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Index of Standards in Institutional Report
Standard A: Professional Pedagogical Studies
Standard B: General and Content Studies
Standard C: Providing Clinical and Field Experiences
Standard D: Candidate Qualifications
Standard E: Monitoring and Advising on Candidate Progress
Standard F: Competence of Candidates
Standard G: Qualifications, Composition, and Assignment of the Professional Education Faculty
Standard H: Institutional Governance
Standards (with Details)
Standard A: Professional Pedagogical Studies
- A(1) The institution has high quality professional education programs that are cohesive, comprehensive, and based on research, theory, and accepted practice.
- A (2) The institution requires that candidates in teacher preparation programs complete a professional sequence of courses based on the components under 8710. 2000.
- A (3) Assessment and evaluation are integral components of the professional education sequence and are used to monitor teacher candidate performance program effectiveness.
Standard B: General and Content Studies
- B (1) The institution provides and requires candidates in teacher preparation programs to complete a program of general studies in the liberal arts and sciences equivalent to the requirements for persons enrolled in programs not preparing persons for teacher licensures.
- B (2) The institution provides programs that require candidates in teacher preparation programs to attain academic competence in the content that they plan to teach.
- B (3) The liberal arts curriculum of the institution incorporates multicultural and global perspectives.
- B (4) Teacher candidates can integrate general, content, professional, and pedagogical studies, as measured by teacher performance, and performance of the students they teach.
Standard C: Providing Clinical and Field Experiences
- C (1) The teacher licensure programs incorporate a broad range of ongoing clinical and field experiences that provide candidates opportunities to demonstrate the required skills and knowledge under part 8710.2000.
- C (2) Candidates have experiences with diverse populations, students with disabilities, and students of different ages under the direction of teacher education faculty in collaboration with school partners.
- C (3) Candidates work in the field and at the licensure level for which they are to be recommended for licensure.
- C (4) Each program is developed and implemented through collaborative school partnerships in which university faculty and school personnel share responsibility for planning, supervising, evaluating, and implementing the curriculum for candidates.
- C (5) School personnel hold valid Minnesota continuing licenses, or the equivalent, in the fields or specialization, and model good professional practice.
Standard D: Candidate Qualifications
- D (1) The institution recruits, admits, and retains candidates who demonstrate potential for professional success in schools.
- D (2) Multiple criteria and assessments are used to identify candidates for admission who have potential to become successful teachers.
- D (3) The institution has clearly stated and applied assessment procedures for the admission of transfer, nontraditional and post baccalaureate candidates into undergraduate and graduate teacher preparation programs.
- D (4) The institution actively recruits and has plans, policies, and practices for admission and retention of a diverse candidate population.
- D (5) The institution assesses and if appropriate gives credit to candidates for knowledge and skills acquired through prior academic preparation and teaching experiences that meet licensure.
Standard E: Monitoring and Advising on Candidate Progress
- E (1) The institution provides appropriate academic and professional advisement at a candidate's admission and throughout the candidate's professional education.
- E (2) The institution maintains specific criteria for admission and retention, and defined student appeals process.
- E (3) The institution maintains complete, accurate, and current records of candidates in teaching preparation programs.
- E (4) The institution uses authentic performance-based assessments and systematic procedures and timelines to determine whether candidates have the knowledge and skills needed to advance through the program.
- E (5) Criteria consistent with part 8710.2000 are used to determine candidate progress through each program.
- E (6) The institution requires that candidates successfully complete all Board of Teaching licensure assessments before recommending a candidate for teacher licensure.
- E (7) Publication and faculty advising provide candidates with clear information about institutional policies and requirements needed to complete professional education programs, the availability of social and psychological counseling services, and job opportunities.
Standard F: Competence of Candidates
- F (1) The unit provides evidence that licensure candidates demonstrate the skills and knowledge required under part 8710.2000.
- Table 10. Results of the Praxis PLT
- Table 11. Results of the Praxis Content Area Tests
- Table 12. Number of Student Teachers for Last Two Academic Years
- Table 13. Ratings of Cooperating Teachers for Domain 1 – Planning and Preparation
- Table 14. Ratings of Cooperating Teachers for Domain 2 – Classroom Environment
- Table 15. Ratings of Cooperating Teachers for Domain 3 - Instruction
- Table 16. Ratings of Cooperating Teachers for Domain 4 – Professional Responsibilities
- Table 17. Results of Alumni Survey
- Table 18. Ratings from Administrators Survey
- F (2) The unit demonstrates a systematic and comprehensive assessment design that is applied to all candidates throughout professional preparation.
- F (3) The unit establishes and publishes a set of criteria and outcomes for exit from each professional education program consistent with the standards of the Board of Teaching.
- F (4) The program's stated exit criteria and outcomes are assessed through the use of multiple sources of data, for example a culminating experience, portfolios, interviews, videotaped and observed performance in schools, standardized tests, and course grades.
Standard G: Qualifications, Composition, and Assignment of the Professional Education Faculty
- G (1) The unit ensures that all education faculty are qualified by academic preparation for the faculty member's current assignments and are actively engaged in the professional community.
- G (2) The unit assigns faculty qualified by academic preparation to support the teacher licensure programs.
- G (3) The unit actively recruits and has plans, policies, and practices for hiring diverse faculty.
- G (4) The workload allows the faculty to be involved in teaching, scholarship, service, and schools in monitoring, assessing, and advising candidate progress.
- G (5) The unit ensures that faculty who supervise field experiences are academically prepared and professionally experienced in a school setting.
- G (6) Any part-time and adjunct faculty and graduate students in teaching roles provide integrity, quality, and continuity of teacher preparation programs.
- G (7) Faculty and teaching in the unit are of high quality reflecting current research and best practice consistent with the curriculum goals of the program.
- G (8) Faculty and cooperating school personnel model and reflect the best practice in the delivery of instruction.
- G (9) Faculty use a variety of instructional strategies that reflect an understanding of different models and approaches to learning.
- G (10) Instruction encourages the candidate's development of reflection, critical thinking, problem-solving and professional dispositions.
- G (11) Teaching in the unit reflects knowledge and experiences with diversity and exceptionalities.
- G (12) The institution systematically evaluates the effect of faculty on candidate performance and fosters faculty professional development.
- G (13) The unit's faculty demonstrates knowledge, skills, and dispositions which model best professional practices, assessment, and scholarship.
Standard H: Institutional Governance
- H (1) The professional education unit is clearly identified and has primary responsibility for all programs offered at the institution for the licensure of teacher and other professional school personnel.
- H (2) Responsibility and authority for teacher preparation programs are exercised by a defined administrative and instructional unit, for example a department, division, school, or college education.
- H (3) The unit is directly involved in the areas of faculty selection, tenure, promotion, and retention decisions; recruitment of candidates, and curriculum decisions, evaluation, revision, and the allocation of resources for institution activities.
- H (4) The administrator of the defined unit is authorized to submit licensure program proposals for Board of Teaching approval and is responsible for administering licensure programs.
- H (5) The administrator of the defined unit is authorized to recommend for teacher licensure candidates who have completed the institution's teacher preparation programs.
- H (6) School faculty, candidates, and other members of the professional community are actively involved in the unit's policy making and advisory bodies.
- H (7) The unit has a long-rage planning process that is regularly monitored to ensure the ongoing vitality of the unit and its programs, and the future capacity of its physical facilities.
- H (8) The unit has sufficient financial resources and intuitional support to sustain teacher preparation programs.
- H (9) Facilities, equipment, and budgets are adequate to support the unit's missions and goals.
- H (10) Candidates and faculty have access to books, journals, and electronic information that support teaching and scholarship.
- H (11) Candidate and faculty have training in the access to current education- related technology.
- H (12) The unit has sufficient faculty and administrative, clerical, and technical staff to ensure the consistent delivery and quality of programs.