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[Admissions]
Admissions
Undergraduate programs are evaluated separately on their institutional characteristics and program admissions requirements. The final grade for each program is the higher of the two resulting grades.Undergraduate Standard Rubric:
Graduate and Non-Traditional Standard Rubric:
[ProgramDiversity]
Program Diversity
Two calculations are used to evaluate programs under this standard:1. A comparison of program enrollment to the existing state teacher workforce, and
2. A comparison of program enrollment to the local area population.
2. A comparison of program enrollment to the local area population.
Teacher Workforce Comparison
Data used:
- Percentage of teacher candidates of color enrolled in the program
- Percentage of teachers of color in the state teacher workforce
Data used:
- Percentage of teacher candidates of color enrolled in the program
- Percentage of persons of color in the local population
Scores under the two comparisons are calculated as follows:
Grades and comments are determined as follows:
Note: In instances where the teacher workforce or local population is > or = 95% and the reported enrollment for the program is 100% white programs are graded as an F, rather than a D, even though they are within 5 percentage points of the state teacher workforce.
[EarlyReading]
Early Reading
Programs are scored based on their coverage of the five components of reading instruction:- Phonemic awareness
- Phonics
- Vocabulary
- Comprehension
- Fluency
Using the rubric below, coverage of each component is determined to be adequate with the accumulation of at least 6 points within a single course.
The grades for non-traditional programs are determined as follows, and considers only what is required prior to candidates becoming teachers of record:
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A: Program requires coursework meeting the criteria for an A or B above and a passing score on an acceptable reading-specific licensing test.
B: Program requires coursework meeting the criteria for an A or B above or program requires a passing score on an acceptable reading-specific licensing test and coursework meeting the criteria for a C, D, or F above
C: Program requires a passing score on an acceptable reading-specific licensing test, but no coursework.
D: Program requires coursework that fails to meet the criteria for an A or B above.
F: Program either does not require coursework and a passing score on an acceptable reading-specific licensing exam is not required.
[ElementaryMath]
Elementary Math
Coming Soon[BuildingKnowledge]
Building Knowledge
Coming Soon[ClinicalPractice]
Clinical Practice
* Although research supports five observations, credit is given for a minimum of four instances of written feedback based on observations
Note: Two additional items are tracked that do not contribute to the overall grade: 1) the program's criteria for cooperating teachers (not part of the overall grade because often overlaps with the part of the standard that addresses mentor screening) and 2) whether the program requires candidates to take primary responsibility for planning and teaching for at least three weeks. These are not part of the overall grade because of lack of research to establish the exact number of weeks that are necessary.
[ClassroomManagement]
Classroom Management
Analysis focuses on five strategies of classroom management that have strong research support:- Establishing rules and routines
- Maximizing learning time
- Reinforcing positive behavior
- Redirecting off-task behavior
- Addressing serious misbehavior
Credit is given for the "Maximizing Learning Time" strategy is given if evaluation instruments refer to at least two of the four sub-strategies: pacing lessons appropriately, encouraging student engagement, managing class materials, and managing the physical setup of the classroom.