Northern Arizona University - College of Education

Northern Arizona University
College of Education
PO Box 5774
Flagstaff, AZ 86011-5774
(928) 523-2611

Board of Examiners (BOE) teams find the data in the nine attached tables very helpful as they make decisions about standards being met. Therefore, institutions are encouraged to include them in their institutional reports.

• Program Review Status
• Academic Rank of Professional Education Faculty
• Unit Pass Rate on Content Tests for Initial Teacher Preparation
• Unit Pass Rates on Content Tests for Other School Personnel
• Unit Assessment System: Transition Point Assessments
• Field Experiences and Clinical Practice by Program
• Faculty Demographics
• Candidate Demographics
• Demographics on Clinical Sites for Initial and Advanced Programs

The unit may include additional tables in the IR to make their case that standards are being met. Other tables that institutions include in the IR are:

• summaries of GPAs or follow-up studies in Standard 1
• summaries of changes made as a result of using data in Standard 2, Element 3
• scholarly productivity of faculty in Standard 5
• service activity of faculty in Standard 5

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OVERVIEW OF THE INSTITUTION

Table 1 - Program Review Status [top]

BOE teams need a context for their application of the NCATE standards. A very important part of the context is knowing all of the programs for education personnel offered and whether they are state approved or nationally recognized by NCATE and its specialty professoional associations. The information needed should be reported in Table 1.

Table 2 - Academic Rank of Professional Education Faculty* [top]

Another part of the unit context needed by BOE teams is the number of higher education faculty, including graduate assistants, who teach education courses, provide services to candidates (e.g., advising), supervise clinical experiences, or administer some portion of the unit. This table is very similar to Question B-5C on Part B on the AACTE/NCATE annual report.

 

STANDARD 1, ELEMENT 1

Table 3 - Unit Pass Rate on Content Tests for Initial Teacher Preparation [top]

Test scores should be presented in a table for each initial teacher preparation program for which the state has a licensure test. Please indicate the time period for which the data apply. Data should be presented for the past 1 to 3 years. The test scores in Table 3 are for content tests such as Praxis II. Test scores related to pedagogical and professional knowledge should be presented in the response to element 4 of the standard.

STANDARD 1, ELEMENT 2

Table 4 - Unit Pass Rates on Content Tests for Other School Personnel [top]

Test scores should be presented in a table for each program for the preparation of other school personnel in which the state has a licensure test. Please indicate the time period for which the data apply. Data should be presented for the past 1 to 3 years. The test scores in Table 4 are for content tests such as Praxis II. Other test scores should be presented in the appropriate element of the standard.

 

STANDARD 2, ELEMENT 1

Table 5 - Unit Assessment System: Transition Point Assessments [top]

One option for presenting assessments and when they are administered is the table below Additional programs and/or transition points should be added as necessary. Programs can be grouped together (e.g., secondary education or advanced programs) if the assessments are the same across all programs in that area.

 

STANDARD 3, ELEMENT 2

Table 6 - Field Experiences and Clinical Practice by Program [top]

Table 6 provides an overview of requirements for field experiences and clinical practices required in each program. Programs can be grouped together (e.g., secondary education or advanced programs) if the requirement are the same across all programs in that area. The first row has been completed as an example of the type of information that should be included in each cell.

 

STANDARD 4, ELEMENT 2

Table 7 - Faculty Demographics [top]

Data on the ethnic, racial, and gender diversity of professional education faculty should be presented in Table 7.

 

STANDARD 4, ELEMENT 3

Table 8 - Candidate Demographics [top]

Data on the ethnic, racial, and gender diversity of candidates preparing to work in schools and the students in the institution should be presented in Table 8.

 

STANDARD 4, ELEMENT 4

Table 9 - Demographics on Clinical Sites for Initial and Advanced Programs [top]

Data on the ethnic, racial, and gender diversity of students in the schools in which candidates do their field experiences and clinical practice should be presented in Table 9.