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Office of Professional Preparation & Licensure

Annual Report 2004-2005

Office of Professional Preparation & Licensure Annual Report 2004-2005

Purdue University College of Education Academic Services Office of Professional Preparation & Licensure ANNUAL REPORT July 1, 2004 through June 30, 2005 STAFF Teresa J. Espino Oakes, Director Kathryn A. Dietz, Licensing Advisor Emily E. Bramson, Licensing Advisor Audrey Wilson, Admission/Retention Clerk Brandy Jensen, Secretary Kyungnam Jeon, Graduate Assistant Sarah Elko, Graduate Assistant Megan Bailey, Office Assistant Nicole Drummond, Office Assistant Laura Ertmer, Seasonal Assistant Emilie Ertmer, Seasonal Assistant Timbre Newby, Seasonal Assistant

OFFICE OF PROFESSIONAL PREPARATION AND LICENSURE 2004-2005 ANNUAL REPORT

TABLE OF CONTENTS

Page

Staff .................................................................................................................................................................... 2

Introduction........................................................................................................................................................ 4

Summary Highlights for 2004-2005..................................................................................................................... 4

Teacher Education Programs ............................................................................................................................... 7

Transcript Evaluations ......................................................................................................................................... 8

Teacher Education Programs (Source: Purdue University Data Digest) ................................................................ 9

Enrollment/Gate Actions.................................................................................................................................... 10

Reasons for Denial............................................................................................................................................. 13

Praxis I: Pre Professional Skills Tests (PPST)

Academic Skills Assessment by Gender, Ethnicity, GPA ................................................................................... 16 Academic Skills Assessment for Admission to the Teacher Education Program/Licensure ................................. 17 PPST Scores PPST Success/Failure Rates

Computerized PPST Scores Computerized PPST Success/Failure Rates

Praxis II: Subject Assessments/Specialty Area Tests

Academic Skills Content Assessment for Retention in the Teacher Education Program/Licensure Scores ...................................................................................................................................................... 18 Success/Failure Rates ............................................................................................................................... 19

Program Completer Pass Rate Data.................................................................................................................... 20

School Leaders Licensure Assessment .............................................................................................................. 22

Recommendations for Licensure

License Recommendations (1995-2005)..................................................................................................... 23

Initial Licensure ......................................................................................................................................... 24

Original, Addition, Conversion to Professional, and Renewal..................................................................... 26

Transition to Teaching (TTT)..................................................................................................................... 28

Out-of-State Recommendations.................................................................................................................. 29

Summary of Survey Data

Teacher Education Program Exit Survey Data ............................................................................................ 30

Employer Survey Data ............................................................................................................................... 33


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Introduction The mission of the Office of Professional Preparation and Licensure (OPPL) is to provide service to all individuals who request assistance and information regarding Purdue University Teacher Education Programs and Indiana licensing for educators. OPPL objectives are to:

� provide information about teacher education programs at Purdue University; � provide friendly, knowledgeable, and expedient assistance to individuals who utilize OPPL

services; � develop and maintain communication regarding licensure standards and requirements with all

schools and departments of the University involved in teacher education programs; � assist in the administration of Purdue University Teacher Education Council activities; � monitor candidates’ status and progress in the Teacher Education Program and maintain

documentation of decisions and procedures used in the administration of teacher education programs;

� provide representation at local, state, and national meetings that involve teacher education and licensing issues;

� serve as a communication link for accreditation activities; and � develop and maintain professional relationships with the State of Indiana and other university

teacher education and licensing offices.

Summary Highlights for 2004-2005 Purdue University Teacher Education Assisted in conceptual and/or final approval or presentation/update of the following Teacher Education programs: Computer Education (Educational Technology), Early Adolescence Generalist-Science, English as a New Language, Generalist-Early and Middle Childhood (Elementary Education), Mathematics Education, Exceptional Needs (Special Education), Reading, Social Studies Education, Technology Education, World (Foreign) Languages-Russian Education, and Transition to Teaching. In November 2004, the Office of Professional Preparation and Licensure contacted May 2002 through August 2004 Purdue Teacher Education Program graduates who had not applied for the Indiana Teaching license. Approximately 120 graduates were identified and sent a letter encouraging them to apply for their licenses prior to the State’s deadline of July 1, 2006, for the issuance of original Rules 46-47 licenses. Implemented a process for approval of Certification Renewal Unit (CRU) programs offered through Purdue University, West Lafayette including alignment of documentation required by the State of Indiana. Processed admission and retention status of candidates on a timely ongoing basis. For the 2004-05 reporting period, a total of 1,447 Gate actions and 47 Phase actions were processed.

Admitted Denied Conditional Admission/Permission to Proceed

Gate A 482 179 8 Gate B 519 18 3 Gate C 203 31 4 Phase II 43 3 1

Processed 647 license applications, 216 evaluations, and 182 out-of-state recommendations on a timely basis.


5

Ongoing/Yearly Activities Presented information regarding the Indiana Professional Standards Board (IPSB), the National Council for Accreditation of Teacher Education (NCATE), the American Association of Colleges for Teacher Education (AACTE) and its Indiana affiliate (IACTE), and Title II reporting to the Purdue University Teacher Education Council (TEC) and submitted the IPSB/NCATE/AACTE and OPPL annual reports. Note: Effective July 1, 2005, the IPSB became the Division of Professional Standards under the Indiana Department of Education Participated at institutional, state, and national meetings and conferences regarding teacher education, accreditation, and licensing issues. Collected, compiled, and submitted data for the Title II report to the IPSB. Provided data for the teacher education page in the Purdue University Data Digest. Presented information and orientation to candidates in early field experience courses and student organizations to aid in their understanding of Teacher Education Program requirements. Provided information regarding teacher preparation, including the Transition to Teaching program, and licensing procedures to various entities and individuals; participated in Professional Development Days for Elementary Education and Early Childhood Education student teachers. Met with counselors/advisors/key staff of seven academic schools/colleges to communicate and collaborate on initiatives, policies, procedures, and other teacher education and licensing issues. Surveyed employers of Purdue University Teacher Education Program graduates in order to provide feedback to faculty. Continued web-based survey of Purdue University Teacher Education Program graduates and documented their responses in order to provide feedback to faculty for possible program revisions. Utilized the OPPL database to generate reports as requested by administrative staff and faculty. Prepared eligibility letters for program completers to present to potential employers. Continued to develop the OPPL and teacher education websites by monitoring use and effectiveness, completing updates and adjustments as needed. Continued to update and utilize the various listserves managed by OPPL, which included sending pertinent information regarding licensure, notices of application due dates, and testing requirements, and dates of the Teacher Education Council Special Cases Committee meetings. Continued more efficient data entry procedures for test score data reports sent by the Educational Testing Service. Continued to provide counselors and advisors website access for admission and retention status reports, including test score information. Continued to collaborate with various entities, e.g., Office of Information Technology, Office of the Registrar, Office of Institutional Research, etc., to develop ways for technology to improve effectiveness and efficiency of data entry and for streamlining tasks and increasing productivity.


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Created, reviewed, and revised various PowerPoint presentations utilized by OPPL staff. Utilized and maintained the OPPL office calendar for activities. Updated office manuals. Continued to review, consolidate, and purge office files and candidate records no longer needed. Participated in numerous technology training activities, e.g., FrontPage, Excel, PowerPoint, and Dreamweaver. Held an Academic Services retreat for staff in collaboration with the Office of Advising and Recruiting and Office of Field Experiences. Continued to provide courteous, friendly, and timely assistance for clients via telephone, electronic mail, written correspondence, and face-to-face interactions. Improved process of auditing candidates at the end of each semester, which led to an implementation of a more efficient auditing process.

Office Professional Preperation and Licensure Annual Report 2004-2005

7

PURDUE UNIVERSITY Teacher Education Performance-Based Programs

Initial Licensure (Purdue majors) of Professional Educators

*Offered as graduate program only TEC presented/approved Revised: 05/18/05

Content Areas: Instructional

Early Childhood

Middle Childhood

Early Adolescence

Adolescence Young

Adulthood

Career/Technical Education

• Agriculture 5/2/02 � �

• Family and Consumer Sciences (Consumer and Family Sciences) 4/29/03

� �

Communication Disorders (Speech, Language, and Hearing Sciences)* ASHA accredited

� � � �

Computer Education (Educational Technology) 5/4/04 � � � � English as a New Language Conceptual Approval 12/3/04 Exceptional Needs (Special Education)

• Mild Intervention 11/29/01 � � � �

• Mild and Intense Intervention* 5/10/05 � � � �

Fine Arts 5/2/02

• Visual Arts (Visual Arts/design emphasis) 3/12/03 � � � �

Generalist: Early Childhood 12/6/02 � Generalist: Early and Middle Childhood (Elementary Education)

5/10/05 � �

Gifted and Talented Education 12/06/02 � � � �

Health/Physical Education 11/28/00

• Health � �

• Physical Education � � � �

Language Arts (English Education) 5/2/02 � �

Mathematics � �

Reading 5/10/05 � � � �

Reading Specialist* program under development � � � �

Science (one or more areas)

• Chemistry 3/12/03 � �

• Earth/Space Sciences 2/5/01 � �

• Life Sciences (Biology Education) 5/2/02 � �

• Physics 3/12/03 � �

Social Studies (three or more areas) 2/21/02

• Economics � �

• Government and Citizenship � �

• Historical Perspectives � �

• Psychology � �

• Sociology � �

Technology Education 5/10/05 � �

World Language 4/29/03 • French �

• German �

• Spanish � Content Areas: Administrative

District Administrator* 5/2/02

• Superintendent � � � �

• Director of Exceptional Needs � � � �

• Director of Career/Technical 12/3/04 � � � �

• Director of Curriculum and Instruction � � � �

Building Level Administrator* 5/2/02 � � � �

Content Areas: School Services

Counselor * CACREP accredited � � � �

Office of Professional Preparation and Licensure Annual Report 2004-2005

8

TRANSCRIPT EVALUATIONS

RULES 2002 LICENSURE JULY 1, 2004 - JUNE 30, 2005

Transcript evaluations are completed for individuals who hold a bachelor’s or master’s degree and are interested in pursuing a Purdue University Teacher Education Program licensure area. In order to be eligible for an evaluation by the Office of Professional Preparation & Licensure, the person must meet the set GPA requirements for a licensure area. Official transcripts are reviewed by a licensing advisor to determine the courses which remain to be completed in a particular program area.

Content Area Number of Evaluations Career/Technical Education - Agriculture 6 Career/Technical Education - Consumer and Family Sciences 4 Communication Disorders (Speech Language Pathology) 0 Computer Education (Educational Technology) 0 English as a New Language Program under development 0 Exceptional Needs - Mild and Intense Intervention - Elementary 9 Exceptional Needs - Mild and Intense Intervention - Secondary 6 Exceptional Needs - Mild Intervention - Elementary 15 Exceptional Needs - Mild Intervention - Secondary 17 Exceptional Needs - Mild Intervention - Graduate (Initial) 1 Exceptional Needs - Mild and Intense Intervention - Secondary 2 Fine Arts (Visual Arts) 7 Fine Arts (Visual Arts – Design Emphasis) 2 Generalist -- Early Childhood -- Exceptional Needs 2 Generalist -- Early & Middle Childhood (Elementary Education) 10 Gifted and Talented Education 10 Health/Physical Education – Health Education 2 Health/Physical Education – Physical Education 1 Language Arts (English) 15 Mathematics Major Standard 11 Reading 0 Reading Specialist Program under development 0 Science - Chemistry 1 Science - Earth/Space Sciences 2 Science - Life Sciences (Biology) 9 Science - Physics 3 Social Studies - Economics 3 Social Studies - Government & Citizenship 11 Social Studies - Historical Perspectives 14 Social Studies - Psychology 5 Social Studies - Sociology 6 Technology Education 6 World Language (Foreign Language) - French 1 World Language (Foreign Language) - German 0 World Language (Foreign Language) - Spanish 4 Counselor 9 District Administrator - Superintendent 4 District Administrator - Director of Exceptional Needs 2 District Administrator - Director of Career and Technical Education 5 District Administrator - Director of Curriculum and Instruction 0 Building Level Administrator 11 TOTAL 216

Teacher Education Programs(for Fall in Academic Years 2000-01 through 2004-05) DATA DIGEST2 0 0 4 - 2 0 0 5

WEST LAFAYETTE

102Source: Office of Enrollment Management and Office of Professional Preparation and Licensure

2000-01 2001-02 2002-03 2003-04 2004-05Undergraduate Graduate1 Undergraduate Graduate1 Undergraduate Graduate1 Undergraduate Graduate1 Undergraduate Graduate1

Enrollment 2,288 523 2,222 550 2,171 590 2,018 598 1,888 569Enrollment By College/School:

Agriculture 103 96 83 88 79Consumer & Family Sciences 171 184 166 121 95Education 1,402 1,318 1,232 1,100 994Liberal Arts 407 419 463 474 481Science 174 174 170 160 165Technology 31 31 57 75 74Graduate1 523 550 590 598 569

Enrollment by Gender:Men 567 185 549 194 553 209 565 206 543 198Women 1,721 338 1,673 356 1,618 381 1,453 392 1,345 371Total 2,288 523 2,222 550 2,171 590 2,018 598 1,888 569Percentage Women 75.2% 64.6% 75.3% 64.7% 74.5% 64.6% 72.0% 65.6% 71.2% 65.2%

Enrollment By Race/Ethnicity:African American 33 25 28 23 39 27 30 27 23 34American Indian 17 3 10 4 12 7 7 5 5 7Asian American 21 3 19 5 19 5 19 12 17 11Hispanic American 47 7 38 6 40 7 35 11 32 11Subtotal Minority 118 38 95 38 110 46 91 55 77 63Percentage Minority 5.2% 7.3% 4.3% 6.9% 5.1% 7.8% 4.5% 9.2% 4.1% 11.1%White and Other 2,169 423 2,126 449 2,057 476 1,923 467 1,805 441International 1 62 1 63 4 68 4 76 6 65Percentage International 0.0% 11.9% 0.0% 11.5% 0.2% 11.5% 0.2% 12.7% 0.3% 11.4%

Degrees Awarded in Academic Year: 449 116 462 105 444 152 517 129 n/a n/aPost-baccalaureate Licensing Only2 31 22 27 26 n/aTransition to Teaching3 n/a -----3 n/a -----3 n/a -----3 n/a -----3 n/a -----3

Licenses Recommended:Initial 588 446 589 656 n/aAccomplished 31 23 55 23 n/aAdditions 56 49 40 42 n/aRenewals 372 295 345 260 n/a

1Graduate numbers include all majors in the College of Education.2Post-baccalaureate Licensing only includes those who completed a Teacher Education Program; it does not include those who completed a baccalaureate degree or higher while completing licensure requirements.

3Transition to Teaching is a state mandate to facilitate the transition of competent professionals in fields other than teaching into the teaching profession. There have been no program completers to date. Note: International count is based on fee residence.

ENROLLMENT/GATE ACTIONS JULY 1, 2004 - JUNE 30, 2005


Gate A = Admission to Teacher Education Program

Gate B = Permission to take Methods Courses/Retention in Teacher Education Program

Gate C = Student Teaching Eligibility

Gate D = Program Completion/Licensure

Content Area/Enrollment Numbers* Actions**Gate A Gate B Gate C Gate D

Admitted 15 32 16 15Conditional Admitted/Proceed 1 1 1 n/a

Enrollment Number: 79 Denied 7 3 0 0Total 23 36 17 15

Career/Technical Education - Admitted 5 8 15 13Consumer & Family Sciences Conditional Admitted/Proceed 1 0 0 n/aEnrollment Number: 37 Denied 5 1 0 0

Total 11 9 15 13Exceptional Needs Admitted 33 17 9 5Enrollment Number: 75 Conditional Admitted/Proceed 1 0 0 n/a

Denied 10 0 0 0Total 44 17 9 5

Fine Arts Admitted 22 24 15 13Enrollment Number: 94 Conditional Admitted/Proceed 1 2 2 n/a

Denied 8 0 2 0Total 31 26 19 13





Health/Physical Education: Health Admitted 17 24 2 0Enrollment Number: 22 Conditional Admitted/Proceed 0 0 0 n/a

Denied 16 0 0 0Total 33 24 2 0

*Enrollment numbers are only undergraduate students who may not yet be admitted to the Teacher Education Program at Gate A. Source: Office of Institutional Research

**Gate Actions include undergraduate and post-baccalaureate students who may be counted in more than one Gate and/or action.

n/a=Not applicable

Gates

Generalist - Early Childhood - Exceptional Needs

Generalist - Early and Middle Childhood (Elementary Education)

Career/Technical Education - Agriculture

10



Gate A = Admission to Teacher Education Program Gate B = Permission to take Methods Courses/Retention in Teacher Education Program






Language Arts Admitted 46 59 29 29Enrollment Number: 187 Conditional Admitted/Proceed 1 0 0 n/a

Denied 24 0 2 0Total 71 59 31 29

Mathematics Admitted 30 42 21 16Enrollment Number: 112 Conditional Admitted/Proceed 0 0 0 n/a

Denied 14 2 0 0Total 44 44 21 16

Science Education: Biology Admitted 9 5 5 0Enrollment Number: 23 Conditional Admitted/Proceed 0 0 0 n/a

Denied 5 2 1 0Total 14 7 6 0

Science Education: Chemistry Admitted 6 9 5 2Enrollment Number: 12 Conditional Admitted/Proceed 0 0 0 n/a

Denied 4 0 0 0Total 10 9 5 2

Science Education: Earth/Space Admitted 1 2 0 0Enrollment Number: 8 Conditional Admitted/Proceed 0 0 0 n/a

Denied 0 1 0 0Total 1 3 0 0

Science Education: Physics Admitted 6 3 1 1Enrollment Number: 9 Conditional Admitted/Proceed 0 0 0 n/a

Denied 0 0 1 0

Total 6 3 2 1


**Gate Actions include undergraduate and post-baccalaureate students who may be counted in more than one Gate and/or action.

n/a=Not applicable

Health/Physical Education: Physical Education

Gates

11



Gate A = Admission to Teacher Education Program

Gate B = Permission to take Methods Courses/Retention in Teacher Education Program




Social Studies Admitted 41 38 25 22Enrollment Number: 167 Conditional Admitted/Proceed 0 0 0 n/a

Denied 11 1 3 0Total 52 39 28 22

Technology Admitted 8 31 24 26Enrollment Number: 74 Conditional Admitted/Proceed 0 0 1 n/a

Denied 8 1 1 0Total 16 32 26 26

World Language Admitted 10 14 8 9Enrollment Number: 50 Conditional Admitted/Proceed 0 0 0 n/a

Denied 4 1 2 1Total 14 15 10 10

Total Enrollment: 1,887Total Gate Actions 669 540 332 238

**Gate Actions include undergraduate and post-baccalaureate students who may be counted in more than one Gate and/or action.n/a=Not applicable


Gates

12

REASONS FOR DENIAL GATES A-D

JULY 1, 2004 - JUNE 30, 2005


Program Area ReasonGate A Gate B Gate C Gate D

Low Major GPA 1 2Low Overall GPA 1Praxis I not submitted or successfully completed 5Unsatisfactory completion of Block II 1

Low Major GPA 1Low Overall GPA 1Low Professional Education GPA or D, F, or I in Prof. Ed. course 2Praxis I not submitted or successfully completed 2

Low Major GPA 1Low Overall GPA 2

Exceptional Needs Low Professional Education GPA or D, F, or I in Prof. Ed. course 2(Special Education) Praxis I not submitted or successfully completed 4

Unsatisfactory completion of EDPS 260 1

Low Professional Education GPA or D, F, or I in Prof. Ed. course 1 1Praxis I not submitted or successfully completed 7Praxis II not submitted or successfully completed 1

Low Major GPA 2Low Overall GPA 1 1Low Professional Education GPA or D, F, or I in Prof. Ed. course 1Praxis I not submitted or successfully completed 1Praxis II not submitted or successfully completed 2

Low Overall GPA 11 3Low Professional Education GPA or D, F, or I in Prof. Ed. course 2Praxis I not submitted or successfully completed 15Praxis II not submitted or successfully completed 15

Generalist: Early and Middle Childhood (Elementary Education)

Generalist: Early Childhood - Exceptional Needs

Career/Technical Education - Consumer & Family Sciences

Career/Technical Education - Agriculture

Fine Arts

Denial Actions

Note: An individual may be denied admission for more than one reason and on more than one occasion. 13


JULY 1, 2004 - JUNE 30, 2005



Low Major GPA 4Low Overall GPA 5Low Professional Education GPA or D, F, or I in Prof. Ed. course 1Praxis I not submitted or successfully completed 6

Low Major GPA 4 1Low Overall GPA 8Low Professional Education GPA or D, F, or I in Prof. Ed. course 5 2 1Praxis I not submitted or successfully completed 14Praxis II not submitted or successfully completed 1

Incomplete in a methods course 1Low Major GPA 3Low Overall GPA 8Low Professional Education GPA or D, F, or I in Prof. Ed. course 2Praxis I not submitted or successfully completed 11Praxis II not submitted or successfully completed 1

Low Major GPA 7 2Low Overall GPA 2Praxis I not submitted or successfully completed 5

Low Major GPA 4 2 1

Praxis I not submitted or successfully completed 1

Low Major GPA 2Low Overall GPA 1Praxis I not submitted or successfully completed 1

Science Education: Earth/Space Low Major GPA 1

Science Education: Physics Low Professional Education GPA 1

Language Arts

Health/Physical Education: Health Education

Science Education: Biology

Science Education: Chemistry

Denial Actions

Mathematics

Health/Physical Education: Physical Education



JULY 1, 2004 - JUNE 30, 2005



Low Major GPA 4Low Overall GPA 4 1 1Praxis I not submitted or successfully completed 3Praxis II not submitted or successfully completed 2Low Overall GPA 2Low Professional Education GPA or D, F, or I in Prof. Ed. course 1 1 1Praxis I not submitted or successfully completed 5

Low Major GPA 1Low Overall GPA 1 1Low Professional Education GPA or D, F, or I in Prof. Ed. course 1Praxis I not submitted or successfully completed 1Praxis II not submitted or successfully completed 2Unsatisfactory completion of Block I 1

Total 179 18 31 3

World Language

Technology

Social Studies

Denial Actions



Gender Number PercentMale 229 30.4%

Female 525 69.6%No Response 0 0.0%

Ethnicity Number PercentBlack 15 2.00%

Native American 2 0.27%Mexican American 12 1.60%

Asian 8 1.07%Puerto Rican 3 0.40%

Other Hispanic 2 0.27%White 705 94.13%Other 2 0.27%

*Frequency Missing=5

GPA Number Percent3.5-4.00 187 25.2%3.0-3.49 298 40.1%2.5-2.99 227 30.6%2.0-2.49 27 3.6%1.5-1.99 3 0.4%

Below 1.5 1 0.1%*Frequency Missing=11

Number Completing Praxis I by GPA

Number Completing Praxis I by Gender

PURDUE UNIVERSITYPraxis I: Academic Skills AssessmentsPre-Professional Skills Tests (PPST)

July 1, 2004 - June 30, 2005

Number Completing Praxis I by Ethnicity

16


Code Test Total # Mean Score Low Score High Score Qualifying0710 Reading 83 177.1 162 187 1760720 Writing 65 175.9 166 189 1720730 Mathematics 64 182.1 165 190 175

Code Test Total # Success # Success % Failure # Failure %0710 Reading 83 54 65.1% 29 34.9%0720 Writing 65 55 84.6% 10 15.4%0730 Mathematics 64 54 84.4% 10 15.6%

212 163 76.9% 49 23.1%

Computerized PPST Scores

Code Test Total # Mean Score Low Score High Score Qualifying5710 Reading 765 177.8 159 187 1765720 Writing 672 175.0 162 188 1725730 Mathematics 636 181.2 159 190 175

Code Test Total # Success # Success % Failure # Failure %5710 Reading 765 539 70.5% 226 29.5%5720 Writing 672 540 80.4% 132 19.6%5730 Mathematics 636 566 89% 70 11%

2073 1645 79.4% 428 20.6%TOTAL

TOTAL

PPST Success and Failure Rates

PPST Scores

Computerized PPST Success and Failure Rates

PURDUE UNIVERSITYPRAXIS I: ACADEMIC SKILLS ASSESSMENTS

PRE-PROFESSIONAL SKILLS TESTS (PPST)FOR ADMISSION TO TEACHER EDUCATION & FOR LICENSURE

JULY 1, 2004 - JUNE 30, 2005

17


Code Specialty Area Total # Mean Score Low Score High Score Qualifying Score011 Elementary Education:

Curriculum, Instruction, and Assessment 213 176.2 139 199 165

030 Biology and General Science (Middle School only) 1 690.0 690 690 560041 English Language, Literature, and Composition:

Content Knowledge 33 173.8 149 198 153

050 Technology Education (Industiral Arts) 11 657.3 610 720 590

061 Mathematics: Content Knowledge 25 158.2 119 181 136

081 Social Studies: Content Knowledge 32 172.9 147 198 147

091 Physical Education: Content Knowledge 28 159.3 136 177 150

120 Family and Consumer Sciences 14 632.9 570 680 540

133 Art: Content Knowledge 22 172.6 137 191 149

173 French: Content Knowledge 2 190.5 187 194 160

181 German: Content Knowledge 1 200.0 200 200 147

191 Spanish: Content Knowledge 8 167.8 156 185 159

235 Biology 16 164.8 142 185 154

245 Chemistry 7 180.1 158 197 151

300 Reading Specialist 185 539.2 390 720 370

321 Special Ed.: Mental Retardation 4 157.5 145 180 144

330 Speech Language Pathology 12 722.5 600 770 600

351 Special Ed.: Knowledge-Based Core Principles 2 155.5 154 157 136

353 Ed. of Exceptional Students: Core Content Knowledge 17 175.8 158 195 150

371 Special Ed.: Emotional Disturbance 1 162.0 162 162 139

381 Special Ed.: Learning Disabilities 2 133.0 129 137 139

439 Middle School: Science 1 199.0 199 199 137

530 Pre-Kindergarten Education 9 758.9 730 790 390

542 Exceptional Needs: Mild Intervention 19 176.3 156 200 156

550 Health Education 12 733.3 630 810 420

571 Earth Science: Content Knowledge 1 167.0 167 167 150Total 678

PURDUE UNIVERSITYPRAXIS II SCORES

JULY 1, 2004 - JUNE 30, 2005

18


Code Specialty Area Total # Success # Success % Failure # Failure %011 Elementary Education:

Curriculum, Instruction, and Assessment 213 181 85% 32 15%

030 Biology and General Science (Middle School only) 1 1 100% 0 0%041 English Language, Literature, and Composition:

Content Knowledge 33 32 97% 1 3%

050 Technology Education (Industiral Arts) 11 11 100% 0 0%

061 Mathematics: Content Knowledge 25 23 92% 2 8%

081 Social Studies: Content Knowledge 32 32 100% 0 0%

091 Physical Education: Content Knowledge 28 25 89.3% 3 11%

120 Family and Consumer Sciences 14 14 100% 0 0%

133 Art: Content Knowledge 22 21 95.5% 1 4.5%

173 French: Content Knowledge 2 2 100% 0 0%

181 German: Content Knowledge 1 1 100% 0 0%

191 Spanish: Content Knowledge 8 6 75% 2 25%

235 Biology 16 11 68.8% 5 31.3%

245 Chemistry 7 7 100% 0 0%

300 Reading Specialist 185 185 100% 0 0%

321 Special Ed.: Mental Retardation 4 4 100% 0 0%

330 Speech Language Pathology 12 12 100% 0 0%

351 Special Ed.: Knowledge-Based Core Principles 2 2 100% 0 0%

353 Ed. of Exceptional Students: Core Content Knowledge 17 17 100% 0 0%

371 Special Ed.: Emotional Disturbance 1 1 100% 0 0%

381 Special Ed.: Learning Disabilities 2 0 0% 2 100%

439 Middle School: Science 1 1 100% 0 0%

530 Pre-Kindergarten Education 9 9 100% 0 0%

542 Exceptional Needs: Mild Intervention 19 19 100% 0 0%

550 Health Education 12 12 100% 0 0%

571 Earth Science: Content Knowledge 1 1 100% 0 0%Total 678 630 92.9% 48 7.1%

PURDUE UNIVERSITYPRAXIS II: SUBJECT ASSESSMENTS/SPECIALTY AREAS TESTS

SUCCESS AND FAILURE RATESJULY 1, 2004 - JUNE 30, 2005

19

PURDUE UNIVERSITY PROGRAM COMPLETER PASS-RATE DATA

1999-2004


Type of Assessment 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004

Basic SkillsCOMMUNICATION SKILLS 100% *100% *100%GENERAL KNOWLEDGE 100% *100% *100%PROFESSIONAL KNOWLEDGE 100% *100% *100%PPST READING 99% 100% 99% 99% 95%CBT READING 97% 100% 99% 99% 100%PPST WRITING 99% 98% 99% 99% 98%CBT WRITING 100% 100% 99% 99% 98%PPST MATHEMATICS 98% 98% 99% 98% 97%CBT MATHEMATICS 95% 98% 98% 98% 98%COMPUTERIZED PPST READING 90% 92% 97%COMPUTERIZED PPST WRITING 100% 99% 99%COMPUTERIZED PPST MATHEMATICS 92% 94% 100%Professional KnowledgePRE-KINDERGARTEN EDUCATION 100% 100% 100% 100% 100%Academic Content AreasEDUCATION IN THE ELEMENTARY SCHOOL 100% 100% *100%ELEM ED CURR INSTRUC ASSESSMENT 100% 100% *100% 100% 98%EARLY CHILDHOOD EDUCATION *100%ENGLISH LANGUAGE AND LITERATURE *100%ENG LANG LIT COMP CONTENT KNOWLEDGE 96% 100% 100% 97% 100%MATHEMATICS 92% 100% *100% *100%MATHEMATICS: CONTENT KNOWLEDGE *100% 96% 100% 100%SOCIAL STUDIES: CONTENT KNOWLEDGE 100% 93% 100% 100%PHYSICAL EDUCATION 100% 100% *100%PHYSICAL ED: CONTENT KNOWLEDGE 100% 86% 94%ART EDUCATION *100% 100% *100%ART CONTENT KNOWLEDGE *100% *100% 100% 100%FRENCH *100% *75% *100%FRENCH PRODUCTIVE LANGUAGE SKILLS *100% *100%FRENCH CONTENT KNOWLEDGE *50% *100% *100%GERMAN *100% *50%SPANISH 85% 90%SPANISH PRODUCTIVE LANGUAGE SKILLS *33% *50% *71%SPANISH CONTENT KNOWLEDGE *67% *67% *71%BIOLOGY 100% 100% *100%BIOLOGY CONTENT KNOWLEDGE *100% 100% 100%CHEMISTRY *100% *100% *100%CHEMISTRY CONTENT KNOWLEDGE *100% *100% 100%PHYSICS *100% *100%PHYSICS CONTENT KNOWLEDGE *100% *100%

*Under 10 program completers

20

PURDUE UNIVERSITY PROGRAM COMPLETER PASS-RATE DATA

1999-2004


Type of Assessment 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004

Academic Content AreasREADING SPECIALIST *100% 100% 100% 100%GENERAL SCIENCE 100% 100% 100% 100% *100%EARTH/SPACE SCIENCE *100% *100%EARTH SCIENCE CONTENT KNOWLEDGE *100% *100%ECONOMICS *100% *100%GOVERNMENT/POLITICAL SCIENCE 100% *100%Other Content AreasTECHNOLOGY EDUCATION *100% 100% *100% *100% 100%FAMILY AND CONSUMER SCIENCES 100% *100% 100%HOME ECONOMICS EDUCATION *100% *100%SPEECH COMMUNICATION *100% *100% *100% *100% *100%PSYCHOLOGY 100% *100%HEALTH EDUCATION *100% 100% *100% *100% 100%SOCIOLOGY *100% *100%Teaching Special PopulationsINTRO TO THE TEACHING OF READINGED OF STUDENTS W/MENTAL RETARDATION *100% *100%SE STUDENTS W/MENTAL RETARDATION *100% *100% *100%SE KNOWLEDGE-BASED CORE PRINCIPLES *100% 100% 100% 100%EDUC. EXCEPTIONAL STUDENTS: CK *100% *100% *100%TCHG STUDENTS W/EMOTIONAL DISTURB *100% *100% *100%SE BEHAVIORAL/EMOTIONAL *100% *100% *100%TCHG STUDENTS W/LEARNING DISABIL 100% 97% 100%SE LEARNING DISABILITIES 96% 100% 100%

Program Completers submitted 443 505 489 485 537Program Completers found, matched, and used in passing rate calculations 427 495 476 483 532

*Under 10 program completers

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Code Test Total # Mean Score Low Score High Score Qualifying1010 SLLA 4 177.8 168 186 165*

Code Test Total # Success # Success % Failure # Failure %1010 SLLA 4 4 100% 0 0%

SLLA Success and Failure Rates

SLLA Scores

PURDUE UNIVERSITYSCHOOL LEADERS LICENSURE ASSESSMENTS (SLLA)

SCORES AND SUCCESS FAILURE RATESJULY 1, 2004 - JUNE 30, 2005

As of February 1, 2003, the School Leaders Licensure Assessment (SLLA) has been required to obtain an initial administrative license in Indiana (except for those individuals who had previously held another administrative license in Indiana or any other state). This initial administrative license is for Superintendent, Director of Exceptional Needs, Director of Career/Technical, Director of Curriculum and Instruction, and Building Level Administrator.

* Passing Score158 (until 12/31/04) and 165 (after 1/1/05) 22

LICENSE RECOMMENDATIONS 1995-2005


License Recommendations 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05Standard/Initial 342 490 360 425 537 588 437 601 502 565

Standard/Initial: Post-Baccalaureate/Licensing Only

n/a 6 13 24 19 21 13 16 23 16

Professional/Accomplished 23 36 29 34 20 29 23 51 23 54Additions 78 85 39 51 44 54 49 39 42 50Renewals 222 284 200 313 329 370 294 344 260 345

n/a= Not applicable

23


Content Area Number of RecommendationsCareer/Technical Education - Agriculture 13

Career/Technical Education - Consumer and Family Sciences 15Communication Disorders (Speech Language Pathology) 1Computer Education (Educational Technology) 0English as a New Language Program under development 0Exceptional Needs - Mild and Intense Intervention - Elementary 0Exceptional Needs - Mild and Intense Intervention - Secondary 0Exceptional Needs - Mild Intervention - Elementary 0Exceptional Needs - Mild Intervention - Secondary 1All Grade Major Mild Disabilities 4All Grade Major Seriously Emotionally Handicapped 1All Grade Major Severe Disabilities 3

Fine Arts (Visual Arts) 15Fine Arts (Visual Arts – Design Emphasis) 0Generalist -- Early Childhood -- Exceptional Needs 8Generalist -- Early & Middle Childhood (Elementary Education) 157Gifted and Talented Education 0Health/Physical Education – Health Education 3Health/Physical Education – Physical Education 15Language Arts (English) 32Mathematics Major Standard 23Reading 2Reading Specialist Program under development 0School Counseling 4Science - Chemistry 3Science - Earth/Space Sciences 4Science - Life Sciences (Biology) 2Science - Physics 1Science - General Science Primary 1Social Studies - Economics 3Social Studies - Government & Citizenship 4Social Studies - Historical Perspectives 8Social Studies - Psychology 1Social Studies - Sociology 0Social Studies - United States History Primary 14Social Studies - World Civilization Primary 4

The following information contains licensure data only for those who completed a Teacher Education program between July 1, 2004 and June 30, 2005. Eighty-two percent (82%) of 2004-05 Teacher Education program completers have beenrecommended for initial licensure as of June 30, 2005.

INITIAL INSTRUCTIONAL LICENSUREORIGINAL RECOMMENDATIONS FOR 2004-2005 PURDUE PROGRAM COMPLETERS

JULY 1, 2004 - JUNE 30, 2005

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Content Area Number of RecommendationsTechnology Education 19World Language - French 2World Language - German 0World Language - Spanish 6

Total 341

INITIAL INSTRUCTIONAL LICENSUREORIGINAL RECOMMENDATIONS FOR 2004-2005 PURDUE PROGRAM COMPLETERS

JULY 1, 2004 - JUNE 30, 2005(continued)

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RECOMMENDATIONS ORIGINAL LICENSURE

JULY 1, 2004 - JUNE 30, 2005

The following information contains data for Purdue Teacher Education program completers who received a degree, as well as for those who completed a post-baccalaureate, licensing-only program. Numbers include all individuals who requested a license between July 1, 2004 and June 30, 2005. Therefore, the data contains program completers of any year.

Instructional Number of Recommendations Career/Technical Education - Agriculture 18 Career/Technical Education - Consumer and Family Sciences 20 Communication Disorders (Speech Language Pathology) 14 Computer Education (Educational Technology) 0 English as a New Language Program under development 0 Exceptional Needs - Mild and Intense Intervention - Elementary 0 Exceptional Needs - Mild and Intense Intervention - Secondary 1 Exceptional Needs - Mild Intervention - Elementary 0 Exceptional Needs - Mild Intervention - Secondary 0 All Grade Major Mild Disabilities 8 All Grade Major Seriously Emotionally Handicapped 6 All Grade Major Severe Disabilities 6 Fine Arts (Visual Arts) 23 Generalist -- Early Childhood -- Exceptional Needs 12 Generalist -- Early & Middle Childhood (Elementary Education) 226 Gifted and Talented Education 0 Health/Physical Education – Health Education 9 Health/Physical Education – Physical Education 30 Language Arts (English) 47 Mathematics Major Standard 26 Reading 2 Reading Specialist Program under development 0 Science - Chemistry 4 Science - Earth/Space Sciences 7 Science - Life Sciences (Biology) 6 Science - Physics 1 General Science Primary Standard 1 Social Studies - Economics 6 Social Studies - Government & Citizenship 9 Social Studies - Historical Perspectives 9 Social Studies - Psychology 3 Social Studies - Sociology 0 Government Primary Standard 3 Sociology Primary Standard 1 United States History Primary Standard 25 World Civilization Primary Standard 6 26


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ADDITION, CONVERSION TO PROFESSIONAL AND RENEWAL

RECOMMENDATIONS ORIGINAL LICENSURE

JULY 1, 2004 - JUNE 30, 2005 (continued)

Instructional Number of Recommendations Technology Education 23 World Language - French 4 World Language - German 0 World Language - Spanish 9 TOTAL 565

School Services Number of Recommendations Counselor 7 TOTAL 7 Administrative District Administrator - Superintendent 7 District Administrator - Director of Exceptional Needs 1 District Administrator - Director of Career and Technical Education

1

District Administrator - Director of Curriculum and Instruction 0 Building Level Administrator 8 Director of Reading Standard 1 Instructional Supervision Standard 1 Elementary Administration and Supervision Standard 5 Secondary Administration and Supervision Standard 3 TOTAL 41

License Actions Number of Recommendations Addition 50 Conversion 54 Renewal 345 TOTAL 449 GRAND TOTAL 647


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RECOMMENDATIONS TRANSITION TO TEACHING

ORIGINAL LICENSURE JULY 1, 2004 - JUNE 30, 2005

In accordance with Indiana law, Purdue University Transition to Teaching (TTT) program is designed for individuals who have previously earned a degree and are interested in becoming elementary or secondary classroom teachers. This program is most appropriate for individuals who have experience in preschool to grade twelve or in other educational settings. The TTT secondary program also expects candidates to already have background in the content area s/he intends to teach. The applicant for elementary education must commit to 16 months of continuous study in this full-time program. During the initial fall semester and the following spring semester, teacher candidates spend time each week in a school and attend seminars. Teacher candidates complete experiences at both the lower and upper elementary grades. During the fourth semester, teacher candidates complete a student teaching internship that also includes seminar sessions. The candidates for elementary education began the TTT program in the fall of 2004. The elementary TTT program will cycle every two years. The TTT Partnership for Secondary Teacher Education at Purdue University is designed for “career changers” whose goal is to become licensed to teach in Indiana middle, junior high, and/or high schools. The candidates for secondary education programs began in the summer of 2005. The following information contains data for Purdue Teacher Education Transition to Teaching (TTT) program completers. There were no program completers in 2004-2005. Elementary 0 Secondary 0

OUT-OF-STATE RECOMMENDATIONS*JULY 1, 2004 - JUNE 30, 2005


STATE NUMBER OF RECOMMENDATIONSAlabama 3Alaska 0Arizona 0Arkansas 0California 1Colorado 11Connecticut 1Delaware 1District of Columbia 0Florida 0Georgia 3Hawaii 2Idaho 0Illinois 78Iowa 6Kansas 1Kentucky 6Louisiana 0Maine 0Maryland 0Massachusetts 2Michigan 0Minnesota 4Mississippi 0Missouri 8Montana 1Nebraska 0Nevada 0New Hampshire 0New Jersey 1New Mexico 0New York 0North Carolina 4North Dakota 0Ohio 0Oklahoma 0Oregon 2Pennsylvania 3Rhode Island 0South Carolina 3South Dakota 1Tennessee 9Texas 1Utah 1Vermont 0Virginia 12Washington 4West Virginia 0Wisconsin 11Wyoming 2Total Number of Out-of-State Recommendations 182

*May be program completers of any year

29


30

TEACHER EDUCATION PROGRAM EXIT SURVEY SUMMARY 2004-2005

The main purpose of the Teacher Education Program Exit survey is to identify the strengths and areas for improvement in the Purdue University Teacher Education Program and to provide feedback to faculty for possible program revisions. In November 2004 and April 2005, the Office of Professional Preparation and Licensure, in collaboration with the Office of Field Experiences, distributed the Teacher Education Program Exit Survey with instructions via the web to the Fall 2004 and Spring 2005 student teachers. Response rate for the surveys was comparable, although there were approximately twice as many student teachers in the spring than in the fall.

Fall 2004: 51% (Out of 167 student teachers, 85 responded.) Spring 2005: 52.5% (Out of 318 student teachers, 170 responded.)

A total of 255 student teachers responded for a return rate of 52.5 %. Approximately half of the survey respondents were Elementary Education majors. The other half were Secondary and All Grade Education majors. A small minority were Early Childhood and Special Education majors. The response rate increased to 52% in 2004-05 from 35% in 2003-04. Major findings from the surveys:

• Most of the respondents believed they were competent and well prepared for their student teaching experience. They were knowledgeable about the Indiana academic standards and used the standards in developing instructional activities.

• Respondents either were undecided or disagreed with the statement, “I was competent

to address the needs of students for whom English was not a first language.” Having more instruction and experience in working with English as a New Language (ENL) students was a predominant response.

• In addition to more ENL instruction, other areas in which respondents wanted more

devoted class time were lesson planning creation, technology integration, classroom management/discipline, behavior management strategies, and diverse learners’ instruction, i.e., working with special needs children, inclusion/ mainstreaming, gifted education, etc.

• Respondents wanted consistency throughout the program regarding how to write

lesson plans. Instead of presenting several lesson plan formats (which was noted as causing confusion), several thought it would be more helpful to learn lesson planning in a sequence, with lesson plans building upon each other.


31

TEACHER EDUCATION PROGRAM EXIT SURVEY

SUMMARY 2004-2005

(continued)

• Having the Theory into Practice (TIP)/field experience components early and often in the sequence of education classes was positively received; however, several responses indicated a need for clearer goals of what should be accomplished in the TIPs. Respondents thought active involvement, i.e., more hands-on opportunities in the classrooms, was more effective than observation.

• According to responses regarding significant contributions of the professional

education classes, EDFA 200 History and Philosophy of Education was ranked as the least contributing course.

• Several Secondary Education majors indicated that Blocks I and II were geared more

towards elementary education rather than secondary education.

• The EDPS 430 Creating and Managing Learning Environments course for elementary education majors (part of Block V) was rated very high. Respondents found this course very helpful. The EDCI 466 Integrated Curriculum in the Elementary School class (the other Block V course) was not received nearly as well.

• Elementary Education majors wanted additional time in the schools and opportunities

to teach immediately preceding student teaching (during Block V).

• Student teaching (Block VI for elementary education majors) and student teaching and methods (for all other majors) were received very favorably.

• The most frequent number of times that the respondents said they were observed

during student teaching by a university supervisor was six or more, with each visit lasting 30 minutes to one hour.

• There was overall satisfaction with academic advisors/counselors, university

supervisors, cooperating teachers, and school-based administrators and other school personnel.


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Descriptive Statistics of the Responses to the Survey Quantitative Questions

Question Number

Question Number

of responses Mean*

Standard Deviation

1 I was knowledgeable about the concepts and content I was asked to teach during my student teaching placement. 255 4.28 .713

2 My knowledge of how children learn and develop helped me to prepare learning opportunities. 255 3.96 .827

3 I understood student differences and was able to adapt instruction to meet the needs of diverse learners. 255 4.01 .758

4 I was prepared to use a variety of instructional strategies to encourage students' learning and problem-solving. 254 4.06 .800

5 My understanding of individual and group motivation and behavior allowed me to create a positive and active learning environment for my students.

253 4.04 .763

6 I was competent to use communication techniques to foster classroom inquiry and interaction. 254 4.11 .730

7 I was competent to plan instruction based upon the subject matter, my students, and the curriculum goals. 252 4.31 .679

8 I was able to use a variety of assessment strategies to evaluate my students' growth. 254 4.02 .807

9 I consider myself a reflective practitioner who actively seeks out opportunities to grow professionally. 255 4.55 .529

10 I was able to develop relationships with my school colleagues, parents, and the community to support my students during my student teaching placement.

254 4.41 .758

11 Prior to my student teaching placement, I was knowledgeable about the Indiana Academic Standards. 254 4.19 .944

12 I was competent to use educational technologies for teaching during my student teaching placement. 252 4.21 .725

13 I was competent to address the needs of students for whom English was not a first language. 254 3.09 1.072

14 I was competent to manage the classroom during my student teaching placement. 252 4.19 .854

15 TIPs (Theory into Practice/early field experiences) helped prepare me for my student teaching placement. 254 3.43 1.337

39 I was treated professionally by my academic advisor/counseling staff. 249 4.43 .816

40 My academic advisor was knowledgeable about the Teacher Education Program and university procedures. 249 4.03 1.118

41 My academic advisor was available. 249 4.22 .921

42 My academic advisor was responsive to my needs. 248 4.19 .969

44 The university supervisor was helpful. 247 4.40 .830

45 Contacts with the university supervisor during the student teaching (including seminars, group meetings, conferences, visits, telephone calls, and e-mail messages) were adequate.

247 4.37 .873

46 The feedback provided to me by the university supervisor was of high quality. 249 4.33 .935

47 The cooperating teacher was prepared to work with me. 249 4.58 .720

48 The cooperating teacher was helpful in my development as an effective teacher. 247 4.56 .798

49 School-based administrators and other school personnel assisted with matters outside the classroom (e.g., orientation, meetings, finding materials, counseling, etc.).

249 4.26 .888

50 The online student teaching application was easy to execute. 247 4.18 .772

51 I was treated professionally by the Office of Field Experiences staff. 246 4.09 .852 * The student teachers were asked to read each of the above statements and to indicate their degree of agreement with each of the statements using the following scale: Strongly Agree (5), Agree (4), Undecided (3), Disagree (2), Strongly Disagree (1)


33

TEACHER EDUCATION PROGRAM EMPLOYER SURVEY SUMMARY FALL 2004

The main purpose of the Employer Survey is to obtain employers’ views of the Purdue University Teacher Education Program graduates’ professional performance in the workforce and to provide feedback to faculty for possible program revisions. This survey was sent to 225 Indiana employers who had Purdue graduates as first-year teachers during 2003-04. These employers were identified by utilizing data from the 2003-04 Beginning Teacher Internship Program Report provided by the Indiana Professional Standards Board. Of the 225 surveys sent, 119 school principals responded for a return rate of 52.8%. Of these respondents, approximately half were elementary school principals. The majority of the principals (over 90%) were affiliated with public schools. Significant findings from the survey:

• Over ¼ of the respondents were undecided to the question whether the Purdue graduates addressed the needs of students for whom English was not a first language.

• Respondents indicated that personality was the most dominant qualification in hiring.

Other qualifications that prompted the school to hire the Purdue graduate were licensed area(s), professional preparedness as a teacher, and academic achievement.

• The majority of the respondents (63%) were not familiar with the First Year Teacher

Performance Assurance Program at Purdue University.

• There was overall satisfaction with the performance of the first year Purdue University graduate.

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