanic (0.00%)




White (88.89%)


Antioch University McGregorAntioch University McGregor


Antioch University McGregorAntioch University McGregor

Program HighlightsThe University’s Leadership, Special Education and EarlyChildhood Education programs received national recognition byeach discipline’s professional association. In addition, EricCombs, an Antioch University McGregor Educational Leadershipstudent, was recognized as the 2006 Ohio Teacher of the Year.Antioch University McGregor offers educator licenses in 17different areas, including:

• Ohio principal licensure;

• Early childhood education;

• Mild-to-moderate intervention specialist;

• Middle childhood education in math, science, social studiesand language arts.

The School of Education also offers adolescent and young adultlicensure in the following areas:

• Integrated language arts;

• Integrated mathematics;

• Integrated social studies;

• Life sciences-life/chemistry, earth/space/chemistry; and

• Physical science-chemistry, physics and earth/space science.

Passage of Praxis II RequiredPrior to Student Teaching� G Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . . . Content

� G AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� G Intervention Specialist. . . . . . . . . . . . . . . . . . . . . . . . . Content

� G Early Childhood Education (PK-3) . . . . . . . . . . . . . . . . . Content

Passage of Praxis II RequiredPrior to Program Completion� G Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� G AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� G Intervention Specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� G Early Childhood Education (PK-3) . . . . . . . . . . . . . . . . . . . . PLT


PRAXIS II PASS-RATE DATA 2005–2006

Professional Knowledge # Taking Praxis # Passing Praxis % Passing Praxis


PRINCIPLES LEARNING & TEACHING 7-12 9 NC NC





EARLY CHILDHOOD EDUCATION 2 NC NC


ENG LANG LIT COMP CONTENT KNOWLEDGE 1 NC NC

MIDDLE SCHOOL ENGLISH LANGUAGE ARTS 3 NC NC

MIDDLE SCHOOL MATHEMATICS 6 NC NC

MIDDLE SCHOOL SCIENCE 2 NC NC

MIDDLE SCHOOL SOCIAL STUDIES 6 NC NC










Fall 2011



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Ashland University


Total institutional undergraduate enrollment . . . . . . . . . 3,237



Program DescriptionAshland University, founded in 1878, is a private, church-related (Brethren Church) institution. The mission of the University is toprovide an education with a strong focus on the Judeo-Christian tradition and with a focus on the liberal arts. The University hasgrown to a comprehensive institution (including Ashland Theological Seminary) offering baccalaureate degrees in the liberal arts andsciences, business and education; master’s degrees in business, education, American history and government, and theology; anddoctoral degrees in education and theology.

The Dwight Schar College of Education openedthe new building in June 2006 and houses fourof the departments in the College. The fifthdepartment is housed in the new Sport Sciencesbuilding adjacent to the Recreation Complex. Inaddition to the main campus in Ashland, Ohio,programs are offered at Lorain CountyCommunity College (Early Childhood, MiddleChildhood, Bachelor’s Plus and M. Ed.), inCleveland (M. Ed.), in Stark-Massillon (M. Ed.),and in Columbus (Bachelor’s Plus and M. Ed.).The doctorate in leadership, an interdisciplinaryprogram, (Ed. D.) is offered only at the maincampus.

CONTACT INFORMATIONUndergraduateAdmissionsDr. Linda BillmanAssociate Dean of EducationAshland University401 College AvenueAshland, OH [email protected]

GraduateAdmissionsDr. Linda BillmanAssociate Dean of EducationAshland University401 College AvenueAshland, OH [email protected]

TeacherEducationDr. Ann ShellyDean, College of EducationAshland University401 College AvenueAshland, OH 44805419-289-5388 (phone)419-289-5331 (fax)[email protected] (E-mail)

Internet

www.ashland.edu




Asian (0.29%)

Hispanic (0.94%)




White (90.15%)


UG G� Minimum High School GPA . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . . NA

� Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . . 2.5 . . 2.75

� Minimum GPA for content area. . . . . . . . . . . . . . . . . . . . . 2.5 . . . 2.5

� Minimum GPA for professional education . . . . . . . . . . . . . 2.5 . . . 2.5

� Minimum ACT score. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 . . . . 21

� Minimum SAT total score . . . . . . . . . . . . . . . . . . . . . . . . 970 . . . 970

� Minimum GRE quantative score . . . . . . . . . . . . . . . . . . . . NA . . . 350

� Minimum GRE verbal score . . . . . . . . . . . . . . . . . . . . . . . NA . . . 350

� Minimum GRE total score . . . . . . . . . . . . . . . . . . . . . . . . NA . . . 350




� Minimum Praxis I total score. . . . . . . . . . . . . . . . . . . . . . 172 . . . 172

� Minimum Miller Analogies score . . . . . . . . . . . . . . . . . . . NA . . . 367

� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes











� Part-time faculty in professional education who work full-time inthe institution who supervise teacher preparation students . . . . . . . . . 13



UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 2.5



� Successful completionof internship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NA. . . . Yes






Asian (0.22% )

Hispanic (0.55%)




White (90.54%)

Recommendations for Licensure� Total number of individuals regardless of date of completion . . . . .1,179� Total number of program completers recommended for licensure . . . .484



Asian (0.00%)

Hispanic (0.00%)




White (32.58%)


Ashland UniversityAshland University

Program Description cont.The Dwight Schar College of Education at Ashland University iscommitted to service in the region. The College has been heavilyinvolved in the Career Pathways for the Teaching Profession andhas developed a number of partnerships in this arena. Additionalpartnerships have enhanced the program offerings. Theseinclude a partnership with the Buckeye Association of SchoolAdministrators (BASA) for the Superintendent’s license,collaboration with SCOPE to provide graduate education forprison educators, and a number of specific school partnerships.The Schar College of Education has also developed district levelpartnerships with Columbus and Mansfield City Schools.

Program HighlightsAshland University Schar College of Education has beenaccredited by the National Council for the Accreditation ofTeacher Education (NCATE) for more than 30 years. The missionof the College of Education includes a focus on unity, growth,learning and accent of the individual. The programs are guidedby tenets (outcomes) based on research, best practice andhistoric frameworks. There is a strong focus on meeting theneeds of all children in a standards-based setting. The Collegeprovides undergraduate and bachelor’s plus licensure programsin early childhood, middle childhood, adolescent/young adult,multiage and intervention specialist licensure areas. Otherteaching-related programs at the master’s level includeclassroom instruction, literacy and literacy specialist, earlychildhood education, middle childhood education andintervention specialist. Education administration programs inPrincipalship, Superintendency, and a variety of central officeroles are also offered. (Non-teaching programs in the Collegeinclude athletic training, recreation, exercise science and sportmanagement.)

Licensure programs culminate in an internship/student teachingand with portfolios that demonstrate the competencies thatcandidates have developed. The strong focus on theory-into-practice characterizes all programs including the doctoralprogram in leadership which features a mentorship project andthe dissertation. The graduate programs include a capstonewhich may take the form of a thesis, a practicum, an internship,a mentorship or an inquiry seminar. All of these options arestrongly focused on the theory-into-practice model.

The strategic plan for the College focuses on service to thelearning community in its broadest sense. This is reflected in theadvisory committees functioning in all areas of the College. TheCollege has remained committed to partnerships with two-yearinstitutions in the form of partnerships and 2+2 programs.


Ashland UniversityAshland University




PRINCIPLES LEARNING & TEACHING 5-9 110 105 95%PRINCIPLES LEARNING & TEACHING 7-12 128 122 95%PRINCIPLES LEARNING & TEACHING ERLY CHLD 201 198 99%PRINCIPLES LEARNING & TEACHING K-6 5 NC NCAcademic Content Areas # Taking Praxis # Passing Praxis % Passing Praxis

ART CONTENT KNOWLEDGE 13 12 92%BIOLOGY AND GENERAL SCIENCE 1 NC NCBIOLOGY CONTENT KNOWLEDGE 9 NC NCBIOLOGY CONTENT KNOWLEDGE PART 1 3 NC NCBIOLOGY CONTENT KNOWLEDGE PART 2 3 NC NCBUSINESS EDUCATION 19 18 95%CHEM PHYSICS AND GENERAL SCIENCE 2 NC NCCHEMISTRY CONTENT KNOWLEDGE 6 NC NCEARLY CHILDHOOD EDUCATION 55 54 98%EARTH SCIENCE CONTENT KNOWLEDGE 1 NC NCEDUCATION OF YOUNG CHILDREN 188 187 99%ENG LANG LIT COMP CONTENT KNOWLEDGE 25 24 96%MATHEMATICS: CONTENT KNOWLEDGE 5 NC NCMIDDLE SCHOOL ENGLISH LANGUAGE ARTS 97 94 97%MIDDLE SCHOOL MATHEMATICS 29 29 100%MIDDLE SCHOOL SCIENCE 21 21 100%MIDDLE SCHOOL SOCIAL STUDIES 67 59 88%MUSIC CONTENT KNOWLEDGE 7 NC NCPHYSICAL ED: CONTENT KNOWLEDGE 15 15 100%PHYSICS CONTENT KNOWLEDGE 5 NC NCSOCIAL STUDIES: CONTENT KNOWLEDGE 19 19 100%Other Content Areas # Taking Praxis # Passing Praxis % Passing Praxis

FAMILY AND CONSUMER SCIENCES 2 NC NCHEALTH EDUCATION 1 NC NC










Fall 2009



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Baldwin-Wallace College





Program DescriptionThe mission of the Division of Education at Baldwin-Wallace College is to prepare its candidates to be reflective decision makers whoare contributing, compassionate and competent educators. Division faculty fulfills this mission through modeling best practices andproviding a rigorous academic program. Candidates within the Division acquire the knowledge, skills and dispositions that enablethem to achieve their highest potential as educators. Graduates from the Division of Education are prepared and committed toembracing and celebrating human diversity, respecting the individual and providing the best learning experiences for all members ofthe educational community.

Baldwin-Wallace College is approved by the OhioDepartment of Education, North CentralAssociation of Colleges and Schools and theNational Council for Accreditation of TeacherEducation to prepare candidates for teachingearly childhood education (pre-kindergarten-grade 3), middle childhood education (grades 4-9), mild/moderate educational needs(kindergarten-grade 12), adolescent young adulteducation (grades 7-12) and multi-age education(pre-kindergarten-grade 12).

CONTACT INFORMATION

UndergraduateAdmissionsPatricia SkrhaBaldwin-WallaceCollege275 Eastland RoadBerea, OH [email protected]

GraduateAdmissionsWinifred GerhardtBaldwin-Wallace College275 Eastland RoadBerea, OH [email protected]

TeacherEducationKaren Kaye, Chair, Division of EducationBaldwin-Wallace College275 Eastland RoadBerea, OH 44017440-826-2164 (phone)440-826-2779 (fax)[email protected] (E-mail)

Internetwww.bw.edu




Asian (0.74%)

Hispanic (0.99%)




White (80.15%)


UG G�Minimum Undergraduate GPA. . . . . . . . . . . . . . . . . . . . . . NA . . . 2.75



� Minimum Praxis I math score . . . . . . . . . . . . . . . . . . . . . 172 . . . . NA

� Minimum Praxis I reading score . . . . . . . . . . . . . . . . . . . 173 . . . . NA

� Minimum Praxis I writing score . . . . . . . . . . . . . . . . . . . . 172 . . . . NA

� Minimum Praxis I total score. . . . . . . . . . . . . . . . . . . . . . 172 . . . . NA

� Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes








� Student teacher/faculty ratio . . . . . . . . . . . . . . . . . . . . . . . . . . 5.361:1





UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.6 . . . 2.6






Asian (0.54% )

Hispanic (0.54%)




White (89.19%)






Asian (0.00%)

Hispanic (1.25%)




White (87.50%)


Baldwin-Wallace CollegeBaldwin-Wallace College

Program Description cont.The Division of Education faculty, along with their Arts andSciences and Conservatory faculty partners, are committed tothe development of a strong performance-based program ofteacher education. The teacher-education curriculum is arrangedconceptually around six teacher/educator attributes: contentknowledge, professional knowledge, pedagogical knowledge,diversity, educational technology and professional dispositions.These six attributes comprise a conceptual framework forguiding the academic experiences of all students. Through aseries of professional and self-assessments, teacher educationgraduates will be able to demonstrate proficiency in each of thesix areas.

Program HighlightsThe faculty in the Division of Education engages in teaching,scholarship and service in support of a strong program for pre-service teachers. Faculty model best practices in theirclassrooms and participate as leaders in campuswideworkshops on effective pedagogy. The use of technology ininstruction is a hallmark of the teacher education program withDivision faculty, Arts and Sciences colleagues and studentsparticipating in national and international conferences thathighlight the latest implementation strategies. Renewed outreachefforts have resulted in opportunities for faculty and students toexperience, practice and reflect on the opportunities andchallenges of diverse school settings.


Baldwin-Wallace CollegeBaldwin-Wallace College
















MATHEMATICS: CONTENT KNOWLEDGE 5 NC NC





MUSIC CONTENT KNOWLEDGE 6 NC NC





HEALTH EDUCATION 6 NC NC






Accreditation based on NCATE or TEAC Standards Five/Seven-year Date of on-site visit:Accreditation/Approval Spring 2005or




Spring 2011



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Bluffton University



Total institutional graduate enrollment. . . . . . . . . . . . . . . . 85


Program DescriptionThe mission of Bluffton University’s Undergraduate and Graduate Education Department is to “Prepare Educators who NurtureCommunities of Learning and Respect.” The community is defined not only as the classroom; candidates are encouraged to expandthe concept of community to include the school building, district and the parents and community members who support the school.

Bluffton University’s Teacher Education program was approved for national accreditation by NCATE in spring 2006 after a rigorouson-site visit in October 2005.

In practice, the Bluffton Teacher Education program is rooted in a strong liberal arts preparation which focuses on critical thinkingskills and the development of cross-culturalunderstanding, all within a broader context ofpeace, justice and service. From these roots, theprogram branches out to focus on inclusiveclassrooms where high levels of student learningtake place and where all children are valued forthe unique gifts they add to the community. Theprogram in the Bluffton University Department ofEducation includes courses and field experiencesbased upon a curriculum model which joinscontent and methodology within three majortenets: Communities of Learning, Communitiesof Respect, and Educators as Professionals, with16 performance outcomes that provide evidencefor these three tenets.

The program values strong content knowledge,effective teaching strategies, respectfulclassroom organizations, celebration of diversity,effective use of technology, ongoing assessmentand professionalism.

CONTACT INFORMATION

UndergraduateAdmissionsDr. Eric Fulcomer1 University Dr.Bluffton, OH [email protected]

GraduateAdmissionsDr. Gayle Trollinger1 University Dr.Bluffton, OH [email protected]

TeacherEducationDr. George Metz, Chair EducationDepartment1 University Dr.Bluffton, OH 45817419-358-3457 (phone)419-358-3074 (fax)[email protected] (E-mail)

Internet

bluffton.edu




Asian (0.28%)

Hispanic (0.57%)




White (97.45%)


UG G�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 2.5







� Minimum Miller Analogies score . . . . . . . . . . . . . . . . . . . NA . . . . NA



� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes

� Total number of students newlyadmitted to teacher education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60







� Student teacher/faculty ratio . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.6:1





UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0


� Successful completionof student teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No


� Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No




Asian (0.00% )

Hispanic (0.00%)




White (100.00%)

Recommendations for Licensure� Total number of individuals regardless of date of completion. . . . . . . . 86

� Total number of program completers recommended for licensure. . . . . 85



Asian (0.00%)

Hispanic (0.00%)




White (88.89%)


Bluffton UniversityBluffton University

Program HighlightsThe Bluffton University Teacher Education program works incollaboration with surrounding communities of learning in avariety of ways. The program is a partner with the Lima CitySchools’ Entry Year/Mentor program titled ProfessionalsEnhancing Educational Relationships (PEER). Departmentmembers serve as Pathwise trainers, PRAXIS III assessors andprofessional development resource people. Departmentmembers also work on grants with the Special EducationRegional Resource Center (SERRC) and Educational ServiceCenters (ESCs) to provide high quality professionaldevelopment. Faculty members have been trained and served asBoard of Examiners members and program reviewers for theCouncil for Exceptional Children. They also have served on theExecutive Board of the Ohio Association for Colleges of TeacherEducation, the Board of Trustees of the Ohio Confederation ofTeacher Education Organizations, the newly formed EducatorStandards Board (non-voting member) and the governing boardof the Ohio Collaborative.


Bluffton UniversityBluffton University


˜PRAXIS II PASS-RATE DATA 2005–2006


















SOCIAL STUDIES: CONTENT KNOWLEDGE 2 NC NC



FAMILY AND CONSUMER SCIENCES 1 NC NC

HEALTH EDUCATION 10 10 100%










Fall 2009



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Bowling GreenState University





Program DescriptionBowling Green State University’s (BGSU) College of Education and Human Development is the largest preparer of teacher educationgraduates in Ohio, averaging well over 700 teacher education graduates annually. Across six colleges, Bowling Green’s undergraduateand graduate professional education degree programs are fully accredited by the National Council for Accreditation of TeacherEducation (NCATE) and the Ohio Department of Education (ODE). They include programs for initial and advanced teacher licensure,administrative and pupil services licensures as well as for continuing professional development of in-service teachers. The BGSUgoal is to empower our educator candidates to act in various capacities to positively impact the future of learners, clients andcolleagues. Toward that end, we hold the following statements as guiding core concepts: An effective educator is a broadly andthoroughly prepared, reflective practitioner, actively engaged within the larger educational community. Foremost s/he is a

professional, with a lifelong commitment tolearning and to all learners.

BGSU students can begin taking teachereducation courses as early as their freshmanyear, engaging in authentic field experiencesthrough programs like Literacy Serve and Learn,a campuswide service learning project designedto improve proficiency scores of children in thelocal public schools. An on-campus childcarefacility provides special opportunities forcandidates majoring in early childhood education.The college has a dedicated technology centerand computer labs; assessment and training of avariety of technology skills also begin early andare integrated throughout educator preparationprograms.

.

CONTACT INFORMATION

UndergraduateAdmissionsGary D. SweganUndergraduate Admissions113 McFall CenterBowling Green, OH [email protected]

GraduateAdmissionsHeinz BulmahnGraduate College125 McFall CenterBowling Green, OH [email protected]

TeacherEducationD. Rosalind Hammond, Interim DeanCollege of Education and HumanDevelopment444 Education BuildingBowling Green, OH 43403419-372-7403 (phone)419-372-2828 (fax)[email protected] (E-mail)

Internet

www.bgsu.edu/colleges/edhd




Asian (0.46%)

Hispanic (2.08%)




White (92.05%)



�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 2.7



� Minimum ACT score. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 . . . . NA

� Minimum SAT total score . . . . . . . . . . . . . . . . . . . . . . . . 920 . . . . NA

� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes


� Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes







� Number of faculty members whosupervised student teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136






UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0

� Portfolio Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No






Asian (0.12% )

Hispanic (0.86%)




White (94.85%)

Recommendations for Licensure� Total number of individuals regardless of date of completion . . . . . . . 916




Asian (0.53%)

Hispanic (1.58%)




White (90.53%)


Bowling GreenBowling GreenState UniversityState University

Program Description cont.The College of Education and Human development offersstudents opportunities to study abroad for one semester atKeele University in England, and to complete student teachinginternships in Canada or Brazil. A recent partnership with theAldine, Texas, Independent School District provides oureducation candidates with opportunities for curricular andpracticum experiences with diverse populations of learners

Passage of Praxis II RequiredPrior to Student Teaching� U Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . . Content

� U AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

Program HighlightsThe College is actively engaged in outreach and collaborativeinitiatives such as: the Martha Geisling Weber Reading Centerstaff and students work with local schools, community agenciesand families to provide reading interventions; the Center forEvaluation Services offers program evaluations for schools andagencies (e.g., conducts surveys, data analysis); and theInternational Democratic Education Institute which developscurricular programs with partner countries in Europe, Africa andthe Middle East to provide democracy education opportunities toteachers and students. In the last five years, multiple grants,totaling about $10 million in external funding have enabledEDHD faculty and students to develop, participate and publisheducational products related to innovation, reform and research.Recent collaborations with the BGSU Center for Math andScience, the College of Arts and Sciences, and the NWOEducational Services center have produced varied course,degree and licensure opportunities for high school,undergraduate and graduate BGSU students and local teachers,particularly initiatives to improve math and science instructionstatewide.

Alumni are loyal in their support for the College with more than$200,000 in scholarships awarded this year. The percentage offaculty and staff contributing to these funds is always among thehighest at BGSU.

Finally, the 2006 Teacher Job Fair attracted more than 155school systems from across the nation and nearly 2,700 BGSUstudents and alumni interviewed with these potential employers.Many return year after year because of the strong reputationBGSU enjoys for producing quality educators.






PRINCIPLES LEARNING & TEACHING 5-9 139 118 85%PRINCIPLES LEARNING & TEACHING 7-12 284 262 92%PRINCIPLES LEARNING & TEACHING ERLY CHLD 199 198 99%PRINCIPLES LEARNING & TEACHING K-6 58 57 98%Academic Content Areas # Taking Praxis # Passing Praxis % Passing Praxis

ART CONTENT KNOWLEDGE 37 32 86%BIOLOGY AND GENERAL SCIENCE 10 10 100%BIOLOGY CONTENT KNOWLEDGE 4 NC NCBUSINESS EDUCATION 23 22 96%CHEM PHYSICS AND GENERAL SCIENCE 2 NC NCCHEMISTRY CONTENT KNOWLEDGE 3 NC NCEARLY CHILDHOOD EDUCATION 20 20 100%EARTH SCIENCE CONTENT KNOWLEDGE 7 NC NCEDUCATION OF YOUNG CHILDREN 193 192 99%ENG LANG LIT COMP CONTENT KNOWLEDGE 41 34 83%FRENCH CONTENT KNOWLEDGE 5 NC NCGERMAN CONTENT KNOWLEDGE 3 NC NCMATHEMATICS: CONTENT KNOWLEDGE 25 24 96%MIDDLE SCHOOL ENGLISH LANGUAGE ARTS 48 46 96%MIDDLE SCHOOL MATHEMATICS 55 55 100%MIDDLE SCHOOL SCIENCE 56 51 91%MIDDLE SCHOOL SOCIAL STUDIES 72 62 86%MUSIC CONTENT KNOWLEDGE 52 51 98%PHYSICAL ED: CONTENT KNOWLEDGE 28 25 89%PHYSICS CONTENT KNOWLEDGE 2 NC NCSOCIAL STUDIES: CONTENT KNOWLEDGE 57 53 93%SPANISH CONTENT KNOWLEDGE 5 NC NCTeaching Special Populations # Taking Praxis # Passing Praxis % Passing Praxis

ED OF DEAF & HARD OF HEARING 5 NC NC









Fall 2008




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Capital University





Program DescriptionCapital University's mission since it was founded in 1830 has been to transform lives through higher education. By drawing upon itsLutheran heritage of free inquiry, Capital University: provides for personal growth by encouraging, enabling and celebrating learning;prepares individuals to be knowledgeable, independent, critical thinkers educated for lives of leadership and service in an increasinglydiverse society; and inspires individuals to be morally reflective, spiritually alive and civically engaged.

The overarching goal of Teacher Education at Capital University is to prepare competent, caring and committed educators to teach,lead and serve diverse communities of learners. Teacher education candidates build knowledge, dispositions and skills to:

1. Demonstrate thorough knowledge andunderstanding of the subject(s) to be taught;

2. Engage in critical inquiry to impactprofessional practice;

3. Demonstrate an understanding of theteaching-learning relationship;

4. Demonstrate effective and culturallyresponsive practices to support theachievement of all students;

5. Utilize a variety of tools to clearly andeffectively communicate;

6. Demonstrate effective use of technology inprofessional practice;

7. Demonstrate professional involvement;8. Apply ethics and values in professional

decision-making.

CONTACT INFORMATION

UndergraduateAdmissionsKim Ebbrecht1 College and MainColumbus, OH [email protected]

GraduateAdmissionsKim Ebbrecht1 College and MainColumbus, OH [email protected]

TeacherEducationDr. Shirley De Lucia, Chair,Education DepartmentRuff Learning Center, Room 1171 College and MainColumbus, OH 43209614-236-6160 (phone)614-236-6774 (fax)[email protected] (E-mail)

Internet

www.capital.edu




Asian (0.69%)

Hispanic (0.69%)




White (88.91%)


UG� Minimum High School GPA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5

�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5

� Minimum GPA for content area . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5


� Minimum Praxis I math score. . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

� Minimum Praxis I reading score . . . . . . . . . . . . . . . . . . . . . . . . . . 173

� Minimum Praxis I writing score . . . . . . . . . . . . . . . . . . . . . . . . . . 172













UG� Minimum GPA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5





Asian (0.00% )

Hispanic (0.00%)




White (95.45%)






Asian (0.00%)

Hispanic (2.17%)




White (89.13%)


Capital UniversityCapital University

Program Description cont.Performance-based assessment is regularly and systematicallyused for the field-based experiences. University supervisors,cooperating teachers and teacher education candidatesparticipate in program assessments to identify and addressstrengths and needs in the program.

Our vision includes an education system in which all teacherseffectively teach. The single most telling indicator of success inachieving our vision will be that all our candidates’ studentslearn. From a past on-site visit, National Council for theAccreditation of Teacher Education (NCATE) Board of Examinersnoted: “Capital’s teacher education graduates are in highdemand in Ohio’s school districts…Teacher Education at CapitalUniversity is truly a community of learners that honorsindividuality.”

Program HighlightsThe Teacher Education Program at Capital University provides itscandidates opportunities to experience diverse field experiences,research opportunities, and individual attention. The faculty iscommitted to working with all students and helping them reachtheir full potential as future educators.

Teacher Preparation: The Teacher Education Program at CapitalUniversity offers courses of study leading to licensure in EarlyChildhood, Middle Childhood, and Adolescent to Young AdultEducation. We offer Multi Aged Education in special areas andIntervention Specialist Education for Mild/Moderate Needs.Reading, Middle School Generalist and TESOL Endorsementprograms are also available. Teacher Education is the largestprogram now housed in the School of Education, ProfessionalStudies and Social Work (SEPS).

Admission Requirements: Before submitting an application to beadmitted to Teacher Education, candidates must have completedat least 30 credit hours with a minimum cumulative GPA of 2.5.They must have successfully completed specified introductoryeducation courses; demonstrate proficiency in oral and writtencommunication, reading and mathematics; pass Praxis I at anestablished level of performance; possess appropriateinterpersonal skills and motivation; and be of good moralcharacter.

Admission to Student Teaching: A formal application is requiredto student-teach. To be accepted into student teaching, a studentmust have met the requirement for retention in the TeacherEducation Program and have achieved a minimum of 2.5 GPA inthe teaching area and major.

Accreditation: Teacher Education at Capital University isnationally accredited. The Higher Learning Commission accreditsCapital University. The National Council for the Accreditation ofTeacher Education (NCATE) accredits the Teacher Education Unitand the Ohio Department of Education approves all programsleading to licensure. All Teacher Education programs have beendesigned to meet national special professional society guidelinesand standards.


Capital UniversityCapital University













EARTH SCIENCE CONTENT KNOWLEDGE 1 NC NC









PHYSICAL ED: CONTENT KNOWLEDGE 3 NC NC













Fall 2011



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Case WesternReserve University





Program DescriptionRanking consistently among the top 40 private universities in the United States, Case Western Reserve University offers unlimitedopportunities for motivated students. Our faculty balance challenge and support to help students flourish, and our partnerships withworld-class cultural, educational and scientific institutions ensure that students’ education extends beyond the classroom. Caseprovides the resources, breadth of programs and opportunities of a large university. At the same time, our student population of4,305 and our student-to-faculty ratio of 8:1 create an environment of a small college where meaningful relationships are built withprofessors and fellow students. The faculty at Case are among the tops in their fields. As a major research university (Case is in the

top 20 among private universities receivingfederal funding for research.) our faculty arescholars as well as teachers. They share a deepconnection with students and are eager to bringinterested students into their world ofscholarship.

CONTACT INFORMATION

UndergraduateAdmissionsDr. Chris Munoz103 Tomlinson Hall10900 Euclid AvenueCleveland, OH [email protected]

GraduateAdmissionsDr. Charles Rozek605 Nord Hall10900 Euclid AvenueCleveland, OH [email protected]

TeacherEducationDr. William I Bauer, University Directorof Teacher LicensureHaydn 31410900 Euclid AvenueCleveland, OH 44106-7108216-368-0792 (phone)216-368-5227 (fax)teaching @case.com (E-mail)

Internet

www.case.edu/artsci/teachlic


Student Enrollment� Total enrollment in teacher education . . . . . . . . . . . . . . . . . . . . . . . . 25


Asian (0.00%)

Hispanic (0.00%)




White (100.00%)



�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . . 2.5 . . . . NA




� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes






� Total number of students in supervised student teaching. . . . . . . . . . . . 7

� Number of faculty members whosupervised student teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4






UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 2.5






completing teacher education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6


Asian (0.00% )

Hispanic (0.00%)




White (100.00%)


� Total number of individuals regardless of date of completion . . . . . . . . 6

� Total number of program completers recommended for licensure. . . . . . 6



Asian (0.00%)

Hispanic (0.00%)




White (90.91%)


Case WesternCase WesternReserve UniversityReserve University

Program Description cont.Administered through the College of Arts and Sciences, ourteacher licensure program prepares Proactive Scholar-Practitioners in Art and Music. A unique feature of the Art andMusic education programs is their respective partnerships withthe Cleveland Institute of Art (CIA), one of the top professionalcolleges of art and design in the country, and the ClevelandInstitute of Music (CIM), a leading international conservatory.Art and Music education faculty are highly involved members oftheir national and state professional associations and remainactive as professional artists, performers, conductors, authorsand researchers. All of the program’s partnering institutions areaccredited by their professional associations: CIA wasreaccredited by the National Association of Schools of Art andDesign in 1995, and the North Central Association of Collegesand Schools in 2000; Case and CIM were re-accredited by theNational Association of Schools of Music in 2003

Program Highlights• Art and Music education faculty average 16 years teaching

experience at state-chartered schools and 16 years at highereducation institutions.

• All Music education faculty have doctoral degrees and Arteducation faculty have masters-plus hours.

• Education faculty average 27 years’ teaching experience inhigher education and 15 years at state chartered schools.

• Art and Music education cooperating teachers have aminimum of five years teaching experience, advanceddegrees in their respective fields and are members of theirstate professional education associations.

• Art and Music pre-service teachers are members of theirstate professional education associations.

• All Art and Music students passed their respective Praxis IIcontent and PLT exams on their first attempt.

• The Art Education/Art Studio Program is located in aspacious, state-of-the-art, facility neighboring one of thecity’s most vibrant, artistic districts.

• Art education graduate students are responsible for a publicthesis art exhibition.

• Free access is available for Case students to some of thenation’s most prominent art, music, history and theatricalinstitutions located in University Circle.

• Faculty are nationally known artists, performers, conductors,authors and researchers.

• Music education students receive hands-on experiencesdirecting university music ensembles.

• University music ensembles regularly perform in SeveranceHall and premier new commissioned works.

Passage of Praxis II RequiredPrior to Program Completion� U/G Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . PLT & Content

� U Intervention Specialist. . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT












Praxis II Summary Pass Rate 2005–2006 ≥80% NC

Praxis III Summary Pass Rate 2006–2007 ≥85% NC


Approval based on ODE Standards ODE

5-year approval


Fall 2009




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Cedarville University





Program DescriptionCedarville University is a Baptist university of arts and sciences. Since its founding on January 26, 1887, Cedarville has coupled abalanced liberal arts program with a conservative theological position in regard to doctrine and patterns of conduct. All classes aretaught by dedicated Christian professors who integrate the knowledge of their respective fields with biblical perspectives. Thepurpose of the University has remained unchanged: to offer an education consistent with biblical truth.

Program HighlightsThe mission of the Cedarville UniversityEducation Program is to prepare compassionate,professional educators who are committed to theintegration of faith, learning and life, asdemonstrated in teaching competence andChrist-like character through leadership andservice.

CONTACT INFORMATION

UndergraduateAdmissionsMr. Roscoe Smith251 N. Main St.Cedarville, OH [email protected]

GraduateAdmissionsMr. Bruce Traeger251 N. Main St.Cedarville, OH [email protected]

TeacherEducationDr. Stephen Gruber, Chair,Education Department251 N. Main St.Cedarville, OH 45314937-766-7780 (phone)937-766-7769 (fax)[email protected] (E-mail)

Internet

www.cedarville.edu




Asian (0.67%)

Hispanic (0.00%)




White (97.65%)


UG G�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . . 2.7 . . . . NA




� Minimum SAT Critical Reading score . . . . . . . . . . . . . . . . 520 . . . . NA

� Minimum SAT Writing score . . . . . . . . . . . . . . . . . . . . . . 520 . . . . NA

� Minimum SAT math score . . . . . . . . . . . . . . . . . . . . . . . . 520 . . . . NA





� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No


� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.7 . . . . NA



� Successful completionof internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No






Asian (2.52% )

Hispanic (0.00%)




White (95.80%)





Asian (0.00%)

Hispanic (0.00%)




White (97.50%)


Cedarville UniversityCedarville University























ENGL TO SPEAKERS OF OTHER LANGUAGES 2 NC NC







2-year approval


Spring, 2008

IHE Status ConditionalEffective - IHE meets all state requirementsConditional - IHE fails to meet one or more state requirementsLow Performing - IHE in Conditional Status for three consecutive yearsDenied - State Board approval of teacher education program withdrawn


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Central State University





Program DescriptionWelcome to Central State University’s College of Education, where we prepare individuals to become part of one of the world’s mostimportant professions at one of the nation’s finest institutions. The administration, faculty and staff are committed to studentsuccess! We do everything within our ability to help our students complete their programs in the shortest time possible. We spareno energy is helping them secure a position as a professional teacher when they complete their programs.The College of Education is unique among the colleges at Central State University. In addition to the traditional function of a collegein preparing students to earn a baccalaureate degree, the College of Education also functions as a professional school, preparing

students to be licensed in the state of Ohio toteach in its schools. When candidatessuccessfully complete their programs in theCollege of Education, they will receive both aBachelor of Science Degree in Education and astate of Ohio License that allows them to teachthe subject(s) and grade levels for which theyhave been prepared, in any school in Ohio.

CONTACT INFORMATION

UndergraduateAdmissionsFrank Schiraldi1400 Brush Row Rd.P.O. Box 1004Wilberforce, OH [email protected]

GraduateAdmissionsHazel Latson1400 Brush Row Rd.P.O. Box 1004Wilberforce, OH [email protected]

TeacherEducationRobert Moore, Dean1400 Brush Row Rd.P.O. Box 1004Wilberforce, OH 45384937.376.6175 (phone)937.376.6314 (fax)[email protected] (E-mail)

Internet

www.centralstate.edu




Asian (0.00%)

Hispanic (0.00%)




White (5.12%)
















� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes

� Total number of students newlyadmitted to teacher education. . . . . . . . . . . . . . . . . . . . . . . 60







� Student teacher/faculty ratio . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21:1





UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0



� Successful completionof internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes






Asian (0.00% )

Hispanic (0.00%)




White (44.44%)





Asian (0.00%)

Hispanic (0.00%)




White (15.79%)



Central State UniversityCentral State University


Program DescriptionThe College of Education is organized into four distinctdepartments or areas. Each department has responsibility for anumber of programs in the college. These are:1) Professional Education (early childhood education,

intervention specialist, middle childhood education andadolescent to young adult or high school education The PostBaccalaureate Program is also administered in thisdepartment;

2) Health, Physical Education and Recreation (health education,physical education and the non-licensure recreationprogram);

3) The Department of Fine Arts in the College of Arts andSciences (visual arts education and music education);

4) Graduate Program (advanced degrees in education).

Program HighlightsThe Baccalaureate Degree in Education at Central StateUniversity has a primary focus on urban education. It is basedon the premise that an urban metropolitan school system isactually a socio-educational organization designed to promoteand promulgate academic and social literacy. The focus of thisBaccalaureate Degree in Education is to provide a more effectivepedagogy for the learning success of all students.The Baccalaureate Degree in Education is well-grounded inprofessional education studies, specialized academic educationstudies, teaching content studies, and clinical-studies. Allteacher education students are expected to demonstrate theknowledge, skills and dispositions necessary for effectiveteaching in urban school communities.

Passage of Praxis II RequiredPrior to Student Teaching� U Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . PLT & Content

� U AYA (7-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT & Content

� U Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . PLT & Content

� U Intervention Specialist . . . . . . . . . . . . . . . . . . . PLT & Content

� U Career-Technical Education . . . . . . . . . . . . . . . . PLT & Content

� U Early Childhood Education (PK-3). . . . . . . . . . . . PLT & Content

Central State UniversityCentral State University





PRINCIPLES LEARNING & TEACHING ERLY CHLD 1 NC NC





EDUCATION OF YOUNG CHILDREN 1 NC NC




SE KNOWLEDGE-BASED CORE PRINCIPLES 2 NC NC






Pending


Pending



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Cincinnati ChristianUniversity





Program DescriptionEstablished in 1924 as a Bible Seminary, Cincinnati Christian University (CCU) is located in the Price Hill area of Cincinnati, Ohio. ThePrice Hill community is a blend of Appalachian, African-American, European and Latino cultures. We consider our “small college in abig city” atmosphere to be conducive to the growth and development of the community of learners who study with us. The hilltopcampus overlooks the city and the beautiful Ohio River.

The mission of CCU is to teach men and women to live by biblical principles and to equip and empower them with skills, insight andvision to lead the church and impact society for Christ. The vision of the Early Childhood Teacher Education Program at CCU is toprepare candidates to be competent, caring and qualified teachers serving in a variety of public and private educational settings. Ourfocus is to prepare candidates for a life of service to Christ through the ministry of teaching as licensed early childhood educators.We expect our teacher candidates to meet the highest standards of scholarship in pedagogical studies. Our program is dedicated to

helping the teacher education candidate grow inpersonal character and professional practice, aswell as community service.

Cincinnati Christian University is accreditedthrough the Higher Learning Commission andhas been a member of the North CentralAssociation since 1989. In addition, theinstitution holds membership in the GreaterCincinnati Consortium of Colleges andUniversities. This organization providesopportunities for students and faculty to expandtheir educational ventures and perspectives. Theother 14 members of the GCCCU includeuniversities as large as the University ofCincinnati and colleges as small and specializedas Hebrew Union College-Jewish Institute ofReligion.

CONTACT INFORMATION

UndergraduateAdmissionsRachel KittermanCincinnati Christian University2700 Glenway Ave.Cincinnati, OH [email protected]

TeacherEducationRebecca Waters, Ed.D.,Head of Teacher EducationCincinnati Christian University2700 Glenway Ave.Cincinnati, OH 45204513-244-8109 (phone)513-244-8140 (fax)[email protected] (E-mail)

Internet

www.ccuniversity.edu




Asian (0.00%)

Hispanic (2.27%)




White (97.73%)


UG�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.67

� Minimum GPA for content area . . . . . . . . . . . . . . . . . . . . . . . . . . 2.67

� Minimum GPA for professional education . . . . . . . . . . . . . . . . . . . 2.67




� Minimum Praxis I total score . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes


� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes

� Meyers-Briggs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes

� Total number of students newlyadmitted to teacher education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3












UG� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.67

� Portfolio Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes


� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes




Recommendations for Licensure� Total number of individuals regardless of date of completion . . . . . . . . 0




Asian (0.00%)

Hispanic (0.00%)




White (75.00%)



Cincinnati ChristianCincinnati ChristianUniversityUniversity


Program HighlightsCincinnati Christian University currently offers a program ofstudy leading to the P-3 licensure. The teacher educationprogram is responsible for the preparation of teachers but doesnot do so in a vacuum. We believe the biblical studies, Christianservice and the spiritual formation of our teacher candidates tobe a valued part of their personal development as well asimportant to their preparation as teachers in the field of earlychildhood education.

Applicants to the program must complete a career counselingsession with the on-campus counseling staff. Applicants mustthen submit a reflective paper on the process and results of thebattery of tests they have received prior to consideration for theprogram. Applicants must also participate in a voice articulationand fluency screening, pass the Praxis I tests with a score of170 or better on each, and complete prescribed course workwith a B- or better before being fully admitted to the licensureprogram.

Candidates participate in a wide variety of field experiences indiverse settings throughout their teacher education tenure. Forexample, in conjunction with their course on ClassroomManagement, candidates complete an intense field experiencethat places them in area classrooms for five hours each weekduring the 15-week fall semester. During this experience,candidates apply classroom management techniques they arelearning in the college classroom. Furthermore, all candidateslearn how to closely observe and assess children through apreschool clinical experience that involves 75 hours in the pre-school classroom as well as direct instruction in observationand assessment techniques. In addition, all candidates arerequired to complete a cross-cultural field experience.

Passage of Praxis II RequiredPrior to Program Completion� U Early Childhood Education (PK-3) . . . . . . . . . . . PLT & Content




NA # Taking Praxis # Passing Praxis % Passing Praxis

NA NA NA NA%


Praxis II Summary Pass Rate 2005–2006 ≥80% no completers




5-year approval


Spring 2009




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University Of Cincinnati





Program DescriptionThe College of Education, Criminal Justice, and Human Services (CECH) prepares candidates for Ohio licensure through earlychildhood, middle, secondary and special education programs. Master’s degrees in those areas are offered as well. In addition, weoffer master’s and doctoral degrees in curriculum and instruction, literacy, special education, educational leadership, educationalstudies, urban educational leadership, counseling and school psychology. Art education degrees are awarded through the College ofDesign, Architecture, Art, and Planning; music education is offered through the College-Conservatory of Music. The McMickenCollege of Arts and Sciences, in partnership with CECH, offers master’s degrees for teachers.

Educator Preparation Programs preparecommitted, caring and competent educators withfoundation and content knowledge. Ourinstitutional standards for performance andexpectations are for candidates to beprofessionals who collaborate and demonstrateleadership, address issues of diversity withequity, and use technology to support theirpractice, and assessment and research to informtheir efforts. For those engaged in the initial orcontinuing education of teachers, we expectcandidates to demonstrate pedagogicalknowledge, including organizing contentknowledge for learning, creating supportivelearning environments, providing instruction tomaximize the learning opportunity, andprofessionalism.

CONTACT INFORMATION

UndergraduateAdmissionsRichard StackpoleUniversity of CincinnatiPO Box 210002Cincinnati, OH [email protected]

GraduateAdmissionsRichard R. KretschmerUniversity of CincinnatiPO Box 210002Cincinnati, OH [email protected]

TeacherEducationLawrence J. Johnson, DeanUniversity of CincinnatiPO Box 210002Cincinnati, Ohio 45221-0002513-556-2321 (phone)513-556-2483 (fax)[email protected] (E-mail)

Internet

www.cech.uc.edu




Asian (0.88%)

Hispanic (2.53%)




White (78.77%)























UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.8 . . . 2.8

� Portfolio Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes






Asian (0.00% )

Hispanic (0.60%)




White (90.48%)






Asian (3.51%)

Hispanic (0.88%)




White (71.93%)



University of CincinnatiUniversity of Cincinnati


Program Description cont.Educator Preparation Programs ground their decision-making incandidate performance, with data collected by both universityand unit. The unit process has been developmental andcomprehensive as the 30 programs have entered the datacollection process at various stages. Our Board of ExaminersReport (January 2005) concluded, “Interviews and documentsreveal that the process of arriving at a common understandingof how data are used has been the product of a collaborativeeffort. Now nearly every key piece of data collected atbenchmark points has been recorded and analyzed.” Facultyand unit leadership teams continue to present meaningful datarelative to content knowledge. Data reliability studies areunderway, crucial for informed modifications in programs.

Program Highlights• Recipient of the 2006 AACTE Teacher Education Quality and

Accountability Award;• Ranked by U.S. News and World Report in the top 100

teacher education graduate schools in the nation;• Special Education faculty recognized as ninth most

productive nationally;• All educator preparation programs nationally recognized by

their respective professional organizations;• Hosted National Council for Accreditation of Teacher

Education (NCATE) Board of Examiners training in July 2006;• Committed to continuous improvement and authentic change;• Awarded more than $350,000 in scholarships to 250

undergraduate students based on academic achievement andcontributions to the community;

• Engaged with the community and local school districts,ranging from pre-service teachers partnering with first-graders in science inquiry to music education programs suchas Junior Youth Wind Ensemble and guitar class for specialneeds students;

• Continued development of articulation agreements with 20Career Paths in the Teaching Profession programs across thestate to provide advanced standing credits for high schoolstudents; and

• Renovation of Teachers College building underway withexpected completion by 2011.

Passage of Praxis II RequiredPrior to Program Completion� U/G Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . PLT & Content

� U/G AYA (7-12). . . . . . . . . . . . . . . . . . . . . . . . . . . PLT & Content

� U/G Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . PLT & Content

� U/G Intervention Specialist . . . . . . . . . . . . . . . . . . PLT & Content

� U Early Childhood Education (PK-3) . . . . . . . . . . . . PLT & Content

University of CincinnatiUniversity of Cincinnati









ART CONTENT KNOWLEDGE 12 12 100%



CHEM PHYSICS AND GENERAL SCIENCE 7 NC NC
























Fall 2011



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Cleveland State University





Program DescriptionThe College endeavors to provide comprehensive and engaging educational experiences that will help students acquire theknowledge, skills and dispositions needed to assume progressively demanding leadership roles within education and alliedprofessions. Key to this pursuit is an abiding commitment to teaching, research and service that serves to address contemporaryurban needs.

In the interest of improving the quality of life, the College’s core values include: academic excellence, collaborative partnership,integrity, rigorous intellectual exchange, continuous professional development, inquiry, self-assessment and reflective practice.

Part of a comprehensive urban university with anopen admission policy, the College seeks toactively recruit, retain and respond to the needsof students with varied educational goals andwhose ages and cultural backgrounds aredecidedly diverse.

CONTACT INFORMATION

UndergraduateAdmissionsMr. Mark NazarioRhodes Tower West, Room 2042121 Euclid AvenueCleveland, OH [email protected]

GraduateAdmissionsDr. Giannina PianaltoRhodes Tower West, Room 2112121 Euclid AvenueCleveland, OH [email protected]

TeacherEducationDr. James A. McLoughlin, Dean,College of Education & Human ServicesRhodes Tower 14162121 Euclid AvenueCleveland, OH 44115-2214216-687-7143 (phone)216-687-5415 (fax)[email protected] (E-mail)

Internet

www.csuohio.edu




Asian (0.64%)

Hispanic (2.27%)




White (74.93%)



�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . . 2.5 . . 2.75

� Minimum GPA for content area. . . . . . . . . . . . . . . . . . . . . 2.5 . . 2.75

� Minimum GPA for professional education . . . . . . . . . . . . 2.75 . . . 2.75




� Minimum GRE analytical score . . . . . . . . . . . . . . . . . . . . . NA. . . . 4.5















UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0






Asian (0.49% )

Hispanic (2.46%)




White (77.40%)





Asian (3.45%)

Hispanic (1.53%)




White (76.63%)



Cleveland State UniversityCleveland State University


Program Description cont.For example, the College enrolls many older students who areseeking to change careers as well as a number ofparaprofessionals who aspire to become fully credentialedteachers. Nearly all of our students reside in northeastern Ohioand commute to CSU. Many are part-time students who struggleto balance the demands of college with those imposed by workand families. Consequently, they usually take six or more yearsto complete their degrees and frequently find it difficult toinformally convene with peers outside of class to study orcomplete group projects.

A large number of our undergraduates are transfer students whohave completed at least some of their general educationrequirements at neighboring community colleges. Finally, itbears noting that the College also enrolls a substantial numberof post-baccalaureate, “license only” students, who in theprocess of having previously earned their undergraduatedegrees, likewise completed much of the course work in theirchosen fields of study at other institutions.

Passage of Praxis II RequiredPrior to Student Teaching� U Middle Childhood (4-9). . . . . . . . . . . . . . . . . . . . PLT & Content

� U/G AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT & Content

� U Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . PLT & Content

� U/G Intervention Specialist. . . . . . . . . . . . . . . . . . . PLT & Content

� U/G Early Childhood Education (PK-3) . . . . . . . . . . . PLT & Content

Program Highlights• Committed to preparing teachers and school personnel to

work with students and clients in urban settings, withparticular emphasis on serving individuals from diversecultural, ethnic, and linguistic groups

• Rated first at CSU in attracting outside funding, the Collegeboasts nearly $13 million dollars in active contracts andgrants. Resulting projects provide opportunities for studentsto work with faculty on field-based research and collaborativeinitiatives with local schools, community agencies, artsorganizations and health care facilities.

• Science and mathematics education are targets of severalgrants, including Partnering for Success, an Ohio Math andScience Partnership Project, developed in conjunction withJohn Carroll University, Case Western Reserve University andseven area school districts; a Regents’ STEM SummerMathematics Academy for 11th and 12th grade students tobe offered in association with the University of Akron; andtwo Improving Teacher Quality State Grants, Urban StreamScholars and Making the Nature of Science and ScientificInquiry Explicit in K-3 Classrooms.

• The College’s 4th Partnership Conference focused onScience, Technology, Engineering and Mathematics in theCommunity. Featured speakers included Alan November,Senior Partner of November Learning Inc, and Julian M.Earls, Ph.D., former Director of the NASA Glenn ResearchCenter.

• Faculty receiving national and international recognitioninclude Dr. Ralph Mawdsley who was honored with a VisitingProfessor Fellowship at Griffith University in Brisbane,Australia; Dr. Diane Corrigan who received the Association ofTeacher Education’s Outstanding University SupervisorAward; and Dr. E. Michael Loovis who was inducted into theResearch Consortium as a Fellow of the American Alliance forHealth, Physical Education, Recreation, and Dance.

• Funded by House Bill 115, the College received $1 million toimplement a 12-month, accelerated post-baccalaureateprogram in secondary education aimed at building teachercapacity in preparation for implementation of the Ohio CoreCurriculum

Cleveland State UniversityCleveland State University







PRINCIPLES LEARNING & TEACHING K-6 40 40 100%




BIOLOGY CONTENT KNOWLEDGE PART 1 2 NC NC
























Fall 2009



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The University of Dayton





Program DescriptionThe University of Dayton’s (UD) School of Education and Allied Professions prepares approximately 215 teachers per year. Fourprograms exist within the Department of Teacher Education: early childhood, middle childhood, adolescence/young adult, andintervention specialist. A teacher preparation program for physical education is housed in the Department of Health and SportScience. The four domains and 19 criteria of PRAXIS III/Pathwise and the INTASC standards serve as the organizational frameworkfor candidate portfolios and for formative assessments during candidates’ field/clinical experiences. Candidates are in the field fromthe first year of their pre-service program until the student teaching internship in their senior year. Teacher preparation programs

have developed multiple partnering relationshipsin the Miami Valley area with P-12 schools andearly childhood programs such as the BombeckFamily Learning Center and Head Start. TheDepartment of Teacher Education has developedunique partnerships with a variety of field sites.

Many of the full-time, tenure-track facultysupervise student teachers. This direct contactwith our candidates and with our field partnersassures a seamless articulation between programgoals and expectations in the field. Second,teacher education has had clinical faculty-in-residence for the past five years. These aremaster teachers who come to UD for a period ofone or two years, and then return to their district.This provides our faculty and programs with aclose theory-to-practice connection. Finally, wehave extensive collaborative partnerships withthe faculty in the College of Arts and Sciences.

CONTACT INFORMATION

UndergraduateAdmissionsRobert F. DurkleUniversity of Dayton300 College ParkDayton, OH [email protected]

GraduateAdmissionsThomas F. EggemeierUniversity of Dayton300 College ParkDayton, OH [email protected]

TeacherEducationThomas J. Lasley II, DeanUniversity of Dayton300 College ParkDayton, OH 45469-0510937-229-3327 (phone)937-229-3392 (fax)[email protected] (E-mail)

Internet

soeap.udayton.edu




Asian (0.00%)

Hispanic (1.21%)




White (86.73%)


UG G� Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . . 2.5 . . 2.75




� Minimum SAT total score . . . . . . . . . . . . . . . . . . . . . . . 1110 . . . . NA

� Minimum GRE analytical score . . . . . . . . . . . . . . . . . . . . . NA . . . . . 4



















UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0






Asian (3.56% )

Hispanic (2.31%)




White (88.68%)





Asian (0.37%)

Hispanic (0.37%)




White (90.67%)



The University of DaytonThe University of Dayton


Program Description cont.Many of the faculty in math, social science and foreignlanguages co-teach seminars for our candidates and are activeparticipants in program development and candidate programmonitoring. The School has made a commitment to havecandidates in classrooms where the teacher understands thePRAXIS III framework, so Pathwise training is offered everysummer for participating cooperating teachers

Passage of Praxis II RequiredPrior to Student Teaching� G Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . . . . Content

� G AYA (7-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� G Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

Program Highlights• Bombeck Family Learning Center: A state-of-the-art early

learning center for children from six weeks to six years ofage, which provides ECE candidates a learning laboratory.

• Dayton Early College Academy: A nontraditional high schoolin partnership with the Dayton Public Schools on theUniversity of Dayton campus, which offers selected AYAcandidates exposure to nontraditional secondaryprogramming.

• Urban Teacher Academy: A partnership between theUniversity of Dayton and the Dayton Public Schools toprovide selected undergraduate candidates with support andexperiences needed for successful urban teaching.

• Lalanne Program: A graduate program designed to meet theneeds of beginning teachers who minister in a Catholicschool while living in the community and pursuingprofessional development and spiritual development.

• Program Outreach: Addressing the problem of a seriousshortage of school psychologists nationwide, especially inrural areas, the School Psychology program has created anOutreach Program located at Shawnee State University. Thisprogram consists of two years of instructional work and oneyear of internship for two cohorts of students while theyobtain licensure as school psychologists.

• Neighborhood School Center: An additional partnership, theNeighborhood School Center, has developed between the FitzCenter and the School of Education and Allied Professionalswith the Dayton Public Schools. This partnership providesfurther opportunities for UD candidates to experience workingwith and in the Dayton Public Schools as tutors and mentors.

The University of DaytonThe University of Dayton





































Fall 2009



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Defiance College





Program DescriptionDefiance College is an independent, coeducational institution related to the United Church of Christ. Through personal, caringattention within the ecumenical Christian environment that values people with different beliefs, our community of learners isdedicated to nurturing the whole person through development of the intellectual, emotional, spiritual and social and physicaldimension of self.

The philosophy of the Teacher Education Program parallels that of the College but uses educational content and context tooperationalize its philosophy. The professional education component within the Division of Education and Sports Science has as itsmain objective to prepare effective teachers as demonstrated through their ability to promote student learning. The curriculumprovides students with an opportunity to learn both theoretical and practical aspects of teaching while striving to develop the

knowledge, skills and dispositions that lead toincreased teacher competence. This is donethrough a well-planned sequence of courses thatimprove basic skills, an understanding ofdiscipline based content and knowledge, and theuse of best practice methods pedagogy.

Above all, the faculty is ready to assist eachteacher education student to be successful atmeeting the standards that define best practiceand succeed in the passage of required tests andclassroom assessments.

CONTACT INFORMATION

UndergraduateAdmissionsBrad Harsha701 N. ClintonDefiance, OH [email protected]

GraduateAdmissionsSally Bissell701 N. ClintonDefiance, OH [email protected]

TeacherEducationDr. JoAnn Burkhardt, Head of TeacherEducation701 N. ClintonDefiance, OH 43512419-783-2315 (phone)419-784-0426 (fax)[email protected] (E-mail)

Internet

www.defiance.edu




Asian (0.00%)

Hispanic (4.52%)




White (92.46%)


UG G�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . 2.75 . . . 2.75

� Minimum GPA for content area. . . . . . . . . . . . . . . . . . . . 2.75 . . . 2.75

� Minimum GPA for professional education . . . . . . . . . . . . 2.75. . . . 3.0






� Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.75. . . . 3.0


� Successful completionof student teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes

� Successful completionof internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No




Asian (0.00% )

Hispanic (0.00%)




White (100.00%)





Asian (0.00%)

Hispanic (0.00%)




White (100.00%)



Defiance CollegeDefiance College


Program HighlightsDefiance College continues to advance in its use of technologyto support teaching and learning as well as throughdevelopment of an integrated electronic assessment system tomonitor candidate progress and determine programeffectiveness. Web-based, the system allows collegesupervisors, cooperating teachers, and students to record andgenerate reports based on multiple variables and categories. Thecollege as a whole continues its commitment to engagement.Teacher education candidates benefit from this commitment. Allclasses are taught using instructional strategies that encourageactive learning and participation. These strategies includeproblem-based courses, collaborative projects and assignments,service projects, research initiatives and interactive in-classassignments. Starting in spring 2006, all teacher candidates whowere doing their internships developed and implemented aservice-learning project using service as pedagogy with their P-12 students. The benefit of learning through strategies ofengagement means that candidates have first-hand knowledgeof alternative instructional methods to use in their clinical work.Thus, one of the performance standards that must bedemonstrated by candidates during their internships is that theyuse multiple instructional strategies. Preparation to use multipleinstructional strategies, appropriate to the age and level of thelearner, fits well with our focus on standards-based learning.Additionally, candidates at Defiance College are well versed inthe content and use of the Ohio Academic Content Standards.The graduate licensure program continues to grow. Graduates ofthis program, being more mature and rich in life experiences,are popular candidates for teaching positions. Overall, DefianceCollege teacher education graduates are well prepared to meetthe challenges of teaching in the 21st century.

Passage of Praxis II RequiredPrior to Entering Program� G AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

Passage of Praxis II RequiredPrior to Student Teaching� U Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . . . Content

� U AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U Early Childhood Education (PK-3) . . . . . . . . . . . . . . . . . Content

Defiance CollegeDefiance College
























5-year approval


Fall 2008



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Denison University




Program DescriptionAll teacher education students are double majors. They major in the discipline they are preparing to teach, as well as in education.Field experience in area schools is integrated into the curriculum throughout the teacher education program. Students take acomprehensive examination including case analysis presentations, interviews and a portfolio review.

Program HighlightsIn the 2005-2006 year, Department of Educationfaculty members participated in five internationalor national conferences. Two students woncollege-wide grants for study in Education. TheDepartment’s Educational Studies major offers anew paradigm for teacher preparation.

CONTACT INFORMATION

UndergraduateAdmissionsPerry RobinsonAdmissions OfficeGranville, OH [email protected]

TeacherEducationLyn Robertson, ChairDepartment of EducationGranville, OH 43023740-587-6681 (phone)740-587-8499 (fax)[email protected] (E-mail)

Internet

www.denison.edu/




Asian (0.00%)

Hispanic (5.00%)




White (95.00%)


UG�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5



� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes


� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes













UG� Minimum GPA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5



� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes




Asian (0.00% )

Hispanic (11.11%)




White (88.89%)





Asian (0.00%)

Hispanic (0.00%)




White (91.67%)



Denison UniversityDenison University


















2-year approval

Date of nextInstitutional Review:Dropped program

IHE Status Program droppedEffective - IHE meets all state requirementsConditional - IHE fails to meet one or more state requirementsLow Performing - IHE in Conditional Status for three consecutive yearsDenied - State Board approval of teacher education program withdrawn


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The University of Findlay





Program DescriptionThe University of Findlay (UF), founded by the Churches of God and the city of Findlay, was the first university in Ohio to offer abilingual education program and an online technology endorsement. The teacher education unit has been accredited by NationalCouncil for the Accreditation of Teacher Education (NCATE) since 1989, with the April 2005 visit resulting in continuous accreditationwith no conditions.

A unique feature of The University of Findlay is the Mazza Museum, a teaching gallery featuring original artwork from children’spicture books. The collection contains more than 3.000 pieces of art. Every summer, participants from all over the country attend the

writers and illustrators talk about their work andparticipants share ideas on integrating literatureactivities into their classrooms.

The theme of graduate programs is EducationLeadership. For licensure programs, it isReflective Practitioners and LifeLong Learners.Candidates for teaching licenses are required toparticipate in field experiences during all levels oftheir programs, with increasing expectations ateach level. The Praxis/Pathwise criteria anddomains, which correlate to the Interstate NewTeacher Assessment and Support Consortium(INTASC) standards, are the basis for the lessonplan format, field experience observations andportfolios that candidates build throughout theirprograms.

CONTACT INFORMATIONUndergraduateAdmissionsRobins HopkinsActing Director1000 N. Main St.The University of FindlayFindlay, OH [email protected]

GraduateAdmissionsHeather Riffle1000 N. Main St.The University of FindlayFindlay, OH [email protected]

TeacherEducationAlice AndersonDean College of Education1000 N. Main St.The University of FindlayFindlay, OH 45840419-434-5777 (phone)419-434-6960 (fax)[email protected] (E-mail)

Internet

www.findlay.edu




Asian (1.38%)

Hispanic (1.03%)




White (92.07%)


UG G� Minimum High School GPA . . . . . . . . . . . . . . . . . . . . . . 2.75 . . . . NA

�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . 2.75. . . . 3.0

� Minimum GPA for content area. . . . . . . . . . . . . . . . . . . . 2.75. . . . 3.0






















UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.75. . . . 3.0









Asian (0.00% )

Hispanic (0.00%)




White (94.92%)





Asian (2.86%)

Hispanic (1.43%)




White (91.43%)


The University of FindlayThe University of Findlay

Program Description cont.All programs are built to address NCATE-approved specializedprofessional association (SPA) standards. College of Educationfaculty members collaborate with their colleagues in the arts andsciences and with their Education Advisory Council whendeveloping programs.

A PT# grant in 2001 allowed The University of Findlay to supportincreased levels of technology integration by faculty membersthrough the Teaching, Learning and Technology Center (TLTC).Students are supported in their use of technology through asimilar center. UF’s wireless network allows internet accessthroughout the campus. All classrooms also are technologicallyenhanced



� U/G Multi-Age (PK-12). . . . . . . . . . . . . . . . . . . . . . PLT & Content



Program HighlightsThe teacher education faculty at the University of Findlayincludes 18 full-time faculty members, 12 with doctorates andone at dissertation stage. One faculty member is on jointappointments with the public schools. Additional adjunct facultymembers bring the perspectives of their active public schoolinvolvement.

The University offers both undergraduate and post-baccalaureatelicensure in the following areas: Early Childhood; MiddleChildhood; Intervention Specialist; Adolescent/Young Adult inthe areas of Language Arts, Math, Social Studies, Life Scienceand Integrated Science; and Multi-Age in the areas of Health,Physical Education, Drama/Theater, Japanese, Spanish andVisual Arts. Endorsements are offered in Reading,TESOL/Bilingual, PreKindergarten Special Needs (PKSN),Technology (graduates only) and Middle Childhood Generalist.

The University of Findlay supports faculty members inmaintaining memberships in professional organizations, as wellas attending and presenting at local, state and nationalprofessional conferences. Partnerships with the Findlay City andHancock County schools involve candidates at all levels inmentoring children in reading. College of Science faculty interrorism preparedness train student teachers in school violenceprevention. Special features of the educational administrationprogram include training in school safety, accessing a andunderstanding student data from the EMIS system, and the rolesof principals and superintendents in supporting specialeducation and creating environments in which all students canlearn. The Human Resource Development strand in the master’sprogram focuses on adult training and development.

The College of Education has a fully implemented assessmentsystem and is using data from it to improve programs.Candidate electronic lesson plans and portfolios includedocumentation that candidates can address the Ohiokindergarten through 12th grade academic content standards toteach for student learning. The Action Research course takenduring student teaching prepares candidates to research theirown effectiveness and use data for decision making. Capstonecourses help candidates transition into their professionalcareers.


The University of FindlayThe University of Findlay



























ENGL TO SPEAKERS OF OTHER LANGUAGES 3 NC NC









Spring 2011



The University of FindlayThe University of FindlayPe

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Franciscan Universityof Steubenville





Program DescriptionIn keeping with the mission and philosophy of Franciscan University, the Education Department strives to develop future Christianeducators who have a sound sense of teaching, learning and leading, thus ensuring that all students in their classrooms learn andare treated with dignity and respect. Franciscan students are expected to be ethical and moral role models with a strong value systemso they may contribute to making a better world. Guided by the teaching of St. Francis of Assisi, Christian educators engage in thedevelopment of scholarship. They lead by taking a mature, responsible approach to their vocation and teach all students with whomthey come in contact.

Students in the education program are exposedto a strong liberal arts knowledge base. Thisprovides them with an introduction andfoundation to the humanities, particularlytheology and philosophy, the social sciences andthe natural sciences.

Franciscan University faculty value leadershipand they recognize the need for effectivedecision-making, collaboration, problem solving,courage to make difficult choices, andcompassion for the needs of others. Leadershipis a broad concept that is embedded throughoutthe education program. Through coursework,field-based experiences and community serviceat both the graduate and undergraduate levels,students are provided with opportunities toexercise their leadership abilities and behaviorsthat contribute to their growth in leading andachieving theirestablished goals.

CONTACT INFORMATION

UndergraduateAdmissionsMargaret Weber1235 University Blvd.Steubenville, OH 43952740 [email protected]

GraduateAdmissionsMark McGuire1235 University Blvd.Steubenville, OH 43952740 [email protected]

TeacherEducationDr. Mary K. McVey, EducationDepartment Chair1235 University Blvd.Steubenville, OH 43952740-284-5293 (phone)740-283-6401 (fax)[email protected] (E-mail)

Internet

www.franciscan.edu




Asian (0.83%)

Hispanic (1.66%)




White (85.89%)












� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes

� Meyers-Briggs Assessment . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 2.5








Asian (5.13% )

Hispanic (0.00%)




White (94.87%)





Asian (0.00%)

Hispanic (0.00%)




White (96.88%)


Franciscan UniversityFranciscan Universityof Steubenvilleof Steubenville

Program HighlightsThe Education Department is involved at both the undergraduateand graduate level with area school districts. Future teachershave extensive field experiences, which provide themopportunities to work with and learn about diverse learners andcommunities.

The faculty from the Education, Math and Science Departmentsare involved in two-week summer enrichment in the Kollege forKids program. A five-year 21st Century Community LearningCenter Grant entitled DREAMS (Dance, Reading, Enrichment,Art, Math, Science) involves teacher education students in after-school tutoring programs, as well as dance, music and fine artsprograms.

The Education Department has a chapter, Tau Upsilon, of KappaDelta Pi. Kappa Delta Pi is an international education honorsociety that is active and supportive of pre-service teachereducation, and all professionals and students in the upper OhioValley.

Teacher Education Candidates participate in various types of“service learning” projects. They include Saturday Boot Campfor impoverished youth, music ministry to public and privateschools, and work on Native American reservations and otherimpoverished communities.


























2-year approval


Spring 2010




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Heidelberg College





Program DescriptionHeidelberg College was founded in 1850 by members of the German Reformed Church who named the College after the Heidelberg Catechism of1563. Heidelberg is located in Tiffin, the county seat of Seneca County, in rural north central Ohio. Tiffin has a population of about 19,500.

Heidelberg is a college of both change and continuity. Proud of its 156-year tradition, Heidelberg continues to be dedicated to providing education inliberal arts tradition, a path the College has followed since its founding when it educated ministers. Since men and women in the 21st century changegoals and careers with increasing frequency during their lifetime, Heidelberg’s mix of a liberal arts education with career opportunities offers students asolid base on which to grow in their professional and personal lives.

The teacher licensure programs at Heidelberg Collegeare based on a constructivist philosophy. This meansthat the pre-service candidates and in-service teachersin the College’s programs build or construct theirknowledge as a result of a student-centered, hands-onapproach to learning. From the beginning of theirexperience at Heidelberg, our students are activelyinvolved in their coursework and clinical/fieldexperiences. Specifically, the students build or constructtheir new knowledge about teaching and learning withseveral tools - theory, practice and reflection. These arethe building tools that connect the constructivist core ofthe conceptual framework to each of the teachereducation licensure programs.

• Theory – principles of teaching and learning;• Practice – clinical and field experience;• Reflection – thinking about, evaluating and revising

one’s teaching and learning.

CONTACT INFORMATION

UndergraduateAdmissionsLindsay Sooy310 East Market StreetTiffin, OH [email protected]

GraduateAdmissionsCharles Moon310 East Market StreetTiffin, OH [email protected]

TeacherEducationDiane Armstrong, Department Chair310 East Market StreetTiffin, OH 44883419-448-2130 (phone)419-448-2115 (fax)[email protected] (E-mail)

Internet

www.heidelberg.edu




Asian (0.00%)

Hispanic (1.06%)




White (98.94%)


UG�Minimum Praxis I math score. . . . . . . . . . . . . . . . . . . . . . . . . . . . 175















UG� Minimum GPA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.0






Asian (0.00% )

Hispanic (1.89%)




White (98.11%)





Asian (7.69%)

Hispanic (0.00%)




White (92.31%)


Heidelberg CollegeHeidelberg College

Program HighlightsHeidelberg education students are regularly involved in ProjectBookTalk with the Tiffin/Seneca Public Library. Students go intoprivate day care centers (often home-based) and teach the staffbasic literacy skills. This gives the students teaching practiceand equips the day care providers with skills they can use toenhance the literacy of the children in their care.

Heidelberg has an active Collegiate Middle Level Association(CMLA) chapter. Four middle childhood candidates went to theNational Middle School Association's annual conference inPhiladelphia in November and 16 middle childhood candidatesattended the Ohio Middle School Association's annualconference in Columbus. Heidelberg also has an active chapterof Kappa Delta Pi, the International Honor Society in Education.

The Dr. Rose Moore Education Award is given to the overalloutstanding education major based on scholarship, teachingability, personality, academic achievements, leadership andprospects as a teacher. The winner for 2006 was Ashley Perkins.

The Dr. E. I. F. Williams Memorial Prizes in Education are givento the men and women student teachers who are judged by thedepartment to rank highest in their work in the K-12 classroom.The 2006 awards went to Ami Gaus in elementary education andto Michael Hurles, Nicole Florence and Stephanie Phillips insecondary education.

Passage of Praxis II RequiredPrior to Student Teaching� U Middle Childhood (4-9). . . . . . . . . . . . . . . . . . . PLT & Content

� U AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT & Content



� U Early Childhood Education (PK-3) . . . . . . . . . . . PLT & Content


Heidelberg CollegeHeidelberg College


































2-year approval


Fall 2008



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Hiram College





Program DescriptionSince its founding in 1850, Hiram College has prepared teachers by means of the liberal arts tradition, recognizing that this practiceprepares teachers to think well and with discipline. Grounded in the understanding that knowledge is interrelated andinterdisciplinary, the liberal arts tradition prepares teachers to be keen and critical observers of how the world works – seeing issues,alternatives, solutions and aspects of life that more narrowly trained minds do not. In our close-knit academic village, the Collegeinspires the appreciation of a vibrant student-faculty community. From first-year students to the most senior faculty, people at Hiramtreasure their immersion in a liberal arts education of the highest quality. Hiram’s 12-3 calendar is unique to the nation and providesan excellent opportunity for intensive field experiences. What’s more, the College’s commitment to international education providesteacher candidates with excellent opportunities to broaden their understanding of the global community.Honoring the college’s historical tradition of preparing students to serve the world, our mission is guided by a vision of teacher

preparation and classroom practices rooted indemocratic values and ideals. The Collegeoperates under the belief that educational leadersmust be agents of change who recognize thesocial purpose of teaching and who act on thepotential of education to transform society. Weenvision classrooms served by teachers whovalue diversity and act on the belief that allstudents can learn – teachers who recognize thepotential of knowledge and intellectual skills toempower students and families. These teachersunderstand the interconnections between broaderpolitical, social and ideological issues and thepower relations that exist in schools, and theyreflect on their own practice in terms of its socialand ethical implications.

CONTACT INFORMATION

UndergraduateAdmissionsJames BarrettTeachout-Price Hall, Admission OfficeHiram CollegeHiram, OH [email protected]

TeacherEducationNikki Cvetkovic, Chair and Director ofTeacher EducationDepartment of EducationHiram CollegeHiram, OH 44234330-569-5274 (phone)330-569-5475 (fax)[email protected] (E-mail)

Internet

www.hiram.edu




Asian (0.00%)

Hispanic (0.00%)




White (93.22%)





� Minimum ACT score . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

� Minimum SAT Critical Reading score . . . . . . . . . . . . . . . . . . . . . . 500

� Minimum SAT Writing score. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 500

� Minimum SAT math score . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 500

� Minimum SAT total score . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1000





� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes

� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes













UG� Minimum GPA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.0



� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes





Asian (0.00% )

Hispanic (0.00%)




White (100.00%)





Asian (4.00%)

Hispanic (0.00%)




White (96.00%)


Hiram CollegeHiram College

Program HighlightsThe College offers licensure programs in early childhood, middlechildhood, integrated language arts, integrated mathematics,integrated social studies, integrated science, life science, lifescience/chemistry, life science/physics, physical science,drama/theatre, music, visual arts, French and Spanish.

Intensive field experiences are integrated throughout theprofessional education curriculum and are closely supervised byeducation faculty. A final portfolio, demonstrating competence inall Praxis III criteria -- as well as standards-based, data-driveninstruction – is required of teacher candidates prior torecommendation for licensure. Active student organizations,including the Education Club, Kappa Delta Pi and CollegiateMiddle Level Association provide professional developmentopportunities for interested teacher candidates as they developtheir leadership skills while serving the local community.

Passage of Praxis II RequiredPrior to Program Completion� U Middle Childhood (4-9). . . . . . . . . . . . . . . . . . . . PLT & Content

� U AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT & Content

� U Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . PLT & Content

� U Early Childhood Education (PK-3). . . . . . . . . . . . . PLT & Content


Hiram CollegeHiram College




















5-year approval


Fall 2010



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John Carroll University





Program DescriptionJohn Carroll University is a coeducational, Catholic and Jesuit university; one of 28 Jesuit institutions established in the United Statesby the Society of Jesus. The mission of the University states that John Carroll is dedicated to developing women and men with theknowledge and character to lead and serve.

The department mission: “To provide Educational Leadership for a more just society in schools and community agencies,” is nestedin the mission of the University and proposes that engagement in the academic process provides opportunity for intellectual growth,self-discovery, reflective practice, development of the whole person, and the ability to engage in leadership for social justice.

CONTACT INFORMATION

UndergraduateAdmissionsMr. Brian WilliamsJohn Carroll University20700 North Park Blvd.University Heights, OH [email protected]

GraduateAdmissionsDr. Edward PeckJohn Carroll University20700 North Park Blvd.University Heights, OH [email protected]

TeacherEducationDr. Kathleen Manning, ChairpersonJohn Carroll University20700 North Park Blvd.University Heights, OH 44118216-397-3080 (phone)216-397-3045 (fax)[email protected] (E-mail)

Internet

www.jcu.edu




Asian (1.27%)

Hispanic (2.22%)




White (93.67%)







� Minimum SAT Writing score . . . . . . . . . . . . . . . . . . . . . . 500 . . . . NA








� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.7 . . . 2.7



Program Completers

� Total number of individualscompleting teacher education . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123


Asian (0.00% )

Hispanic (0.81%)




White (98.37%)






Asian (0.00%)

Hispanic (0.00%)




White (93.22%)


John Carroll UniversityJohn Carroll University

Program Description cont.The Department’s Conceptual Framework is the Jesuit Ideal ofan Educator. In the Jesuit tradition “the person” is central to theacademic unit’s framework. The unit is committed to ourcandidates’ formation as individuals and as professionalsthrough curriculum and experiences centered around the fivecharacteristics of Jesuit Education: Formation of the totalperson; Recognition that schools are communities of influence;Integration of disciplines to prepare a well-rounded person;Recognition that teaching is a vocation; and Acceptance of theprofound influence of educators and allied health professionals.The University mission and the academic unit’s conceptualframework provide a significant intellectual and humanpreparation for lives of service to children and allied healthagencies. The Department of Education and Allied Studies offersInitial and Advanced Licensure Programs that preparecandidates as teachers, administrators, counselors and schoolpsychologists in P-12 school settings. The department offersprograms in the continuing preparation of teachers, andprepares candidates for professional careers in communitycounseling and allied health areas, such as exercise science andathletic training. The unit is committed to field and clinicalexperiences representative of the cultural, socio-economic,educational and professional fabric of the Greater Clevelandcommunity.


� G AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� G Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

Program Highlights• The academic unit is an NCATE-accredited professional unit;• The School Counseling and Community Counseling programs

are Counseling and Counseling-Related EducationalPrograms (CACREP)-accredited;

• The Sixth Annual Faculty Research Consortium for August,2005, focused on the role of leadership from twoperspectives: The Jesuit/Ignatian tradition of leadership sincethe 1500s; and this Leadership Tradition within our ProgramDevelopment, Implementation and Assessment;

• Ongoing initiatives of the Cleveland Heights-UniversityHeights/John Carroll collaborative partnership since 2004include: John Carroll/Gearity Literacy Lab School; clinicalsettings for the Professional Year candidates at Wiley MiddleSchool and Gearity Elementary School; formation of aTeacher Advisory Council at Wiley Middle School; site-basedreading courses for the initial and final reading courses in thefour-course reading core; and the attendance andpresentation of Wiley Middle School faculty and John Carrollfaculty at the PDS Conference in March 2006.

• The Department participated in the development, approval bythe Ohio Board of Regents, and initial offering of the OnlineConsortium-Based Literacy Specialist Endorsement alongwith six other institutions throughout Ohio;

• The ongoing professional development, curriculumdevelopment, research and assessment that continue throughthe Center for Reading First located at John Carroll,University of Akron, and Cleveland State University, and theCore Reading Project through John Carroll;

• The following licensure programs have achieved NationalRecognition through the respective Specialized ProfessionalAssociation (SPA): Integrated Language Arts (NCTE);Integrated Social Studies (NCSS); Integrated Mathematics(NCTM); Physical Education (NASPE); Life Sciences, Physicsand Chemistry (NSTA); Early Childhood (NAEYC); MiddleChild (NMSA); Educational Administration (ELCC); SchoolPsychology (NASP); Educational Technology (ISTE); andSchool Counseling and Community Counseling (CACREP.)

• The faculty maintains an active commitment to scholarlyresearch agendas and productivity as evidenced by: 47publications, 92 research presentations, and 14 researchsubmissions to the Institutional Review Board for ongoingresearch.



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Fall 2011








Program DescriptionThe foundation of the Kent State University teacher education program is a series of courses in educational technology, educationalpsychology, education in a democratic society and special education. Students are admitted to advanced study in their respectivelicensure areas after meeting certain requirements related to knowledge, skills and dispositions. *Advanced study consists of a seriesof methods and field-based courses leading to student teaching. These field experiences and courses are well articulated with theoverall conceptual framework of teacher education and specific program goals. Candidates observe/teach a diversity of students in a

diversity of settings. Student teaching modelsvary by licensure area:• Adolescent to Young Adult licensure for grades

7-12 includes two semesters of studentteaching in the same school;

• The Middle Childhood Education licensure forgrades 4-9 includes one semester studentteaching in one school, in two concentrationsand reading;

• Early Childhood Education licensure involvestwo student-teaching semesters, one for pre-Kand the second for K-3;

• Special Education includes one semesterstudent teaching in education-based settings.

*For a candidate to be considered newly,officially admitted to teacher education, he/shemust be admitted to advanced study.

Kent State University


UndergraduateAdmissionsNancy DellavecchiaOffice of AdmissionsP.O. Box 5190Kent, OH [email protected]

GraduateAdmissionsNancy Barbour, Associate Dean409 White HallP.O. Box 5190Kent, OH [email protected]

TeacherEducationJoanne Arhar, Associate Dean306 White HallP.O. Box 5190Kent, OH 44242330-672-2862 (phone)330-672-3549 (fax)[email protected] (E-mail)

Internet

www.kent.edu

CONTACT INFORMATION




Asian (0.80%)

Hispanic (0.58%)




White (94.55%)



�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . 2.75 . . . 2.75












� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes







� Number of faculty members whosupervised student teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115




� Part-time faculty in professional education not otherwise employedby the institution who supervise teacher preparation students . . . . . . 100


UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.75. . . . 3.0



� Successful completionof internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes

� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No





Asian (0.63% )

Hispanic (0.63%)




White (94.79%)





Asian (2.63%)

Hispanic (0.33%)




White (54.93%)


Kent State UniversityKent State University

Program HighlightsKent State University’s teacher education program is consideredthe premier program in northeast Ohio with a long-standingtradition in 24 Undergraduate and 15 Graduate teachereducation licensure areas.• Fully accredited through NCATE;• Collaboration with Arts and Sciences through the University

Council on Teacher Education;• Graduate level reading endorsements offered to cohorts of

teachers at school sites;• A highly productive and scholarly faculty;• University Teaching Awards given to two faculties;• 625 student teachers in more than 150 school districts in 10

counties;• A University Council on Teacher Education (UCTE) guides

policy and curriculum decisions and is represented by facultyfrom Arts and Sciences, Fine and Professional Arts andEducation, as well as school-based faculty andadministrators.


Kent State UniversityKent State University




ART CONTENT KNOWLEDGE 33 33 100%BIOLOGY AND GENERAL SCIENCE 8 NC NCBIOLOGY CONTENT KNOWLEDGE 11 11 100%BIOLOGY CONTENT KNOWLEDGE PART 1 1 NC NCBIOLOGY CONTENT KNOWLEDGE PART 2 1 NC NCCHEM PHYSICS AND GENERAL SCIENCE 4 NC NCCHEMISTRY CONTENT KNOWLEDGE 3 NC NCEARLY CHILDHOOD EDUCATION 5 NC NCEARTH SCIENCE CONTENT KNOWLEDGE 5 NC NCEDUCATION OF YOUNG CHILDREN 87 87 100%ENG LANG LIT COMP CONTENT KNOWLEDGE 47 40 85%FRENCH CONTENT KNOWLEDGE 2 NC NCMATHEMATICS: CONTENT KNOWLEDGE 40 37 93%MIDDLE SCHOOL ENGLISH LANGUAGE ARTS 35 35 100%MIDDLE SCHOOL MATHEMATICS 24 24 100%MIDDLE SCHOOL SCIENCE 21 21 100%MIDDLE SCHOOL SOCIAL STUDIES 27 27 100%MUSIC CONTENT KNOWLEDGE 9 NC NCPHYSICAL ED: CONTENT KNOWLEDGE 18 16 89%PHYSICS CONTENT KNOWLEDGE 3 NC NCSOCIAL STUDIES: CONTENT KNOWLEDGE 57 51 89%SPANISH CONTENT KNOWLEDGE 6 NC NCOther Content Areas # Taking Praxis # Passing Praxis % Passing Praxis

FAMILY AND CONSUMER SCIENCES 3 NC NCHEALTH EDUCATION 3 NC NCLIBRARY MEDIA SPECIALIST 3 NC NCTeaching Special Populations # Taking Praxis # Passing Praxis % Passing Praxis

ED OF DEAF & HARD OF HEARING 9 NC NCSE KNOWLEDGE-BASED CORE PRINCIPLES 58 54 93%








Fall 2008



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Lake Erie College





Program DescriptionLake Erie College offers majors in early and middle childhood education. The college also prepares students for adolescent/youngadult licensure through collaboration with Notre Dame College of Ohio. The education programs at Lake Erie College are field-basedwith on-campus clinical experiences. Teacher candidates receive broad-based exposure to area districts with three field experiencesof 100 hours each and a final student-teaching semester. Teacher candidates experience placements in schools which supportinclusive classrooms, have various ethnic, racial and social-economic populations and a variety of teaching models.

Teacher candidates have historically done well onnational tests including PRAXIS II tests. Theyalso are required to have a liberal arts foundationin order to acquire a broad-based repertoire ofknowledge and to encourage critical thinkingskills and dispositions that will enable them toexcite their students to become lifelong learners.Indicators of success in their program are builton developing strengths in communication,assessment, instructional planning, creatinglearning environments, understanding and usingtechnology, teaching to diversity and becoming aprofessional.

CONTACT INFORMATIONUndergraduateAdmissionsEric FelverLake Erie College391 W. Washington StreetPainesville, OH [email protected]

GraduateAdmissionsEric FelverLake Erie College391 W. Washington StreetPainesville, OH [email protected]

TeacherEducationDr. Richard J. Bonde, Dean,Education DivisionLake Erie College391 W. Washington StreetPainesville, OH 44077440-375-7156 (phone)440-375-7005 (fax)[email protected] (E-mail)

Internet

www.lec.edu




Asian (0.00%)

Hispanic (0.00%)




White (97.92%)



�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . . 2.5 . . 2.75


� Minimum GPA for professional education . . . . . . . . . . . . . 2.5 . . 2.75





� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No


� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0



� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No





Asian (0.00% )

Hispanic (0.00%)




White (97.30%)





Asian (6.25%)

Hispanic (0.00%)




White (93.75%)


Lake Erie CollegeLake Erie College

Program HighlightsLake Erie College has strengthened its field program to establishstrong partnerships with local public and private school districts.Requirements for all three field experiences have been increasedto include a grade instead of pass/fail. In addition, the EducationDepartment has established a “Gate Assessment System” todelineate clear expectations and requirements for undergraduateteacher candidates as they progress through the program.

The Education Department of Lake Erie College has alsostrengthened its component for diversity training. A new courseentitled “Voices of Diversity” has been included in thecurriculum and is required for all licensure areas. The faculty iscommitted to training its candidates for believing that allstudents can learn successfully. Diversity inclusive of disability,race and SES are to be embraced as assets to any classroomexperience for LEC teacher candidates.

The Department has created partnerships with the TeacherAcademy Programs throughout the State of Ohio to work withboth teachers and prospective teachers to nurture their careerdecision-making.

The Education Department has also created a partnership with aforeign school in La Paz, Bolivia that has enabled ourundergraduates to network, communicate and share ideas withteachers in South America for a new perspective on educationalpractice.




Lake Erie CollegeLake Erie College

















Pending


Pending



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Lourdes College





Program DescriptionLourdes College is a Catholic, independent, co-educational, four-year liberal arts college,sponsored by the Sisters of St. Francis in Sylvania, Ohio. Academic disciplines at Lourdes College are organized into four schools:Arts and Sciences, Graduate, and Nursing and Professional Studies, which encompass 16 departments. Lourdes College offers eightdegrees with 28 majors.

Reflecting the traditions and philosophy of the Sisters of St. Francis, the Lourdes College Department of Education mission is tofacilitate the preparation of teachers, provide professional development opportunities for educators, and offer educationalexperiences and outreach for learners of all ages. We provide holistic learning rooted in Franciscan values: reverence, service andintellectual discovery. As a result of our efforts we foster the development of individuals who make a positive difference in our world.

The Lourdes College Department of Education iscommitted to preparing students with theknowledge, skills and disposition necessary to beeffective teachers. Candidates are prepared withskills that allow them to provide developmentallyappropriate, inclusive and responsive education.As such, the curriculum and experiences of theLourdes College teacher education program isdesigned to reflect established contemporary andemerging principles and practices that providestudents with a solid foundation, and the mostcurrent knowledge and skills necessary to beeffective and successful teachers.

CONTACT INFORMATION

UndergraduateAdmissionsAmy Mergen6832 Convent BoulevardSylvania, OH [email protected]

GraduateAdmissionsKeith Ramsdell6832 Convent BoulevardSylvania, OH [email protected]

TeacherEducationDr. Michael J. Smith, ChairDepartment of Education6832 Convent BoulevardSylvania, OH 43560419-824-3723 (phone)419-824-3510 (fax)[email protected] (E-mail)

Internet

www.lourdes.edu




Asian (0.00%)

Hispanic (4.24%)




White (86.97%)










� Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0


� Successful completionof student teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . NA

� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No

� Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . NA




Asian (0.00% )

Hispanic (6.67%)




White (93.33%)





Asian (5.26%)

Hispanic (0.00%)




White (89.47%)


Lourdes CollegeLourdes College

Program HighlightsEarly ChildhoodDegree: Bachelor of Arts in Early Childhood Education

The Early Childhood program prepares teachers to work withyoung children aged three to eight in pre-kindergarten throughthird grade.

Middle ChildhoodDegree: Bachelor of Arts in Middle Childhood Education

The Middle Childhood Education program prepares teachers towork with children aged nine to 14 years old, in grades fourthrough nine.

Adolescence to Young AdultDegree: Bachelor of Science in Adolescence to Young AdultEducation.

The Adolescence to Young Adult program prepares teachers towork with learners from 12-21 years old (grades 7-12), in one ofthe following teaching fields: Life Sciences; IntegratedMathematics; Integrated Language Arts; or Integrated SocialStudies.

More than 300 students are enrolled in the Department ofEducation program at Lourdes College. Many of the Educationstudents are “non-traditional” students who are returning tocollege several years after graduating from high school. Manyare first generation college students and virtually all studentshave a full- or part time job, with many raising families.

Students seeking admission into the Department of Educationare considered “pre-education” majors until they have met allthe program admission requirements.

Instructional technology is integrated into education courses,offering students the opportunity to become technologicallyproficient. All teacher education students are required to developa professional portfolio demonstrating their knowledge, skillsand dispositions in their selected area of study.

Students receive intensive, diverse and meaningful fieldexperiences in area classrooms. Four required reading coursesare incorporated into the early childhood education and middlechildhood education courses of study.


Lourdes CollegeLourdes College





















5-year approval


Spring 2010



Performance

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Malone College





Program DescriptionFounded in 1892 by an energetic Friends couple, Emma and Walter Malone, Malone College has a rich history of preparing men andwomen for the teaching profession. For five decades, Malone College has offered teacher education programs that successfullydevelop caring and competent teachers through its Christian liberal arts curriculum. Teacher preparation at Malone College isstrongly tied to the College mission of providing an educational experience based on biblical faith. Such an experience is ideallysuited to preparing professionals in intellectual maturity, wisdom and Christian faith who are committed to serving the church,community and world. Malone College has 22 state-approved undergraduate and graduate programs leading to licensure in:

• Teaching (Early Childhood, MiddleChildhood, Adolescent to Young Adult,Multi-Age, Intervention Specialist);

• Professional pupil services (SchoolCounseling, School Nurse);

• Administration (CIPD);• Licensure endorsements (Reading,

Computer/Technology.)

CONTACT INFORMATION

UndergraduateAdmissionsJohn Russell515 25th St., N.W.Canton, OH [email protected]

GraduateAdmissionsDave Kleffman, M.A.515 25th St., N.W.Canton, OH [email protected]

TeacherEducationChristine A. Krol, Ph.D., DeanSchool of Education515 25th St., N.W.Canton, OH 44709330-471-8538 (phone)330-471-8563 (fax)[email protected] (E-mail)

Internet

www.malone.edu




Asian (0.00%)

Hispanic (0.00%)




White (96.90%)










� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes













UG� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.75







Asian (0.00% )

Hispanic (0.00%)




White (96.97%)





Asian (0.00%)

Hispanic (0.00%)




White (94.74%)


Malone CollegeMalone College

Program HighlightsThe Center for Professional Development is a new addition tothe Malone School of Education, offering high quality, flexibleprofessional development opportunities to educators in schools.Malone education and content faculty participate in a five-yearNational Science Foundation Math and Science Partnershipgrant, focusing on high-quality teaching in math and science inStark County middle and high schools, with particular emphasison closing the achievement gap in urban schools. In conjunctionwith the MSP grant, Malone College began a Master of Arts inEducation in Curriculum and Instruction with emphases inmathematics and science instruction. The college co-sponsorsthe Stark County Early Childhood Educators Consortium AnnualConference. Malone College offers students the opportunity tostudent-teach in Guatemala for a semester. The Malone ChildDevelopment Center and Primary School, located on campus,provides a unique experiential site for teacher educationstudents. Partnerships with K-12 school sites lead to enhancedstudent learning through the integration of specific educationcoursework with experiences in field-based settings. Teachereducation students have the opportunity to become members ofKappa Delta Pi (KDP), the education honor society and toexemplify Malone’s mission of service to church, communityand world with their professional and community serviceinvolvements, especially with inner city children. MaloneCollege’s mission is further exemplified by its teacher educationfaculty members, who hold leadership roles and service roles inprofessional organizations; act as reviewers for professionaljournals, awards and programs; and engage in scholarlypresentations and publications. All faculty members are involvedwith their local churches and serve their faith-communities,along with their civic communities.


Malone CollegeMalone College

Program Description, cont.Employment rates of Malone teacher education graduates withintheir areas are typically 80-100 percent. Malone’s programsexceed state minimum requirements. Challenging pedagogicaland content coursework, high standards, extensive early fieldand student teaching experiences, and advanced programinternships and research requirements provide students with anintensive knowledge-base and promote lifelong professionalcompetence and excellence. Overall, there is campuswidesupport and efforts to help education students approach theirprofession with reflection and with Christ-like stewardship forthe children, families and colleagues with whom they will work.































2-year approval


Spring 2010



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Marietta College





Program DescriptionMarietta College was founded in 1835. Its mission is to provide students with an integrated, multidisciplinary approach to criticalanalysis, problem-solving and the leadership skills required to translate what is learned into effective action. Marietta College isrecognized as one of the top four-year regional institutions in the United States, offering programs in arts and sciences, business,petroleum engineering, sports medicine and mass media, as well as teacher education. Marietta College prepares “educators asleaders” to be successful in today’s schools, as well as schools of tomorrow.

CONTACT INFORMATIONUndergraduateAdmissionsMs. Marke M. Vickers, DirectorOffice of Admissions215 5th StreetMarietta, OH [email protected]

GraduateAdmissionsCathy Brown, DirectorContinuing Education215 5th StreetMarietta, OH [email protected]

TeacherEducationDr. Dorothy Erb, Chair215 5th Street101 Erwin HallMarietta, OH 45750740-376-4761 (phone)740.376-4459 (fax)[email protected] (E-mail)

Internet

www.marietta.edu/index.php




Asian (0.00%)

Hispanic (0.00%)




White (100.00%)


UG G�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . 2.75. . . . 3.0









� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.75. . . . 3.0








Asian (0.00% )

Hispanic (0.00%)




White (100.00%)





Asian (0.00%)

Hispanic (0.00%)




White (100.00%)


Marietta CollegeMarietta College

Program HighlightsField experience in area classrooms is integrated into thecurriculum throughout the teacher preparation program. AMaster of Arts in Education for Classroom Teachers is offeredfor those who wish to further their education. A K-12intervention specialist license is offered at the graduate level.Marietta College is the site of an award-winning “Women in theSciences” summer program for fifth- through eighth-grade girls,and a summer reading camp for local school children.

Passage of Praxis II RequiredPrior to Entering Program� G Multi-age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content


Marietta CollegeMarietta College























Fall 2009



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Miami University





Program DescriptionThe School of Education and Allied Professions at Miami University is dedicated to preparing competent, caring and transformativepractitioners for public schooling and for community, family, health and social services. The hallmark of Miami’s undergraduate andgraduate programs in education is the synthesis of liberal and professional education, which enables graduates to be leaders who arewell prepared to meet the needs of a contemporary, democratic and diverse society.

Miami believes that the preparation of teachers isthe collaborative responsibility of the entireuniversity, along with public partners andcommunity agencies. Licensure programs arehoused with the School of Education and AlliedProfessions, College of Arts and Science, theSchool of Engineering and Applied Science andthe School of Fine Arts. Miami’s partnership withurban, suburban and rural districts in southwestOhio reflects mutually beneficial goals.Candidates gain field and clinical experiences thatsupport the development of proficiencies basedupon the higher professional and institutionalstandards.

CONTACT INFORMATION

UndergraduateAdmissionsMs. Laurie Koehler301 South Campus AvenueMiami UniversityOxford, OH [email protected]

GraduateAdmissionsDr. Bruce Cochrane, Graduate SchoolDean102 RoudebushMiami UniversityOxford, OH [email protected]

TeacherEducationDr. Carine Feyten, Dean204A McGuffey HallMiami UniversityOxford, OH 45056513-529-6317 (phone)513-529-1763 (fax)[email protected] (E-mail)

Internet

[email protected]




Asian (1.29%)

Hispanic (1.06%)




White (90.67%)


















UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0






Asian (1.99% )

Hispanic (0.40%)




White (93.24%)





Asian (2.34%)

Hispanic (0.47%)




White (92.06%)


Miami UniversityMiami University

Program HighlightsThe Department of Teacher Education offers programs in earlychildhood education, middle childhood education, adolescent toyoung adult education and foreign language education. TheDepartment of Educational Psychology offers programs inspecial education, intervention specialties and schoolpsychology, including mild and moderate education needs,moderate and intensive education needs, early childhoodintervention specialties and gifted education. The Department ofEducational Leadership offers programs in principal, curriculuminstruction and superintendent licensure. The Department ofKinesiology and Health offers programs in physical educationand health education. Programs are offered in speech pathology,music education and art education, and school nursing in theCollege of Arts and Science, School of Fine Arts, and School ofEngineering and Applied Science.

Best PracticesSeveral innovative School of Education and Allied Professionprograms are improving K-12 instruction and contributing to aculturally sensitive teaching force:

• Miami is a partner in an Ohio Board of Regents effort torecruit future math teachers from under-represented groups aturban high schools. Miami, in partnership with the Universityof Cincinnati and Xavier University, will provide a summerprogram for 50 rising seniors from area high schools.

• Miami, in partnership with University of Cincinnati and XavierUniversity, provides the Southwest Ohio Science Institute forGrades 3-6 professional development for teachers of scienceat the elementary level.

• Discovery Programs involve university faculty in providingsustained professional development for mathematics andscience teachers. The focus is on in-depth content, inquiryand problem solving with a goal of helping teachers in grades7-12 analyze and improve areas of poor performance on theOhio Graduation Test.

• iDiscovery uses the Web for sustained follow-up toprofessional development workshops sponsored by schooldistricts, Ohio Board of Regents and Ohio Department ofEducation.

• iDiscovery creates Web-based learning communities forteachers with busy schedules from a wide variety ofgeographical areas.


Miami UniversityMiami University

























SPANISH CONTENT KNOWLEDGE 14 14 100%












Spring 2009



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College of Mount St. Joseph





Program DescriptionThe mission of the Education Department at the College of Mount St. Joseph is to equip teacher candidates with the knowledge,skills and disposition to be competent and caring teachers.

Student Proficiencies:1. Content: The candidate knows the subject matter and applies that knowledge in planning and presenting lessons aligned with

state standards;2. The Learner: The candidate plans and presents lessons based upon how students learn and their diverse experiences;

3. Pedagogy: The candidate applies a variety ofinstructional activities, assesses students’progress in meeting objectives, anddifferentiates instruction based on students’needs and assessment results;

4. Learning Environment: The candidate createsa learning environment that encouragesactive, engaged learning and respect forothers;

5. Support for Learning: The candidatecollaborates with colleagues, families and thecommunity to support student learning;

6. Professionalism: The candidate is a reflectivepractitioner who engages in opportunities forprofessional growth.

CONTACT INFORMATION

UndergraduateAdmissionsPeggy Minnich, Director5701 Delhi RoadCincinnati, OH [email protected]

GraduateAdmissionsMarilyn Hoskins, Asst. Director GradRecruitment5701 Delhi RoadCincinnati, OH [email protected]

TeacherEducationAlan deCourcy, Academic Dean5701 Delhi RoadCincinnati, OH 45233513-244-4301 (phone)513-244-4654 (fax)[email protected] (E-mail)

Internet

[email protected]




Asian (0.50%)

Hispanic (0.75%)




White (80.30%)



�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . 2.25. . . . 2.7












� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.8 . . . 3.0






Asian (0.00% )

Hispanic (1.02%)




White (82.65%)





Asian (0.00%)

Hispanic (4.55%)




White (81.82%)


College of Mount St. JosephCollege of Mount St. Joseph

Program HighlightsTeacher education apprenticeship master’s (TEAM) programs ininclusive early childhood (IEC), multicultural special education(MSE), and adolescent-young adult education (AYA) have seentheir enrollments stabilized. The TEAM-MSE and TEAM-AYAprograms lead to alternative educator’s licenses as interventionspecialist and math or science teacher respectively. Theeducation faculty submitted a self-study to the TeacherEducation Accreditation Council (TEAC) as part of theundergraduate and graduate programs’ application for nationalaccreditation. TEAC sent an audit team consisting ofrepresentatives from higher education and P-12 education toverify the self-study’s claims in the spring of 2006. TheEducation Department has been accredited by TEAC for the timeperiod of January 2007 to January 2012, with the next visit tothe campus scheduled in spring 2011.


College of Mount St. JosephCollege of Mount St. Joseph



























Approval based on ODE Standards TEAC



Spring 2011



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Mount Union College




Program DescriptionMount Union College offers a liberal arts education grounded in the Judeo-Christian tradition. The College affirms the importance ofreason, open inquiry, living faith and individual worth. Mount Union College’s mission is to prepare candidates for meaningful work,fulfilling lives and responsible citizenship.

The Teacher Education program prepares candidates for meaningful careers in the field of education. Building upon a solid liberalarts foundation, the Teacher Education Program assists candidates in developing knowledge, skills and dispositions necessary tobecome effective and caring teachers in an ever-changing society. Mount Union College’s candidates are prepared to becomereflective, lifelong learners. The program theme, Caring Teachers Live What They Believe, has its roots in the synthesized statementscollected from Teacher Education program faculty, teacher candidates, members of our partner schools and other professional

community members. To that end, candidatesmust demonstrate that they are: competent inknowledge of content, pedagogy, and childdevelopment appropriate to each area oflicensure; capable in the ability to apply thetheories regarding instructional techniques,classroom management, reflection and thevarying needs of students in both microteachingsituations as well as actual school settings; andcaring in their commitment to service and to thebetterment of children’s lives.

Mount Union College’s Teacher Educationprogram has been awarded national accreditationthrough the National Council for Accreditation ofTeacher Education (NCATE).

CONTACT INFORMATION

UndergraduateAdmissionsAmy Tomko1972 Clark Ave.Alliance, OH [email protected]

TeacherEducationDr. Patricia Draves, Vice President ofAcademic Affairs, Dean of College1972 Clark Ave.Alliance, OH 44601330-823-2690 (phone)330-829-2811 (fax)[email protected] (E-mail)

Internet

www.muc.edu




Asian (0.36%)

Hispanic (0.36%)




White (97.49%)






� Meyers-Briggs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes

� Total number of students newlyadmitted to teacher education . . . . . . . . . . . . . . . . . . . . . . . . . . . 149












UG� Minimum GPA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5



� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes




Asian (0.00% )

Hispanic (0.66%)




White (98.68%)





Asian (0.00%)

Hispanic (0.00%)




White (96.97%)


Mount Union CollegeMount Union College

Program HighlightsMount Union College’s Teacher Education program hasestablished programs in Early Childhood, Middle Childhood,Adolescence to Young Adult and Multiage Education to assistcandidates to:1) Develop an understanding of subject-matter areas and create

meaningful learning experiences based on this knowledge;2) Develop an understanding of students’ cognitive, social,

physical and emotional development and create learningopportunities that support student development;

3) Recognize and value student diversity and the differences inhow students learn and provide instruction to accommodatesuch diversity;

4) Develop instructional plans based on students, curriculumgoals and models, subject matter and community;

5) Develop pedagogical knowledge and skills and use thisexpertise to encourage each student to develop critical-thinking and problem-solving skills;

6) Create a classroom environment that facilitates learning anda climate that encourages fairness, positive socialinteractions, active learning and self-motivation;

7) Develop effective verbal, nonverbal, written, technologicaland media communication skills to support and enhancestudent learning;

8) Understand the role of assessment and the use of formal andinformal assessment strategies to evaluate student learning;

9) Develop skills necessary for self-reflection and use thisknowledge to analyze past experiences and pursueprofessional development opportunities;

10) Collaborate with students, candidates, parents, communitymembers and professional colleagues in order to supportstudent learning and development; and,

11) Enhance and demonstrate a sense of caring.

Passage of Praxis II RequiredPrior to Student Teaching� U Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . PLT & Content

� U AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT & Content

� U Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . PLT & Content

� U Intervention Specialist. . . . . . . . . . . . . . . . . . . . . PLT & Content

� U Early Childhood Education (PK-3) . . . . . . . . . . . . . PLT & Content


Mount Union CollegeMount Union College






























Fall 2009



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Mount VernonNazarene University





Program DescriptionMount Vernon Nazarene University seeks to: provide a rigorous academic program that encourages scholarship, critical reflectionand problem-solving; promote a distinctively Christian lifestyle within the Wesleyan evangelical tradition; and offer a supportiveenvironment that inspires students to achieve their highest potential spiritually, intellectually, socially and physically. This mission isfulfilled through campus experiences which personalize communication, living and learning and is implemented through traditionaland non-traditional programs leading to associate, baccalaureate and graduate degrees.

CONTACT INFORMATION

UndergraduateAdmissionsBruce Oldham800 Martinsburg RoadMount Vernon, OH [email protected]

GraduateAdmissionsCarol Young800 Martinsburg RoadMount Vernon, OH [email protected]

TeacherEducationStephen W. Ragan, Dean, School ofEducation & Professional Studies800 Martinsburg RoadMount Vernon, OH 43050740-392-6868 (phone)740-397-9019 (fax)[email protected] (E-mail)

Internet

www.mvnu.edu




Asian (0.00%)

Hispanic (0.75%)




White (94.36%)















� Average number of student teaching hours required per week . . . . . . 36.5




� Student teacher/faculty ratio . . . . . . . . . . . . . . . . . . . . . . . . . . 3.766:1





UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0








Asian (0.00% )

Hispanic (0.00%)




White (98.37%)





Asian (0.00%)

Hispanic (0.00%)




White (94.44%)


Mount VernonMount VernonNazarene UniversityNazarene University

Program HighlightsThe mission of the Education Department is to prepare, in aChristian context, quality educators who are compassionateservant-leaders committed to life-long learning and professionalexcellence in diverse educational settings. To this end, we offer arigorous academic program that blends research findings withexemplary practice.

• Field experiences in area classrooms are integrated in to thecurriculum throughout the four years of the teacherpreparation programs.

• Students seeking a high school teaching license major in anarts or science discipline and minor in ProfessionalEducation.

• All field and student teaching forms are based on thePathwise format required in Praxis III, Ohio’s entry yearrequirement.

• Eligible students may study at Edge Hill University in Englandfor one semester.

• Cultural diversity field experiences during the January termmay be in an Ohio urban school or a district such as SanDiego, CA, Puerto Rico, or China.

• International student teaching placements are encouragedfor part of a semester.



� U/G Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . PLT & Content

� U Intervention Specialist. . . . . . . . . . . . . . . . . . . . . PLT & Content

� U/G Career-Technical Education . . . . . . . . . . . . . . . PLT & Content













BUSINESS EDUCATION 1 NC NC
















FAMILY AND CONSUMER SCIENCES 2 NC NC







5-year approval


Spring 2008




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Muskingum College





Program DescriptionAt Muskingum College, we are committed to “developing teacher-leaders who encourage, equip and empower all students.” Each ofthe components of this mission is a cornerstone on which we build our programs.

The concept of development is integral to the mission of Muskingum College, the Education Department, and the professionalassociations that guide our work in teacher education. As a college and a department, we are committed to developing “wholepersons intellectually, spiritually, socially and physically.” As a professional teacher education unit, we are committed to developing

our candidates as teacher-leaders who, in turn,develop their students to the fullest potential by:encouraging their efforts, providing motivation,and creating opportunities for developing self-motivation; equipping them with the knowledgethey need to know and the skills they must beable to perform; and empowering them as activeparticipants in their own professions, familiesand communities.

CONTACT INFORMATION

UndergraduateAdmissionsJeff Zellers, Vice President of EnrollmentMuskingum College163 Stormont St.New Concord, OH [email protected]

GraduateAdmissionsRuthann P. Fagan, Ph.D., Graduate DeanMuskingum College163 Stormont St.New Concord, OH [email protected]

TeacherEducationLinda E. Morrow, Ph.D.,Associate Dean of Academic AffairsMuskingum College163 Stormont St.New Concord, OH 43762740-826-8033 (phone)740-826-6038 (fax)[email protected] (E-mail)

Internet

www.muskingum.edu




Asian (0.19%)

Hispanic (0.00%)




White (99.61%)











� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes


� Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0



� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes




Asian (0.00% )

Hispanic (0.00%)




White (100.00%)





Asian (3.39%)

Hispanic (0.00%)




White (93.22%)


Muskingum CollegeMuskingum College

Program Description cont.We are committed to helping our students develop not only asteachers but also as teacher-leaders. The model of leadership wehave chosen is that of “servant-leaders” who put the needs oftheir people above their own needs. Our vision of leadership isbased on collaboration, participative democracy, and the sharingof power and information. The teacher-leader providesleadership in many arenas: the classroom, the school, thedistrict, the region, the nation, and the world.

We are committed to the idea that everyone can learn. Eachperson has the potential to grow—intellectually, spiritually,socially and physically. Each person has the right to achieve tohis or her own potential. Experiences in classrooms must bedesigned to address—and celebrate—the diverse cultures,knowledge, experience, skills, abilities, disabilities and learningstyles of all students.


� G AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� G Intervention Specialist . . . . . . . . . . . . . . . . . . . . . . . . Content

� G Early Childhood Education (PK-3) . . . . . . . . . . . . . . . . . Content

Passage of Praxis II RequiredPrior to Program Completion� G Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� G AYA (7-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� G Intervention Specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� G Early Childhood Education (PK-3) . . . . . . . . . . . . . . . . . . . . PLT

Program HighlightsMuskingum College has a long history of developing exceptionalteachers. Below are a few of the things that make our programstrong.

• It is fully accredited by the National Council for theAccreditation of Teacher Education (NCATE).

• We host an Ohio Chapter of the International Alliance forInvitational Education.

• Students are in the public school classroom from the firsteducation class. We feel that the best way for them to decideif teaching is the career for them is to give them the chance tointeract with students from a teacher’s perspective and see ifthat is where they belong.

• Our entire faculty is comprised of former practicing teachers– in all grades, in all subjects and in a variety of schools,including low-income areas in Florida, barrios in Texas,reservations in Alaska, and rural schools in Appalachian Ohio.Their experience ensures students of having a broader pictureof the opportunities available in the field of teaching.

• Every year, we hire several teachers who are currentlyteaching in the public schools so that we have the latestinformation about the challenges of today’s schools andclassrooms. This assures us the best balance of educationalresearch/theory and practical applications for the real world.

• Our students have the opportunity to participate in a numberof organizations and activities:o We have the fastest-growing educational honorary – Kappa

Delta Pi – in the country.o We have a strong student chapter of the Council for

Exceptional Children.o Students may do their student teaching abroad. In the past

year, we have had students completing student teaching inNew Zealand, Australia, England, Ireland and South Africa.


Muskingum CollegeMuskingum College


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Fall 2009




Notre Dame College





Program DescriptionDriving the conceptual framework for the education unit at Notre Dame College is the institutional mission statement of “educating adiverse population for personal, professional and global responsibility.” We believe we are changing the world “one student at atime” and that we are “changing the classroom one teacher at a time.” The college recently received initial accreditation from TheNational Council for the Accreditation of Teacher Education (NCATE). Notre Dame received special recognition by the visiting team forinitiatives in preparing teachers for service in diverse learning and teaching environments.

The college is located in an inner ring suburb of Cleveland and serves a diverse population of resident and commuter students. NotreDame offers a traditional teacher preparation program that leads to a bachelor’s degree, but also provides programming for adult and

evening students who have at least the bachelor’sdegree who wish to receive a teaching credential.This program is offered on the main campus inSouth Euclid and at locations in Youngstown,Akron, Columbus and Cincinnati. Notre Damealso operates a graduate school with majors incomputer technology, reading and specialeducation, which lead to the Master of Educationdegree.

CONTACT INFORMATION

UndergraduateAdmissionsDavid Armstrong4545 College RoadSouth Euclid, OH [email protected]

GraduateAdmissionsDavid Armstrong4545 College RoadSouth Euclid, OH [email protected]

TeacherEducationBruce W. Jones, Director of Graduate andUndergraduate Education4545 College RoadSouth Euclid, Ohio 44121216-373-5336 (phone)216-373-5178 (fax)[email protected] (E-mail)

Internet

www.NotreDameCollege.edu




Asian (1.40%)

Hispanic (0.56%)




White (83.52%)


UG G�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . 2.75 . . . 2.75

















UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.75. . . . 3.0



� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No





Asian (0.00% )

Hispanic (0.00%)




White (79.31%)





Asian (3.70%)

Hispanic (0.00%)




White (79.63%)


Notre Dame CollegeNotre Dame College

portfolio and is evidence that the outcomes of the course arebeing met by students. During the past school year, Notre Dameprofessors and student teaching supervisors visited more than700 different schools that served as field experience locations.

Notre Dame graduate students must conduct a major researchproject and present their findings before a jury of theirprofessors and peers. Students are encouraged to present theirresearch at the annual meeting of the Mid-Western EducationalResearch Association. All graduate research projects must becompleted as thesis documents, which are bound and placed inthe college and education department libraries.

All coursework in the pre-service and graduate programs isgrounded in preparing teachers to be effective as culturallyrelevant teachers, having them experience schooling in diversesettings and learning the importance of collaboration in theschool setting and in the community. Through partnerships withCuyahoga Community College, Lakeland Community College,Lake Erie College, the Cleveland Municipal School District, andother area schools, Notre Dame is able to continue to provide afield- dependent learning experience for students in theeducation program.


Notre Dame CollegeNotre Dame College

Program HighlightsNotre Dame College continues to nurture partnerships that haveevolved with school districts in the Greater ClevelandMetropolitan Area. The Student Teachers Achieving RealSuccess (STARS) program is in its second year of operation andis a collaborative effort between Notre Dame and the ClevelandMunicipal School District. Selected students from a number ofCleveland high schools are invited to spend a week in thesummer on the campus of the college to learn about college lifeand teacher preparation. At the conclusion of the week of study,each student is awarded one semester of college credit. Themajority of the participants are students of color. Many dodecide to enter teacher education programs and some enroll atNotre Dame.

All pre-service teachers must complete a PK-12 teachingmethods course as a requirement for licensure. A newcomponent of this course is that each professor who teachesthe class must make one site visit and evaluate the studentusing the student teaching formative assessment rubric. Thisassessment is then entered into the TK-20 online artifact entryand retrieval system, which becomes part of the student

































Fall 2007



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Oberlin College





Program DescriptionOberlin College has a rigorous music teacher education program that is housed in the internationally renowned Oberlin Conservatoryof Music. Candidates must meet the performance requirements of the Conservatory in addition to the academic requirements for themusic education program. The Oberlin Music Education Division continues a rich heritage of preparing music educators asoutstanding musicians, pedagogues and scholars. Fall 2002 marked the Music Education Division’s Centennial Anniversary, an eventcelebrating the first music education degree granted in the United States. The music education profession recognizes Oberlin’s MusicEducation faculty to be leaders as teachers, conductors, clinicians and researchers.

The mission of the Music Education Division is toprepare its candidates for careers as professionalmusic educators and to emulate and convey thefollowing core values: excellence in educationthrough musicianship, pedagogy andscholarship. As a guiding principle, the MusicEducation Division seeks to promote the higheststandards for achievement in all areas ofprofessional education and music. It is bypreparing teacher candidates with a rigorousliberal arts and music education that they arebest able to enter the music profession asteachers and musicians and to enter the highestcaliber graduate schools in the country for musicperformance and/or music education.

CONTACT INFORMATION

UndergraduateAdmissionsMichael ManderenOberlin Conservatory of MusicConservatory Annex/77 West CollegeStreetOberlin, OH [email protected]

GraduateAdmissionsJody L. KerchnerOberlin Conservatory of Music77 West College StreetOberlin, OH [email protected]

TeacherEducationJody L. Kerchner, Associate Professorand Director of Music EducationOberlin Conservatory of Music77 W. College StreetOberlin, OH 44074440-775-8267 (phone)440-775-8942 (fax)[email protected] (E-mail)

Internet

www.oberlin.edu




Asian (11.54%)

Hispanic (0.00%)




White (84.62%)







� Minimum SAT math score . . . . . . . . . . . . . . . . . . . . . . . . 550 . . . 550

� Minimum SAT total score . . . . . . . . . . . . . . . . . . . . . . . 1200. . . 1200

� Minimum GRE verbal score. . . . . . . . . . . . . . . . . . . . . . . 550 . . . 550



� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes





� Average number of hours required for student teaching. . . . . . . . . . . . 13








UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.0 . . . 3.0




� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes







Asian (0.00%)

Hispanic (0.00%)




White (100.00%)


Oberlin CollegeOberlin College

Program Description cont.Oberlin graduates have made many contributions to the musicprofession (teaching and performance). Recent graduates teachacross the United States and abroad. Other alumni have servedas past president of the National Association of MusicEducators, director of the education program at Lincoln Center,dean of the Peabody Conservatory of Music, director of theaward-winning American Harp Ensemble, and as facultymembers at numerous institutions of higher education andpublic/private school districts

\

Passage of Praxis II RequiredPrior to Student Teaching� G Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

Passage of Praxis II RequiredPrior to Program Completion� G Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

Program HighlightsA special feature of Oberlin’s Music Education program is twoJanuary Winter Term projects focusing on music educationpedagogy. One of the projects is a school intern project,preferably outside of Ohio, while the other is a Reading in theContent Area project. The school intern project providesstudents with diverse teaching opportunities, including teachingin American schools abroad. This year, some music educationstudents were intern musician educators in Panama, Ecuadorand Japan.

Because of a generous alumni donation, the Music EducationDivision brings respected world musicians to campus. This year,the “Dr. Mary Goetze World Music Artist-in-Residence” is Turnthe Corner, an Irish music group from the Cleveland area. Theypresented a concert for the Oberlin campus and a musicworkshop for our music education students. Vincent Danner,Oberlin music education alum’s, presented an informal talk forour Music Education Association of Oberlin (student group) onhis professional conducting experience and symphony orchestramusic education outreach programs to students in inner-cityMemphis, Tennessee. Finally, the music education faculty andstudents hosted music education faculty and students from theHong Kong Institute of Education. The visit was part of theInstitute of Education’s cultural immersion program. The facultyoffered a special course, Music and Life-Long Learning, for thestudents. There were also collaborative music performance andinstructional opportunities.


Oberlin CollegeOberlin College



NA # Taking Praxis # Passing Praxis % Passing Praxis

NA NA NA NA%


Praxis II Summary Pass Rate 2005–2006 ≥80% no completers




5-year approval


Fall 2011



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Ohio Dominican University





Program DescriptionOhio Dominican University (ODU) is a four-year liberal arts institution, founded in 1911 in the Catholic and Dominican tradition. TheUniversity is accredited by the Higher Learning Commission of the North Central Association of Colleges and Secondary Schools andoffers undergraduate degrees in 50 majors as well as several graduate degree programs. Ohio Dominican uses a student-centeredapproach, with a commitment to quality teaching and learning with a number of academic programs of distinction. ODU welcomesstudents of all faiths while it remains dedicated to fostering the moral and ethical values that are central to our faith. Our values-based educational and community experience emphasizes the importance of the contemplation of truth, responsible citizenship andservice to the world. A warm, friendly campus in the heart of a thriving metropolis, ODU offers a college experience that is intenselypersonal.

CONTACT INFORMATION

UndergraduateAdmissionsNicole Evans1216 Sunbury RoadColumbus, OH [email protected]

GraduateAdmissionsJill Westerfeld1216 Sunbury RoadColumbus, OH [email protected]

TeacherEducationBonnie Beach, Dean, Education Division1216 Sunbury RoadColumbus, OH 43219614-251-4625 (phone)614-252-0775 (fax)[email protected] (E-mail)

Internet

www.ohiodominican.edu




Asian (0.44%)

Hispanic (0.66%)




White (89.93%)









� Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0






Asian (0.00% )

Hispanic (0.00%)




White (95.00%)





Asian (3.45%)

Hispanic (0.00%)




White (96.55%)


Ohio Dominican UniversityOhio Dominican University

Candidates develop professional reflective practices related tocritical and analytical strategies that enhance consciousdecision-making. The program design prepares candidates toidentify principles of effective practice, research andorganization. Candidates are both academically strong andcompetent in reflecting on their own beliefs and practices.Additionally, candidates actively participate in a community oflearners and communicate and collaborate according to legaland ethical practice with all stakeholders who influence and/orare impacted by the learning experiences of every child.Candidates provide fair, relevant and engaging learningopportunities for every learner based on assessment of needsand strengths.

Candidates are capable of meeting the intellectual, social,behavioral, academic, physical and moral developmental needsof all students in a diverse student population through rigorousprofessional education programs that integrate diversity,technology, critical thinking and problem-solving.


Ohio Dominican UniversityOhio Dominican University

Program HighlightsIn collaboration with our stakeholders, the Ohio DominicanUniversity’s Division of Education engages undergraduate,graduate and continuing education students in an educationprocess that prepares them to serve as competent and caringteachers in P-12 schools. As a Catholic Liberal Arts institution inthe Dominican tradition, the undergraduate Education Programdesign has been structured to prepare candidates withknowledge and skills in content and pedagogy, by establishing aculture for learning and clinical/field experiences intended toencompass the application of theory to practice. The heart ofour undergraduate program is its rigorous liberal arts corewhich has recently been reconstructed. Both our undergraduateand graduate programs employ diverse instructional models andstrategies to cultivate knowledge and skill in engaging activeinvolvement in learning, to foster continuing content areadevelopment, and to promote professional relationships withcolleagues and community with a focus on educational issues.We believe that reflection is tantamount to exemplary teaching.





















LIBRARY MEDIA SPECIALIST 4 NC NC








5-year approval


Fall 2008



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Ohio Northern University





Program DescriptionAt Ohio Northern University, teacher education candidates are prepared with a particular focus or point of view which is exemplifiedin our theme: Teaching is Enabling. We believe that the most vital role of the teacher is to be an enabler. By enabling students tolearn on their own, we empower them in three ways. First, we give them power over information, the power to continue to gain newknowledge and to critically evaluate that knowledge. Second, we enable students by giving them the personal power that comes withconfidence. And third, we empower students when we teach them learning strategies so that they are able to solve problems andmonitor their own learning.

CONTACT INFORMATION

UndergraduateAdmissionsKaren P. CondeniAdmissions Office525 South Main Street, Ohio NorthernUniversityAda, OH [email protected]

TeacherEducationDr. Tena L. Roepke, Director of TeacherEducationCenter for Teacher Education525 South Main Street, Ohio NorthernUniversityAda, OH 45810419-772-2118 (phone)419-772-2126 (fax)[email protected] (E-mail)

Internet

www.onu.edu




Asian (0.39%)

Hispanic (0.39%)




White (98.06%)




















UG� Minimum GPA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5






Asian (0.00% )

Hispanic (0.00%)




White (100.00%)





Asian (0.00%)

Hispanic (0.00%)




White (85.00%)


Ohio Northern UniversityOhio Northern University

Program HighlightsThe Teacher Education program at Ohio Northern University isaccredited by the National Council for the Accreditation ofTeacher Education (NCATE). There are approximately 250students in the program pursuing teacher licensure in a varietyof fields and at various levels. The program includes fieldexperiences that begin during the first year and continuethroughout the program to a full quarter of student teachingduring the senior year.

Many students are active in Kappa Delta Pi, a national educationhonorary, and the student chapter of the Association forSupervision and Curriculum Development. The ChildDevelopment Center, which is located on campus, gives thestudents a unique opportunity to work with three-, four- andfive-year olds in an ideal educational setting.

Ohio Northern University offers students the opportunity tocomplete the capstone student teaching experience at selectedsites abroad. The University currently provides two approvedschools in Thessalonkia, Greece, and in Berne, Switzerland.


Ohio Northern UniversityOhio Northern University































Spring 2012



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The Ohio State University



Total institutional graduate enrollment. . . . . . . . . . . . . 13,093


Program DescriptionThe Ohio State University educator preparation unit prepares candidates to serve in pre-kindergarten through Grade 12 settings. Theunit includes candidates enrolled in preparation programs from the Colleges of Education and Human Ecology; the Arts; Social andBehavioral Sciences; Social Work; and Food, Agricultural and Environmental Sciences. The new College of Education and Human

Ecology was established in July 2006. Theuniversity offers early and middle childhoodlicensure programs at its regional campuses inLima, Mansfield, Marion and Newark.

The College of Education and Human Ecology isranked 10th among public universities and 17thamong public and private institutions in the USNews & World Report graduate program guidefor students entering in 2008-2009. The collegeis represented in all 10specialty programrankings: Vocational/Technical Education (1st);Counseling/Personnel Services (4th); ElementaryEducation (4th); Curriculum and Instruction(6th); Secondary Education (7th); Administrationand Supervision (9th); Special Education (12th);Higher Education Administration (14th);Education Psychology (17th); and EducationPolicy (19th).

Programs are offered at the baccalaureate, post-baccalaureate andmaster’s levels.

CONTACT INFORMATION

UndergraduateAdmissionsDr. Mabel FreemanEnarson Hall154 West 12th AvenueColumbus, OH [email protected]

GraduateAdmissionsNance Hoza310 Lincoln Tower1800 Cannon DriveColumbus, OH [email protected]

TeacherEducationDr. David Andrews, Dean127 Arps Hall1945 North High StreetColumbus, OH 43210614-292-2461 (phone)614-292-8052 (fax)[email protected] (E-mail)

Internet

www.osu.edu




Asian (1.76%)

Hispanic (0.81%)




White (93.09%)






� Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.75. . . . 3.0







Asian (1.57% )

Hispanic (0.22%)




White (94.39%)





Asian (8.81%)

Hispanic (3.08%)




White (74.45%)


The Ohio State UniversityThe Ohio State University

Program Highlights• Faculty from education and human ecology, arts and

sciences, mathematics and physical sciences, and humanitiesare partners in a cross-disciplinary Metro High School. Theschool serves as a hub of innovation in science, technology,engineering and mathematics secondary education.

• Creation of a $10 million Early Childhood Development Centerin a distressed Columbus neighborhood will enable creativesolutions to difficulties faced by children and their families inurban neighborhoods nationwide.

• A new center for suicide prevention has been attractingmillions in state and federal funds. It is among the first toblend depression research with successful interventions,particularly with youth and young adults.

• Landmark research into intimate partner violence is unveilingits toll on women’s health. Researchers are looking at ways toprevent violence by educating middle school students.

• Breakthrough research will help develop and evaluate effectiveinterventions to reduce substance abuse, HIV risk anddepression in homeless youth.

• The federal What Works Clearinghouse selected ReadingRecovery for its success in aiding the lowest-achievingfirst-graders.


The Ohio State UniversityThe Ohio State University

• The School of Physical Activity and Educational Services hasmoved to a new $36 million facility featuring state-of-the-artclassrooms and laboratories.

• The National Science Digital Library (NSDL) Middle SchoolPortal, developed with National Science Foundation support,offers teachers resources from the National Science DigitalLibrary.

• The Battelle Center for Mathematics and Science EducationPolicy will increase the number of K-12 and college studentswho will become leaders in science, technology, engineeringand mathematics.

• The Center on Education for Training and Employment is thefirst U.S. member of the United Nations Educational,Scientific and Cultural Organization (UNESCO) network ontechnical, vocational education and training.

• The Sport and Citizenship Initiative is the nation’s firstacademic center to scrutinize the links between sport,citizenship and society.





ART CONTENT KNOWLEDGE 24 24 100%BIOLOGY CONTENT KNOWLEDGE 4 NC NCBUSINESS EDUCATION 6 NC NCCHEMISTRY CONTENT KNOWLEDGE 3 NC NCEARLY CHILDHOOD EDUCATION 1 NC NCEARTH SCIENCE CONTENT KNOWLEDGE 1 NC NCEDUCATION OF YOUNG CHILDREN 126 126 100%ENG LANG LIT COMP CONTENT KNOWLEDGE 31 31 100%FRENCH CONTENT KNOWLEDGE 4 NC NCGERMAN CONTENT KNOWLEDGE 3 NC NCMATHEMATICS: CONTENT KNOWLEDGE 24 24 100%MIDDLE SCHOOL ENGLISH LANGUAGE ARTS 36 36 100%MIDDLE SCHOOL MATHEMATICS 44 42 95%MIDDLE SCHOOL SCIENCE 34 32 94%MIDDLE SCHOOL SOCIAL STUDIES 56 54 96%MUSIC CONTENT KNOWLEDGE 19 18 95%PHYSICAL ED: CONTENT KNOWLEDGE 3 NC NCPHYSICS CONTENT KNOWLEDGE 2 NC NCSOCIAL STUDIES: CONTENT KNOWLEDGE 17 17 100%SPANISH CONTENT KNOWLEDGE 11 11 100%Other Content Areas # Taking Praxis # Passing Praxis % Passing Praxis

FAMILY AND CONSUMER SCIENCES 8 NC NCTeaching Special Populations # Taking Praxis # Passing Praxis % Passing Praxis

ED OF DEAF & HARD OF HEARING 6 NC NC









Spring 2008



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Ohio University





Program DescriptionEstablished in 1804, Ohio University (OU) has the dual distinction of being the oldest institution of higher learning in the state andthe home of Ohio’s first public teacher preparation program. Nestled in the foothills of the Appalachian Mountains, the University hasearned a reputation for its rich educational tradition and broad range of outstanding programs and services. As an academiccommunity, OU holds the intellectual and personal growth of the individual as its central purpose. Programs are designed to broadenperspectives, enrich awareness, deepen understanding, establish disciplined habits of critical thought, prepare for meaningfulcareers, and thus develop individuals who are informed, responsible and productive citizens.

CONTACT INFORMATION

UndergraduateAdmissionsDavid Garcia, Admissions DirectorOhio University, Office of Admissions120 Chubb HallAthens, OH [email protected]

GraduateAdmissionsMichael Mumper, Associate Provost forGrad StudiesOhio University201 McKee HouseAthens, OH [email protected]

TeacherEducationRenée A. Middleton, PhD, DeanOhio University133 McCracken HallAthens, OH 45701740-593-4403 (phone)740-593-0569 (fax)[email protected] (E-mail)

Internet

www.ohio.edu/education




Asian (0.22%)

Hispanic (0.75%)




White (97.12%)


















� Average number of hours required for student teaching . . . . . . . . . 412.5








UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.75. . . . 3.0





Asian (0.13% )

Hispanic (0.77%)




White (97.83%)






Asian (3.03%)

Hispanic (1.01%)




White (91.92%)


Ohio UniversityOhio University

Program HighlightsOhio University’s College of Education, in collaboration withother colleges within the University, has developed programsthat support the primary mission of preparing teachers to beagents and advocates of positive change in our region andthroughout the world. Graduates are informed, responsiblepractitioners who are committed to diversity. As ethical,reflective decision makers and problem solvers, they areprepared to address the social, economic and educational issuesthat affect our children’s ability to learn.

The Ohio University College of Education is dedicated to lifelonglearning and the continuous professional growth of its students,faculty and staff. The College strives to be an equitable, effectiveand interactive learning community that makes a difference toeducation and human development worldwide throughexcellence in teaching, scholarship and outreach.

As an innovative teacher preparation program, the College ofEducation curriculum combines theory and practice by offering amultitude of opportunities for hands-on, P-12 classroomexperience. The College’s unique partnership program featureslocal professional development schools where pre-serviceteachers can gain a wealth of intensive practical experiences atdifferent grade levels prior to student teaching.

“We prepare leaders – talented, responsible, ethical educators –who are committed to diversity, proficient in the use oftechnology, and adept at continuous assessment that bringslearning to the forefront for all.”

–– Ohio University Unit for Preparationof Education Professionals


Ohio UniversityOhio University





ART CONTENT KNOWLEDGE 27 26 96%BIOLOGY AND GENERAL SCIENCE 3 NC NCBIOLOGY CONTENT KNOWLEDGE 6 NC NCCHEM PHYSICS AND GENERAL SCIENCE 1 NC NCCHEMISTRY CONTENT KNOWLEDGE 1 NC NCEARLY CHILDHOOD EDUCATION 21 21 100%EARTH SCIENCE CONTENT KNOWLEDGE 4 NC NCEDUCATION OF YOUNG CHILDREN 220 220 100%ENG LANG LIT COMP CONTENT KNOWLEDGE 43 38 88%MATHEMATICS: CONTENT KNOWLEDGE 15 13 87%MIDDLE SCHOOL ENGLISH LANGUAGE ARTS 30 29 97%MIDDLE SCHOOL MATHEMATICS 13 13 100%MIDDLE SCHOOL SCIENCE 10 9 90%MIDDLE SCHOOL SOCIAL STUDIES 34 31 91%MUSIC CONTENT KNOWLEDGE 10 10 100%PHYSICAL ED: CONTENT KNOWLEDGE 14 12 86%PHYSICS CONTENT KNOWLEDGE 1 NC NCSOCIAL STUDIES: CONTENT KNOWLEDGE 36 35 97%SPANISH CONTENT KNOWLEDGE 6 NC NCOther Content Areas # Taking Praxis # Passing Praxis % Passing Praxis

FAMILY AND CONSUMER SCIENCES 1 NC NCTeaching Special Populations # Taking Praxis # Passing Praxis % Passing Praxis







Pending


Pending



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Ohio Wesleyan University




Program DescriptionOhio Wesleyan University (OWU) has been preparing teachers to serve the nation’s schools for more than 100 years. Its programblends a rich heritage in teacher education with the knowledge and innovations of the present to create a rigorous, practice-orientedprogram grounded in the liberal arts tradition. OWU is dedicated to preparing competent, professional teachers who are committedto the liberal arts, acquiring content knowledge and developmentally appropriate teaching methods, building outstanding character,and achieving competency in the foundational skills of reading, writing, critical inquiry and civic responsibility. OWU’s program fusesa solid theoretical base with practical experience. From the first course onward, education students learn about the responsibilitiesand rewards of their profession by working directly with children in area schools, community centers and in Ohio Wesleyan’s EarlyChildhood Center, a laboratory preschool program. Each subsequent education course integrates observation and experience withclassroom learning so that students continually apply theory to practice. By the time seniors are poised to begin student teaching,

OWU’s candidates already have spentconsiderable time and effort in field experiencesthat add value to their academic foundation andfurther ensure the perspective and maturity ittakes to succeed in any classroom. Educationgraduates frequently report that this interplaybetween theory and practice ranks among themost valuable benefits of their Ohio Wesleyanexperience. Since classes are small, students getthe close, personal attention they need fromfaculty, who bring a wealth of experience to theirclassrooms. OWU’s education professorsthemselves have worked throughout the UnitedStates and abroad as elementary and secondaryschool teachers, daycare directors, schoolpsychologists, consultants and universityadministrators.

CONTACT INFORMATION

UndergraduateAdmissionsMargaret DrugovichSlocum Hall, Admissions61 S Sandusky StreetDelaware, OH [email protected]

TeacherEducationAmy McClure, Professor and Chairperson214F Phillips Hall, Education Department61 S Sandusky StreetDelaware, OH 43015740-368-3562 (phone)740-368-3553 (fax)[email protected] (E-mail)

Internet

http://web.owu.edu




Asian (0.00%)

Hispanic (0.00%)




White (100.00%)






� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes













UG� Minimum GPA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.8



� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes





Asian (0.00% )

Hispanic (0.00%)




White (100.00%)





Asian (0.00%)

Hispanic (0.00%)




White (95.24%)


Ohio Wesleyan UniversityOhio Wesleyan University

Ohio Wesleyan has a long history of developing outstandingteachers who have a positive impact on student learning.Following are a few things that make our program strong as wellas unique:

• Students work with children in community agencies, publicschools, after-school tutoring programs and a variety of othersettings. They have many opportunities to practice teachingskills before progressing to student teaching, the program’sfinal experience.

• Ohio Wesleyan’s faculty has extensive practical experience indifferent grades, subjects and types of schools. This strongpractical knowledge ensures that students are providedpractical knowledge that is theoretically based.

• Ohio Wesleyan’s teacher candidates have excellent pass rateson the Praxis II licensure exams. They achieved a 100percent pass rate in 2005-2006. Praxis III test results alsoare excellent, with 100 percent of OWU graduates passingthese performance-based tests during their first year ofteaching.


Ohio Wesleyan UniversityOhio Wesleyan University

Program HighlightsOhio Wesleyan’s mission is to prepare competent, committed,professional teachers who are fully prepared to work withdiverse students. Toward that goal, the Education Departmentfaculty helps teacher candidates develop a mastery of contentknowledge, a thorough understanding of developmentallyappropriate teaching and learning and exemplary qualities ofcharacter and professionalism. The University offers licensure inearly childhood, middle childhood, integrated language arts,integrated mathematics, integrated social studies, earthsciences, life sciences, chemistry, physics, drama and theatre,music, visual arts, physical education, German, French, Spanishand Latin.
























Spring 2011



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Otterbein College





Program DescriptionOtterbein College seeks is to educate the whole person in a context that fosters the development of humane values. Otterbein is aprivate, church-related, four-year coeducational college that sponsors traditional and continuing education programs of liberal artsand professional education at baccalaureate and master's levels. Our commitment is to the liberal arts as the broad base of alllearning.

The professional education unit of OtterbeinCollege is committed to providing a coherent,developmentally-based teacher educationprogram that prepares teachers to create andwork within learning communities that maximizethe potential of all learners. The programpromotes collaborative learning and criticalreflection as a way to develop a community oflifelong learners who can respect diverseperspectives, make informed decisions and beresponsive to the changing needs of children inour society. We Believe In:• The power of knowledge;• The interdependency of pedagogy

and content;• The potential of all children;• The richness of diversity;• The possibilities of technology;• The necessity of reflection;• The merit of experiential learning; and• The importance of accountability

CONTACT INFORMATION

UndergraduateAdmissionsCass M. JohnsonOffice of AdmissionOne Otterbein CollegeWesterville, OH [email protected]

GraduateAdmissionsAnn R. RottersmanOffice of Garduate ProgramsOne Otterbein CollegeWesterville, OH [email protected]

TeacherEducationDr. Harriet Fayne, Chair,Education DepartmentOne Otterbein CollegeWesterville, OH 43081614-823-1788 (phone)614-823-3036 (fax)[email protected] (E-mail)

Internet

www.otterbein.edu




Asian (0.79%)

Hispanic (0.99%)




White (91.67%)


UG G�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . . 2.5 . . 2.75













� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes


� Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0




� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes





Asian (0.00% )

Hispanic (1.08%)




White (87.10%)





Asian (2.86%)

Hispanic (0.00%)




White (94.29%)


Otterbein CollegeOtterbein College

Program Description cont.Model for Teacher Education:• A four-year undergraduate program with Early Childhood,

Middle Childhood, Adolescence to Young Adult, and Multi-Aged licensure;

• A post-baccalaureate licensure-only program;• A Master of Arts in Teaching (MAT) program for MCHD

licensure;• A Master of Arts in Education (MAE) program with majors in

reading and Curriculum and Instruction, and endorsements inreading and teaching of English as a second language(TESOL) that empower professionals through study, researchand reflection.

Candidates for licensure are screened at these decision points:• Decision Point 1 – Pre-admission• Decision Point 2 – Admission to the Teacher Education or

Graduate Program• Decision Point 3 – Admission to student teaching or degree

candidacy• Decision Point 4 – Recommendation for licensure or

Capstone approval


Otterbein CollegeOtterbein College

Program HighlightsWith a second ODE Assessment Grant:• Sponsored two assessment retreats;• Began revising electronic portfolio;• Purchased survey and NVivo software for qualitative data

collection;• Sent faculty teams to other institutions to examine other

assessment systems.

Program Development:• Five graduate courses were piloted in the new TESOL

Endorsement, approved by the Ohio Department ofEducation;

• Collaborated with Health/Physical Education and Musicdepartments to develop technology courses that will beoffered to their education majors.

Grants/Partnerships/Outreach:• Reading First grant, with Columbus Public Schools (CSP);• Teacher Quality Enhancement (TQE) Grant, a Higher

Education Partnership initiative, in collaboration withColumbus Public Schools and local colleges, developed: anarticulation agreement with CSCC to provide a MiddleChildhood Licensure program in math and science for ESLtutors in CPS who want to complete their degree and/orlicense; a Middle Childhood Licensure program in math andscience for practicing teachers in CPS;

• Whittier Elementary Partnership: enabled Early Childhoodpre-service teachers to lead a Family Activity Night, providingsummer literacy activities for many ESL families;

• Provided contract courses for CPS in science education andmiddle childhood education;

• Completed a three-year Summer Academy for IntegratedLearning (SAIL) program which provided professionaldevelopment for CPS teachers and a three-week enrichmentacademy for seventh- and eighth-grade urban students.

Professional Development:• Collaborative Faculty Development grant allowed six faculty

members to visit the Chicago Urban Teaching Academy, togain knowledge about best practices in preparing pre-serviceteachers for an urban setting;

• Offered Pathwise training for 17 faculty members.

Other:• Susan Zelman, Superintendent of Public Instruction, visited

the Education Department; faculty and students presentedour program through the lens of our Conceptual Framework.



































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University Of Rio Grande





Program DescriptionThe University of Rio Grande is located in the Appalachian region of Southeastern Ohio. During the Fall Semester, the School ofEducation was granted National Council for the Accreditation of Teacher Education (NCATE) full accreditation after a successful on-site visit. The School of Education is a part of the College of Professional Studies; degrees at the associate, bachelor’s and master’slevels are offered within the School of Education. All teacher license programs are part of the School of Education.

The School of Education comprisesapproximately 25 percent of the total collegeenrollment at the University of Rio Grande; moststudents within the School are local andcommute to campus.

The conceptual framework at the University ofRio Grande focuses on Windows to the Future.The School of Education seeks to open Windowsto the Future for the undergraduate teachercandidates and they, in turn, seek to openWindows to the Future for their students.

CONTACT INFORMATION

UndergraduateAdmissionsTammy McCain218 North College Ave.PO Box 500Rio Grande, OH [email protected]

GraduateAdmissionsDreama Hudson218 North College Ave.PO Box 50Rio Grande, OH [email protected]

TeacherEducationPhyllis McQueen, PhD.,Head of Teacher Education218 North College Ave.PO Box 500Rio Grande, OH 45674740-245-7328 (phone)740-245-7523 (fax)[email protected] (E-mail)

Internet

www.rio.edu




Asian (0.00%)

Hispanic (0.21%)




White (84.80%)













� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.75 . . . 3.25







Asian (0.57% )

Hispanic (0.00%)




White (92.05%)





Asian (11.11%)

Hispanic (0.00%)




White (88.89%)


University of Rio GrandeUniversity of Rio Grande

Program HighlightsThe School of Education has joined the NCATE and has receivedaccreditation through that governing body; faculty attendsannual NCATE accreditation training in Washington, D.C.

Adjunct retreats were undertaken for the undergraduate andgraduate adjunct faculty within the School of Education; theseyearly retreats review assessment data and makerecommendations for continued program improvement.

The School of Education hired a new Field ExperienceCoordinator and a new Science and Technology Methods facultyperson during the last year; other highlights of the programinclude numerous grants funded in collaboration with localschools.

Student enrollment is up in all licensure areas.


� U AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT & Content




Passage of Praxis II RequiredPrior to Program Completion� G Intervention Specialist . . . . . . . . . . . . . . . . . . . PLT & Content

� G Early Childhood Education (PK-3) . . . . . . . . . . . . PLT & Content


University of Rio GrandeUniversity of Rio Grande








BUSINESS EDUCATION 1 NC NC





















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Shawnee State University




Program DescriptionShawnee State University (SSU) – the regional state university of Southern Ohio – is an open enrollment institution located inPortsmouth, on the banks of the Ohio River. The institution is accredited by NCATE and committed to preparing learner-centeredinquiring professionals.

Internal and external partnerships for program development and implementation are strengths of Shawnee State’s educationpreparation programs. Housed within the College of Arts and Sciences, the Department of Teacher Education relies on collaboration

with content-area faculty and school-basedfaculty in more than 60 school districts andagencies to provide candidates with the highestquality instruction and professional experiences.

The conceptual framework for educatorpreparation identifies five domains of teachercapacity that guide curriculum development,instruction, and the student and unit assessmentsystem. In addition to other formal measures ofstudent learning, SSU candidates demonstratecompetency in the five domain areas of contentknowledge, human development and diversity,environmental issues, effective teaching andprofessionalism through the development of aWeb-based portfolio.

CONTACT INFORMATION

UndergraduateAdmissionsRobert J. Trusz, M.S.Ed.Office of Admission940 Second StreetPortsmouth, OH [email protected]

TeacherEducationPaul M. Madden, Ph.D., Chair,Department of Teacher EducationMassie Hall Room 227940 Second StreetPortsmouth, OH 45662740-351-3547 (phone)740-351-3603 (fax)[email protected] (E-mail)

Internet

www.shawnee.edu




Asian (1.27%)

Hispanic (0.79%)




White (88.73%)





� Minimum ACT score . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

















UG� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.75



� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes





Asian (0.00% )

Hispanic (0.00%)




White (100.00%)





Asian (8.00%)

Hispanic (0.00%)




White (88.00%)


Shawnee State UniversityShawnee State University

Program Description cont.Teacher education at Shawnee State University operates byselective admission and retention, requiring an overall GPA of2.75, a content area GPA of 3.0, and a professional educationGPA of 3.0. A passing score on the Praxis 1 or the ACT isrequired as a standardized measure of basic skills andcompetency in reading, writing and mathematics. A professionalportfolio and satisfactory faculty evaluations of all professionalexperiences are required at admission and retention review.

Program HighlightsFaculty have worked together to refine key assessments anddata collection, aggregation and reporting processes foraccreditation purposes. The department underwentprogrammatic redesign in response to an institutional decisionto convert to a semester calendar system.

Five members of the department received Board of Examiners(BOE) training and all of them served on BOE teams. In addition,three professors at SSU serve as Praxis III examiners. All of thedepartment faculty and staff have been working on semesterprogram development.

Grants totaling $488,000 were awarded to the department forthe year. The monies provided further training in areas ofIntervention Specialist; Alternative pathways to licensure in mathand science; Assessment data collection - TK20 and Technology.


Shawnee State UniversityShawnee State University


� U AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U Intervention Specialist . . . . . . . . . . . . . . . . . . . . . . . . . Content


Passage of Praxis II RequiredPrior to Program Completion� U Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� U AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� U Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� U Intervention Specialist. . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� U Early Childhood Education (PK-3) . . . . . . . . . . . . . . . . . . . . PLT






























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The University Of Toledo





Program DescriptionThe professional education unit at The University of Toledo is recognized for its premier programs in professional education at boththe initial and advanced levels, and for its leadership in responding to present, emerging and future challenges in education.

The professional education unit’s commitment to rigorous assessment and continuous improvement ensures that its faculty andgraduates are: well prepared in subject matter, pedagogical content and field-specific professional knowledge; disposed to

assessment; engaged as change agents in theirschools and communities; sensitive andresponsive to individual and cultural differences;and accountable for positive student outcomes.

The unit adheres to the philosophy thatexemplary educators are developed in institutionswherein: professional programs are consistentwith state and national standards of excellenceand there is coherence across curriculum,instruction, and field and clinical experiences;inquiry, reflection, research and assessmentresult in continuous professional growth anddevelopment; commitment to professional andschool/community engagement is modeled andsupported by faculty, mentors, candidates andothers in the educational milieu; individualdifferences and diversity are valued ascornerstones of a democratic metropolitansociety; and emphasis is placed on professionalaccountability for student growth anddevelopment.

CONTACT INFORMATION

UndergraduateAdmissionsKevin Kucera, Associate VPEnrollment Services - MS 3132801 W BancroftToledo, OH [email protected]

GraduateAdmissionsDr. Constantine TheodosiouInterim Dean of GraduateSchool - MS 9332801 W BancroftToledo, OH 43606-3390419-530-4968constantine,[email protected]

TeacherEducationDr Thomas J Switzer, DeanCollege of Education - MS 9142801 W BancroftToledo, OH 43606-3390419-530-2026 (phone)419-530-7719 (fax)[email protected] (E-mail)

Internet

www.utoledo.edu




Asian (0.72%)

Hispanic (2.61%)




White (81.38%)






� Minimum GRE analytical score . . . . . . . . . . . . . . . . . . . . . . 0 . . . . . 0






� Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.7 . . . 3.0






Asian (0.73% )

Hispanic (1.09%)




White (93.80%)





Asian (2.88%)

Hispanic (1.44%)




White (87.77%)


The University of ToledoThe University of Toledo

Program HighlightsThe professional education unit at The University of Toledostrongly supports community commitment and engagement inits many forms.

Community activities range from memberships on communityagency boards, to working with children’s athletic programs andassisting with the Ohio Reads program. This extensivecommunity involvement adds considerable depth to theinterchange between the University and the metropolitancommunity. It also adds depth and understanding to the unit’sprofessional education programs in that it provides faculty andstaff with a better understanding of the needs of students andeducators in local schools.

Finally, community involvement by unit faculty and staff providesmodels that candidates may carry with them regardless of whereand when they begin their careers in education. Many Universityof Toledo graduates in professional education seek to improvetheir own professional practice as a result of their engagementin community affairs.

Passage of Praxis II RequiredPrior to Program Completion� U/G Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . Content

� U/G AYA (7-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U/G Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U/G Intervention Specialist . . . . . . . . . . . . . . . . . . . . . . Content

� U/G Career-Technical Education . . . . . . . . . . . . . . . . . . . Content

� U/G Early Childhood Education (PK-3) . . . . . . . . . . . . . . . Content


The University of ToledoThe University of Toledo





ART CONTENT KNOWLEDGE 10 9 90%BIOLOGY CONTENT KNOWLEDGE 3 NC NCCHEMISTRY CONTENT KNOWLEDGE 1 NC NCEARLY CHILDHOOD EDUCATION 2 NC NCEDUCATION OF YOUNG CHILDREN 129 126 98%ENG LANG LIT COMP CONTENT KNOWLEDGE 12 10 83%FRENCH CONTENT KNOWLEDGE 1 NC NCMATHEMATICS: CONTENT KNOWLEDGE 8 NC NCMIDDLE SCHOOL ENGLISH LANGUAGE ARTS 23 22 96%MIDDLE SCHOOL MATHEMATICS 12 12 100%MIDDLE SCHOOL SCIENCE 11 9 82%MIDDLE SCHOOL SOCIAL STUDIES 29 28 97%MUSIC CONTENT KNOWLEDGE 6 NC NCPHYSICAL ED: CONTENT KNOWLEDGE 6 NC NCSOCIAL STUDIES: CONTENT KNOWLEDGE 10 9 90%SPANISH CONTENT KNOWLEDGE 5 NC NCOther Content Areas # Taking Praxis # Passing Praxis % Passing Praxis

HEALTH EDUCATION 6 NC NCTeaching Special Populations # Taking Praxis # Passing Praxis % Passing Praxis









Spring 2009



The University of ToledoThe University of ToledoPe

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Urbana University





Program DescriptionUrbana University is a small private university located in west central Ohio. The university has a commitment to liberal studies asstudents prepare for careers in both the professions and the arts and sciences. The institution is dedicated to continuousimprovement, which is evidenced by the many changes and updates that have occurred over the last few years. The University isregionally accredited by North Central Association and is currently participating in the AQIP process.

The College of Education & Allied Professions designs its programs and student activities around the tenets of its ConceptualFramework: Professionalism, Accountability, Building Community and Service. Students find Urbana to have a personal atmospherethat enables easy access to faculty and administration.

CONTACT INFORMATION

UndergraduateAdmissionsShawna Benson579 College WayUrbana, OH [email protected]

GraduateAdmissionsDr. Ruth Schumacher, PhD.579 College WayUrbana, OH [email protected]

TeacherEducationDr. Denise Boldman, PhD., Dean ofCollege of Education & Allied Professions579 College WayUrbana, OH 43078937-484-1340 (phone)937-484-1365 (fax)[email protected] (E-mail)

Internet

www.urbana.edu


Student Enrollment

� Total enrollment in teacher education . . . . . . . . . . . . . . . . . . . . . . . 339


Asian (0.59%)

Hispanic (0.30%)




White (93.79%)













� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 2.7






Asian (0.00% )

Hispanic (0.00%)




White (100.00%)





Asian (0.00%)

Hispanic (0.00%)




White (95.83%)


Urbana UniversityUrbana University

Program HighlightsThe Teacher Education Department within the College ofEducation and Allied Professions at Urbana University offersprograms of study in Early Childhood Education, MiddleChildhood Education, Adolescent and Young Adult Education,and Intervention Specialist: Mild to Moderate Disabilities at theundergraduate level. The 335 candidates that are fully admittedin these programs include post-baccalaureate candidates andreturning students gaining an additional license. Licensurecandidates are placed in field and clinical experiences in schooldistricts throughout a 14-county area surrounding theUniversity. Currently, Urbana University has an overall pass rateof 98 percent on the Praxis II assessments.

The College offers an advanced-study Master of EducationDegree in the area of Classroom Teaching. The 80 candidatescomplete a program of study that explores best practice throughclassroom study and research in the field. The final capstonethesis enables the candidates to conduct research in the areas inwhich they currently teach.


� U AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U Intervention Specialist . . . . . . . . . . . . . . . . . . . . . . . . . Content


Passage of Praxis II RequiredPrior to Program Completion� U Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� U AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� U Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT



Urbana UniversityUrbana University

























2-year approval


Spring 2009



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Ursuline College





Program DescriptionThe Education Unit of Ursuline College offers undergraduate and graduate programs in early childhood, intervention specialist:mild/moderate, middle childhood (language arts, mathematics, science and social studies), multi-age art, adolescent/young adult(language arts, mathematics, social studies and life science), and endorsements in reading, middle childhood generalist, andtechnology (graduate only).

The undergraduate program is available on a full-time or part-time basis. Graduate options include a site-based, one-year intensivemodel and a two-year, part-time model (both for degree holders seeking licensure in areas listed above, except technology), and off-campus programming for employed and certificated/licensed teachers (programs in reading master’s and endorsement, curriculumand instruction master’s, technology facilitation master’s with endorsement, and intervention specialist: mild/moderate master’s with

licensure). A master’s program in educationaladministration and the additional courseworkneeded for the administrator’s license also areoffered to degree holders.

CONTACT INFORMATION

UndergraduateAdmissionsSr. Patricia McCaffrey2550 Lander RoadPepper Pike, OH [email protected]

GraduateAdmissionsJo Mann2550 Lander RoadPepper Pike, OH [email protected]

TeacherEducationMary Jo Cherry, Ph.D.,Head of Education Unit2550 Lander RoadPepper Pike, OH 44124440-646-8147 (phone)440-646-8328 (fax)[email protected] (E-mail)

Internet

www.ursuline.edu




Asian (0.00%)

Hispanic (0.00%)




White (91.47%)




� Minimum GPA for professional education . . . . . . . . . . . . 2.75 . . . . NA


� Minimum GRE analytical score . . . . . . . . . . . . . . . . . . . . . NA. . . . 4.5








� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes




� Average number of student teaching hours required per week . . . . . 38.75









UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0




� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No





Asian (0.00% )

Hispanic (0.00%)




White (91.53%)





Asian (0.00%)

Hispanic (0.00%)




White (100.00%)


Ursuline CollegeUrsuline College

Program Description cont.Student-teaching formats vary according to licensure program.Undergraduate: one 16-week placement for those pursuinglicensure in early, middle, or AYA education; two eight-weekassignments in different settings for those pursuing multi-agevisual arts or intervention specialist: mild/moderate. Graduate:the intern model of the graduate program, including two 20-week placements in two settings; and the part-time graduateprogram which provides for multiple placements at the variousage levels. Varied program options allow the diverse needs ofcandidates to be met. Candidates focus on student learning,emphasizing the success of all students.

Our newest programs allow currently employed and certificatedlicensed teachers to pursue coursework off-campus, close totheir schools, one evening a week, finishing one course everyeight weeks.

Passage of Praxis II RequiredPrior to Student Teaching� U/G Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . Content

� U/G AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U/G Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U/G Intervention Specialist . . . . . . . . . . . . . . . . . . . . . . . Content

� U/G Early Childhood Education (PK-3) . . . . . . . . . . . . . . . Content

Passage of Praxis II RequiredPrior to Program Completion� U/G Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� U/G AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� U/G Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� U/G Intervention Specialist . . . . . . . . . . . . . . . . . . . . . . . . . . PLT

� U/G Early Childhood Education (PK-3) . . . . . . . . . . . . . . . . . . PLT

Program HighlightsFaculty members have participated in national conferences,presenting papers on topics such as improving the writing andresearch abilities of graduate students and Education Unitassessment strategies. Recent faculty contributions toprofessional literature include articles and chapters dealing withtopics such as: cultivating reflective inquiry and buildingprofessional learning communities; transformative curriculumleadership: inspiring democratic inquiry artistry; personal beliefsand values as a predictor of leadership style and behavior; anduniversal design and multiple literacies: creating access forstudents with disabilities.

Faculty members also have served on national and statecommittees including Ohio Association for Private Colleges ofTeacher Education, Ohio Confederation of Teacher EducationOrganizations (OCTEO), Council for Exceptional Children (CEC)(including serving as a national program reviewer), NotableBooks for a Global Society (reading and evaluating bookspublished in a given year, then creating a list of recommendedbooks that promote multicultural and global awareness), and asmembership chair of the International Reading Association SIG:Children’s Literature and Reading. Several faculty members haveserved as educational consultants in Jamaica.

Graduate students have conducted mini action research projectsand have written formal action research proposals on topics ofinterest, including recommendations for change in one’sclassroom practices and future research. Best practices includedin the programs are represented by a variety of methodologies,such as small and whole group discussions, interactions andprojects, field trips, arts-based instructional practices, reflectiveinquiry/inquiry artistry, on-going action research, going “public”with work, curriculum-technology-integration, and extensiveapprenticeship experiences to develop teaching skills.


Ursuline CollegeUrsuline College




























5-year approval


Spring 2008



Ursuline CollegeUrsuline CollegePe

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Program DescriptionThree distinctive features characterize the Division of Education at Walsh University: the commitment to Judeo-Christian ideals inprofessional practices; respect for the dignity of all learners and the potentials they represent; and the critical importance of service-learning.

Faculty and students enjoy close connections that characterize the best ideals of the Judeo-Christian traditions. The smallstudent/faculty ratio (15:1) enables students to develop caring, compassionate and supportive relationships in the interest ofaccommodating each pre-service teacher’s unique life experiences and academic needs. Intra-community relationships provide afoundation in which open communication, collaboration and creativity are manifest in the professional practices that our studentsapply and demonstrate in field and clinical experiences.

Believing that all learners have special needs, theDivision of Education fosters the positivedevelopment of each student’s knowledge, skillsand dispositions to enable each one to teach adiverse learning population effectively. EachWalsh University student is exposed to a widevariety of models of teaching, curriculum designsand diverse community connections inclassroom practices and in field experiences.

CONTACT INFORMATION

UndergraduateAdmissionsBrett Freshour2020 East Maple StreetNorth Canton, OH [email protected]

GraduateAdmissionsBrett Freshour2020 East Maple StreetNorth Canton, OH [email protected]

TeacherEducationJean A. DeFazio, Ph.D., Chair2020 East Maple StreetNorth Canton, OH 44720330-490-7332 (phone)330-490-7326 (fax)[email protected] (E-mail)

Internet

www.walsh.edu

Walsh University




Asian (0.24%)

Hispanic (0.73%)




White (89.05%)











� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes


� Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.7 . . . 3.0






Asian (0.00% )

Hispanic (0.00%)




White (100.00%)





Asian (0.00%)

Hispanic (0.00%)




White (0.00%)


Walsh UniversityWalsh University

Program HighlightsThere are several accomplishments of the Teacher PreparationProgram at Walsh University to note during the 2005-2006academic year. The Division of Education was awarded a grantto partner with Mount Union College and local middle and highschool mathematics and science teachers in Stark County toexamine current content and pedagogical knowledge to improveinstruction for pre-service teachers. The Division of Educationpartnered with five Teacher Education Academies in Ohio tocreate and develop additional pathways to the teachingprofession. Upon successful completion of the programs, highschool seniors enrolled in Teacher Education Academies areeligible for college credit at partner institutions. In addition, theDivision of Education received national recognition from theNational Middle School Association for its Middle Childhoodprograms and from the Council of Exceptional Children for threeIntervention Specialist programs.

Close community connections create collaborations with localarea educators to design learning opportunities for pupils, pre-service candidates, cooperating teachers and education facultyto promote learning cross-campus, P-16 learning. Some ofthese community collaborations include an after-schoolenrichment program, instructional support, technology-based

research aid and after-school tutoring programs. Distinctiverelationships with local school districts in model classroomscreate mentoring partnerships with master teachers in diversesettings. To provide additional guidance and support tostudents, the program provides them with a “pre-studentteaching” experience with the same cooperating teacher, thesemester before student teaching.

An active Education Club, Council for Exceptional Children, and aKappa Delta Pi honorary round out educational opportunities,further promote excellence and professional development, andencourage community service.


� U AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U Intervention Specialist . . . . . . . . . . . . . . . . . . . . . . . . Content



Walsh UniversityWalsh University






























5-year approval


Fall 2008



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Program DescriptionWilmington College, an institution with a heritage from the Religious Society of Friends (Quaker), has as our core values acommitment to community, diversity, excellence, integrity, peace and social justice, respect for all persons and service and civicengagement. These values inform the curricula and practices of our Education Department. We prepare teachers in the liberal artstradition, with an emphasis on knowledge of the content areas in which students are preparing to teach.

As teachers, Wilmington graduates are "reflective practitioners for peaceful schools." Our graduates build learning communities thatencourage active engagement and self-motivation in an environment of respect for diversity and celebration of the uniqueness of

each student. Wilmington College has aninternational focus which supports interestedstudents to perform their student teaching inEngland.

In addition, the College has a strong service-learning component. Numerous opportunities toserve are available, including building a house forHabitat for Humanity, feeding the homeless, orstudent-designed programs funded by theCollege. Education-related service activitiesinclude tutoring for reading, academics, Englishas a second language, and adult literacy. TheCollege motto is “Make a living, make a life,make a difference.”


Wilmington College

CONTACT INFORMATION

UndergraduateAdmissionsTina GarlandWilmington College1870 Quaker WayWilmington, OH [email protected]

GraduateAdmissionsTerry MillerWilmington college1870 Quake WayWilmington, OH [email protected]

TeacherEducationMartha S. Hendricks, Liaison to the StateWilmington College1870 Quaker Way Pyle Box 1293Wilmington, OH 45227937-382-6661 (phone)937-382-7077 (fax)[email protected](E-mail)

Internet

http;//www.wilmington,edu




Asian (1.14%)

Hispanic (0.00%)




White (96.87%)






� Minimum ACT score . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 . . . . . 1

� Minimum SAT Critical Reading score . . . . . . . . . . . . . . . . 200 . . . 200

� Minimum SAT Writing score . . . . . . . . . . . . . . . . . . . . . . 200 . . . 200

� Minimum SAT math score . . . . . . . . . . . . . . . . . . . . . . . . 200 . . . 200


� Minimum GRE quantative score . . . . . . . . . . . . . . . . . . . . 200 . . . 200

� Minimum GRE analytical score . . . . . . . . . . . . . . . . . . . . . . 0 . . . . . 0

� Minimum GRE verbal score. . . . . . . . . . . . . . . . . . . . . . . 200 . . . 200

� Minimum GRE total score . . . . . . . . . . . . . . . . . . . . . . . . 200 . . . 200





� Minimum Miller Analogies score . . . . . . . . . . . . . . . . . . . 200 . . . 200








� Number of faculty members who supervised student teachers . . . . . . . 17


� Full-time faculty in professional education who supervise

teacher preparation students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6




UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.75 . . . 2.75







Asian (0.00% )

Hispanic (0.00%)




White (98.91%)





Asian (0.00%)

Hispanic (0.00%)




White (86.96%)


Wilmington CollegeWilmington College

Program Highlights• Teacher education at Wilmington College features field

placement beginning at 100-level courses to ensure thatstudents are exposed to schooling and teaching early in theirprograms. Programs feature intensive and sustained fieldwork in a variety of settings, integrating up to 200 hours offield work before student teaching;

• Programs to become teachers with licenses in the VisualArts and Foreign Language Spanish have been reactivated;

• Students at Wilmington College can minor in athleticcoaching;

• Wilmington College has an annual children’s literatureconference;

• Wilmington College now offers graduate-level licensure inIntervention Specialist Mild-Moderate and Moderate-Severe.


Wilmington CollegeWilmington College


























2-year approval


Spring 2009



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Wittenberg University





Program DescriptionThe theme of the Teacher Education Program is “Educational Leaders for Constructive Social Change.” Our mission is to integrate theideals of moral responsibility, social consciousness and vocational commitment into the lives of teachers in such a way that theircharacter, competence and community involvement establish them as leaders for constructive social change.

The Teacher Education Program is designed to permit the student to meet the licensure requirements for teaching in the state ofOhio. Students may seek licensure in Early Childhood Education, Middle Grades Education, Special Education and many secondaryareas of teaching.

CONTACT INFORMATION

UndergraduateAdmissionsBrad PochardAdmissions OfficeWittenberg UniversitySpringfield, OH [email protected]

GraduateAdmissionsStefan Broidy, Ph.DWittenberg UniversityP.O. Box 720Springfield, OH [email protected]

TeacherEducationKathryn Calabrese, Ph.D, EducationDepartment ChairWittenberg UniversityEducation DepartmentSpringfield, OH 45501-0720937-327-6417 (phone)937-327-6418 (fax)[email protected] (E-mail)

Internet

www.wittenberg.edu




Asian (0.00%)

Hispanic (0.57%)




White (95.45%)




� Minimum GPA for professional education. . . . . . . . . . . . . . NA. . . . 3.0

� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes


� Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0


� Successful completionof internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . NA

� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. . . . Yes





Asian (0.00% )

Hispanic (0.00%)




White (96.20%)





Asian (0.00%)

Hispanic (0.00%)




White (96.55%)


Wittenberg UniversityWittenberg University

Program HighlightsWorking in area schools continues to be a strong componentof Wittenberg’s teacher preparation program. This type ofcollaboration illustrates the theme of Educational Leaders forConstructive Social Change. In 2005-2006, the Universitycontinued its partnership with selected urban schools thathosted field experiences for a great many of Wittenberg’sstudents. Further, university faculty collaborated with teachers atrural and suburban schools to develop experiences that will helpeach of our teacher candidates succeed with students comingfrom a diverse range of backgrounds. Our students begin theirfield work in their first education course and continue to havesupervised field experiences in each course of their program.

Also, early in the program, teacher candidates take courseworkon integrating the arts across subject areas. The program


Wittenberg UniversityWittenberg University

emphasizes designing and implementing lessons that speakto the interests and needs of students as well as appropriateacademic content standards.

In the undergraduate program, practitioners teach some ofthe content methods courses. These courses help candidatesdevelop strategies for teaching in particular subject fields.These courses immediately precede student teaching, providingconnections between academic content standards and studentteaching responsibilities.

During the 2005-2006 year, Wittenberg offered its Master of Artsin Education degree program for the fifth year. Some coursesare designed and taught by master teachers who have beenappointed as teaching associates. The program is designed foreducators committed to best practice and classroom teaching.





























Spring 2008



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Program DescriptionFaculty and staff in the Department of Education work closely with members of other departments and programs on campus, andwith area teachers and administrators, to provide a quality teacher education program strongly influenced by a liberal artsphilosophy. The teacher education curriculum is enriched by the College’s commitment to providing opportunities for students toenhance their writing skills, quantitative reasoning abilities, cultural perspectives and religious ideals. In addition, members of theDepartment collaborate with teachers and administrators in local schools, supporting teaching and learning opportunities for pre-service and in-service teachers and for school-aged children and their families.

The Department of Education’s mission is to provide opportunities for its teacher candidates to learn and teach within a liberal artsenvironment that values independence, leadership, justice and tradition. The teacher education program prepares effective and

competent educators for work in classrooms,schools and a variety of educationalcommunities. The Department recognizes thatthis preparation is provided in collaboration withall academic programs at Wooster.


The College Of Wooster

CONTACT INFORMATION

UndergraduateAdmissionsDerek GueldenzophThe College of WoosterGault AdmissionsWooster, OH [email protected]

TeacherEducationAlison H. Schmidt, Chair,Associate ProfessorDepartment of Education930 College MallWooster, OH 44691330-263-2303 (phone)330-263-2276 (fax)[email protected] (E-mail)

Internet

www.wooster.edu




Asian (0.00%)

Hispanic (0.00%)




White (88.10%)



� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes

� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes













UG� Minimum GPA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5



� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes




Asian (0.00% )

Hispanic (0.00%)




White (93.33%)





Asian (0.00%)

Hispanic (0.00%)




White (100.00%)


The College of WoosterThe College of Wooster

Program HighlightsMembers of the teacher preparation program at Wooster wereinvolved in program review and assessment throughout the2005-2006 academic year. Faculty continued to work closelywith area teachers and administrators on strategies foraddressing the needs of diverse student populations andeffectively integrating technology in developmentally appropriateways. Candidates involved in methods courses worked closelywith faculty members to demonstrate their understanding ofprofessional standards using electronic portfolios. Facultymembers in the Department presented papers and workshops ina variety of different forums including the Society forInstructional Technology in Teacher Education (SITE), theAssociation of Teacher Educators and the American Associationof Colleges of Teacher Education (AACE).

Passage of Praxis II RequiredPrior to Program Completion� U Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . PLT & Content

� U AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT & Content

� U Multi-Age (PK-12). . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� U Intervention Specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . PLT



The College of WoosterThe College of Wooster


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2-year approval


Spring 2008




Wright State University





Program DescriptionTeacher Preparation: The College of Education and Human Services (CEHS) offers more than 50 majors in pre-K-12 educationleading to provisional licensure in Ohio. Master’s degrees are offered in many areas of specialization: an Educational Specialistprogram in school administration, a school counseling program and a post-baccalaureate program for licensure candidates who wishto practice the art and science of teaching in the classroom for an entire school year.

Student Characteristics: The College of Education and Human Services has a total enrollment of 2,389 students; 46 percent areenrolled in graduate programs. The majority of students are female, “nontraditional” age, commuter students. The average

undergraduate grade-point average (GPA) of astudent admitted to a teacher education programwas 3.22, with the average GPA for admittedgraduate students at 3.41.

CONTACT INFORMATION

UndergraduateAdmissionsCathy DavisWright State Universtiy3640 Col Glenn HwyDayton, OH [email protected]

GraduateAdmissionsJerry MalickiWright State Universtiy3640 Col Glenn HwyDayton, OH [email protected]

TeacherEducationDr. Gregory R. Bernhardt, DeanWright State Universtiy3640 Col Glenn HwyDayton, OH 45435937-775-2822 (phone)937-775-4855 (fax)[email protected] (E-mail)

Internet

http://www.cehs.wright.edu


Student Enrollmen� Total enrollment in teacher education. . . . . . . . . . . . . . . . . . . . . . 1,247


Asian (0.62%)

Hispanic (0.70%)




White (94.44%)












� Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes. . . . Yes













UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 . . . 3.0







Asian (0.55% )

Hispanic (0.83%)




White (92.29%)





Asian (1.72%)

Hispanic (0.00%)




White (91.38%)


Wright State UniversityWright State University

Program Description cont.Admission Requirements: Undergraduate admissionrequirements include the completion of 45 quarter hours with aminimum 2.5 GPA, a writing sample and an interview with afaculty advisor. Undergraduates also must demonstratesuccessful scores on the Praxis I basic skills test in reading,writing and mathematics. In addition to the formal applicationprocess described above, requirements for admission to agraduate program include a 2.7 GPA and successful scores onthe content area, Praxis II specialty area exam(s).

State Approval and Accreditation: The Teacher PreparationProgram at Wright State University is approved by the OhioDepartment of Education (ODE) and is accredited by the NationalCouncil for Accreditation of Teacher Education (NCATE).

Passage of Praxis II RequiredPrior to Entering Program� G Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . . . Content

� G AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

� G Multi-Age (PK-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . Content

Program Highlights• Four Wright State education graduates have been named

Ohio Teacher of the Year in the last 13 years. Recognition atstate and national levels include: three recipients of theChrista McAuliffe Fellowship; the Ohio Governor’s LeadershipAward; ODE Family Partnership Award; Disney’s AmericanTeacher Award; the Milken Family Foundation NationalEducator Award; and the Presidential Award for Excellence inScience Teaching;

• Thirteen WSU faculty hold joint appointments among theColleges of Education and Human Services, Liberal Arts, andScience and Mathematics. This collaboration has contributedto:

• The nationally recognized Creating Laboratory Access forStudents in Science (C.L.A.S.S.) Project, a uniqueprogram designed to bring teachers together withstudents with disabilities and demonstrate how teacherscan adapt science classes for students with special needs;

• Regional initiatives designed to provide opportunities forthe educational community to work together to addressconcerns related to the teaching and learning of scienceand mathematics in Ohio, such as the Model SchoolsScience and Mathematics Initiative, the West Ohio EXCELCenter for Excellence in Science and MathematicsEducation, and Project SUSTAIN;

• WSU’s unique partnerships have contributed to our ability toincrease the subject matter knowledge and teaching skills ofmathematics and science teachers through our participationthe Mathematics and Science Partnerships Program and itsOhio Mathematics Academy Program (OMAP) and OhioScience Institute (OSCI);

• We have developed alternative teacher licensure programs(OCALP and CORE II) for mid-career professionals incooperation with the Montgomery and Clark CountyEducational Service Centers;

• WSU collaborates with schools, community colleges andhuman services agencies in the Miami Valley as part of theDiversity in Teaching and Teacher Education Initiative.


Wright State UniversityWright State University


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PRINCIPLES LEARNING & TEACHING 5-9 79 74 94%PRINCIPLES LEARNING & TEACHING 7-12 123 117 95%PRINCIPLES LEARNING & TEACHING ERLY CHLD 136 135 99%PRINCIPLES LEARNING & TEACHING K-6 7 NC NCAcademic Content Areas # Taking Praxis # Passing Praxis % Passing Praxis

ART CONTENT KNOWLEDGE 7 NC NCBIOLOGY CONTENT KNOWLEDGE 3 NC NCBUSINESS EDUCATION 11 11 100%CHEM PHYSICS AND GENERAL SCIENCE 2 NC NCCHEMISTRY CONTENT KNOWLEDGE 1 NC NCEARLY CHILDHOOD EDUCATION 8 NC NCEDUCATION OF YOUNG CHILDREN 135 135 100%ENG LANG LIT COMP CONTENT KNOWLEDGE 17 17 100%FRENCH CONTENT KNOWLEDGE 3 NC NCMATHEMATICS: CONTENT KNOWLEDGE 5 NC NCMIDDLE SCHOOL ENGLISH LANGUAGE ARTS 30 30 100%MIDDLE SCHOOL MATHEMATICS 34 34 100%MIDDLE SCHOOL SCIENCE 22 22 100%MIDDLE SCHOOL SOCIAL STUDIES 42 41 98%MUSIC CONTENT KNOWLEDGE 16 16 100%PHYSICAL ED: CONTENT KNOWLEDGE 19 16 84%SOCIAL STUDIES: CONTENT KNOWLEDGE 20 20 100%SPANISH CONTENT KNOWLEDGE 4 NC NCOther Content Areas # Taking Praxis # Passing Praxis % Passing Praxis

HEALTH EDUCATION 20 20 100%LIBRARY MEDIA SPECIALIST 2 NC NCMARKETING EDUCATION 1 NC NCTeaching Special Populations # Taking Praxis # Passing Praxis % Passing Praxis









Fall 2008




Xavier University





Program DescriptionThe School of Education offers teacher licensure programs approved by the State Board of Education and awards the Bachelor ofScience degree in the following areas: Early Childhood Education; Middle Childhood Education; Special Education; Athletic Training;Sport Management; Sport Marketing; Teaching Sciences; and Montessori Education. A professional education minor is offered to anundergraduate intending to achieve state licensure to teach at the pre-K or 7th- through 12th-grade levels.

The Master of Education, a professional degree,is designed to meet the needs of professionaleducators. The degree is awarded in thefollowing areas: School Counseling; CommunityCounseling; Montessori Education; ReadingEducation; Multicultural Literature for Children;Special Education; Sports Administration; andEducational Administration.

CONTACT INFORMATION

UndergraduateAdmissionsMs. Marianne BorgmannXavier University, Schott Hall - SecondFloor3800 Victory ParkwayCincinnati, OH [email protected]

GraduateAdmissionsMr. Roger BosseXavier University, Elet Hall 3123800 Victory ParkwayCincinnati, OH [email protected]

TeacherEducationDr. James Boothe, Acting DeanXavier University, Elet Hall 107A3800 Victory ParkwayCincinnati, OH 45207-6521513-745-2951 (phone)513-745-1052 (fax)[email protected] (E-mail)

Internet

www.xavier.edu




Asian (0.96%)

Hispanic (1.04%)




White (86.77%)


UG G�Minimum Undergraduate GPA . . . . . . . . . . . . . . . . . . . . . 2.7 . . . . NA








� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No














UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.7 . . . 2.8



� Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes . . . . No





Asian (0.51% )

Hispanic (0.00%)




White (99.44%)






Asian (0.00%)

Hispanic (1.03%)




White (92.31%)


Xavier UniversityXavier University

Program HighlightsThe professional education programs of Xavier University havethe University’s mission as their foundation. The mission is amajor component for teacher and professional educationpreparation programs.

“Xavier’s mission is to serve society by formingstudents intellectually, morally, and spiritually, withrigor and compassion, towards lives of solidarity,service and success.”

(University Catalog, 2006-2008)

In keeping with the Jesuit tradition, Xavier graduates arearticulate in word, critical in thought, and competent in theknowledge of skills and dispositions of their academicdisciplines and professional endeavors. As such, they excel inteaching, leading and serving their respective communities.Xavier graduates are serving children in their classroom and inleadership positions in public, private, community and parochialschools.

Passage of Praxis II RequiredPrior to Student Teaching� U/G Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . Content

� U/G AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . PLT & Content



� U/G Early Childhood Education (PK-3) . . . . . . . . . . PLT & Content

Passage of Praxis II RequiredPrior to Program Completion� U/G Middle Childhood (4-9) . . . . . . . . . . . . . . . . . . . . . . . . . PLT



Xavier UniversityXavier University









BIOLOGY CONTENT KNOWLEDGE 12 12 100%

























Approval based on ODE Standards TEAC

Pending


Pending



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Youngstown State University





Program DescriptionThe Beeghly College of Education serves northeast Ohio and western Pennsylvania as a primary provider of teacher education,counseling, developmental education and educational administration programs. The College seeks to promote academic excellence,foster intellectual growth and scholarship, and service the needs of the P-16 education community.

The Beeghly College of Education recognizes and accepts responsibility for promoting the educational ideals of a democratic anddiverse society for candidates, faculty, staff and the community. The College values and works toward strong linkages with the local

schools and the community through field-basedcandidate placements, in-service programs,professional consultations, partnerships,recruitment plans, assistance in policydevelopment, mentoring programs and schoolreform.

The College’s professional programs are definedwithin our conceptual framework, Reflection inAction. The mission of the College is to educatereflective practitioners and leaders who applytheir professional knowledge to contemporaryeducational practice.

CONTACT INFORMATION

UndergraduateAdmissionsSue DavisYSU - Office of AdmissionsOne University PlazaYoungstown, OH [email protected]

GraduateAdmissionsDr. Peter KasvinskyYSU - School of Graduate Studies andResearchOne University PlazaYoungstown, OH [email protected]

TeacherEducationDr. Philip Ginnetti, DeanBeeghly College of EducationOne University PlazaYoungstown, OH 44555330-941-3215 (phone)330-941-3216 (fax)[email protected] (E-mail)

Internet

www.ysu.edu




Asian (0.40%)

Hispanic (2.28%)




White (84.74%)





















UG G� Minimum GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.67. . . . 3.0








Asian (0.36% )

Hispanic (1.81%)




White (89.86%)





Asian (1.43%)

Hispanic (0.71%)




White (85.00%)


Youngstown State UniversityYoungstown State University

Program Highlights• To better serve our teacher, counselor, and administrator

candidates, the Beeghly College of Education wasreorganized into the following three departments: TeacherEducation; Counseling and Special Education; andEducational Foundations, Research, Technology andLeadership. This reorganization provides a more equitablebalance to the number of faculty and programs withindepartments and aligns programs that can work together forfurther growth.

• Counseling programs in the Department of Counseling andSpecial Education were reviewed by the Council forAccreditation of Counseling and Related Education Programsin May 2006. Dr. Victoria Kress coordinated the counselingfaculty self-audit and reports for this critical accreditationprocess and renewal was granted.

• TaskStream, a data management system, was implementedfor all teacher candidates in initial licensure programs in fall2005.

• The Shadow Program, Open House and other sponsoredvisits of high school students served as recruitmentinitiatives for increasing the diversity of our teachercandidates. Conversations with Central State continued inefforts to recruit minority doctoral candidates.

• The master’s degree program plus licensure inModerate/Intense Needs, with a focus on Autism SpectrumDisorders and Related Disabilities, was submitted andapproved by the Ohio Department of Education (ODE).

• Dr. Joyce Feist-Willis represented YSU in collaboration withseven Ohio institutions of higher education in thedevelopment of the Literacy Specialist endorsement that wassubsequently approved by the ODE.

• Special education faculty received a $30,000 SpecialEducation Personnel Development Advisory Committee grantentitled Reducing the Achievement Gap in Ohio:Implementing OISM to Prepare Graduates of YoungstownState University to Meet the Needs of All Students.

• Approvals from ODE for updates submitted for our P-12Multi-Age Licensure programs in Health (Dr. Kathy Akpom),Physical Education (Dr. Marcia Matanin), and French,Spanish and Italian (Dr. John Sarkissian) were granted.

Passage of Praxis II RequiredPrior to Student Teaching� U/G Middle Childhood (4-9). . . . . . . . . . . . . . . . . . PLT & Content

� U/G AYA (7-12) . . . . . . . . . . . . . . . . . . . . . . . . . . PLT & Content



� U/G Career-Technical Education. . . . . . . . . . . . . . . PLT & Content

� U/G Early Childhood Education (PK-3) . . . . . . . . . . PLT & Content


Youngstown State UniversityYoungstown State University




ART CONTENT KNOWLEDGE 5 NC NCBIOLOGY AND GENERAL SCIENCE 1 NC NCBIOLOGY CONTENT KNOWLEDGE 3 NC NCBUSINESS EDUCATION 4 NC NCCHEM PHYSICS AND GENERAL SCIENCE 1 NC NCCHEMISTRY CONTENT KNOWLEDGE 1 NC NCEARLY CHILDHOOD EDUCATION 77 76 99%EARTH SCIENCE CONTENT KNOWLEDGE 2 NC NCEDUCATION OF YOUNG CHILDREN 43 43 100%ENG LANG LIT COMP CONTENT KNOWLEDGE 22 22 100%MATHEMATICS: CONTENT KNOWLEDGE 4 NC NCMIDDLE SCHOOL ENGLISH LANGUAGE ARTS 18 18 100%MIDDLE SCHOOL MATHEMATICS 16 16 100%MIDDLE SCHOOL SCIENCE 22 22 100%MIDDLE SCHOOL SOCIAL STUDIES 16 16 100%MUSIC CONTENT KNOWLEDGE 21 21 100%PHYSICAL ED: CONTENT KNOWLEDGE 9 NC NCSOCIAL STUDIES: CONTENT KNOWLEDGE 20 20 100%SPANISH CONTENT KNOWLEDGE 3 NC NCOther Content Areas # Taking Praxis # Passing Praxis % Passing Praxis

FAMILY AND CONSUMER SCIENCES 1 NC NCHEALTH EDUCATION 3 NC NCTeaching Special Populations # Taking Praxis # Passing Praxis % Passing Praxis









Spring 2010



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Report on the Quality of Teacher Education in Ohio 2007

The Ohio Department of EducationSusan Tave Zelman

Superintendent of Public Instruction

Center for the Teaching ProfessionLouis Staffilino, Associate Superintendent

Cynthia Yoder, Executive DirectorMichele Lehman, Director

Office of Educator PreparationJohn Soloninka, Associate Director

25 South Front Street, Fifth FloorColumbus, Ohio 43215-4183

614-752-9447 (phone)

Visit theCenter for the Teaching Profession at:

www.ode.state.oh.us

25 South Front Street Columbus, OH 43215-4183

Jennifer L. SheetsMember At-LargePresident

Jennifer H. Stewart9thVice President

Lou Ann Harrold, 1stJohn R. Bender, 2ndSusan Haverkos, 3rdG. R. "Sam" Schloemer, 4thColleen D. Grady, 5thMichael Cochran, 6thHeather Heslop Licata, 7thDeborah Cain, 8thJane Sonenshein, 10thVirgil E. Brown, Jr., 11th

Members At-LargeRobin C. HovisStephen MillettEric C. OkersonEmerson J. Ross, Jr.Sue WestendorfCarl WickAnn H. Womer Benjamin

Ex Officio MembersSenatorJoy PadgettRepresentativeArlene J. Setzer

report on the quality of teacher education in ohi...report onthe quality of teacher education in...

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