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About the College
Office of Institutional Research
Higher Education Opportunity Act – Reporting Requirements
Section 205 |
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Specific Item |
Response |
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goals and assurances |
The goal of the program is to prepare highly qualified teachers who can meet the demands of local districts. 100% of our graduating students pass the Washington Educator Skills Tests (WEST) and/or Praxis II tests. In addition, the program utilizes rigorous performance assessment and close collaboration with 20 partner school to ensure that the goals of the program are met. |
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pass rates and scaled scores on assessments used for teacher certification or licensure |
Pass Rates:
Pass Scores:
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criteria for admissions |
The following must be completed before applying to the Teacher Education Program.
The following application items must be submitted by the application deadline:
Applicants admitted to the program must complete these items before the program begins.
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number of students in the program |
For AY 2007-2008:
** The Music Education program is administered by the School of Music, independently of the College of Education |
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average number of hours of supervised clinical experience |
40 hours per week during supervised clinical experience weeks |
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number of full-time equivalent faculty and students in the supervised clinical experience |
For AY 2007-2008:
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total number of students who have been certified or licensed as teachers |
For AY 2007-2008:
** The Music Education program is administered by the School of Music, independently of the College of Education |
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in states that require approval or accreditation of teacher preparation programs, a statement of whether the institution’s program is approved or accredited and by whom |
The program is approved and accredited by the Office of the Superintendant of Public Instruction in Washington. The accreditation and approval process occurs every 5 years. |
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whether the program has been designated as low-performing by the state |
No. |
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description of the activities that prepare teachers to integrate technology effectively |
Technology is infused into the program by faculty who model effective integration of technology. For example, students use digital flip cams to capture their teacher so that it can be a subject of analysis. Instruction methods courses model and teach effective use of ‘smartboards’ and PCs. In addition, students participate in a separate but supplemental course. |
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description of the activities that prepare general education and special education teachers to teach students with disabilities effectively |
Faculty in teaching methods courses explicitly address meeting the instructional needs of special education students. The Special Education faculty are engaged in the design and continued maintenance of the program. They teach throughout the program. Specifically, both the elementary and secondary programs provide students with a Differentiated Instruction course taught by Special Education faculty. Additionally, the performance assessment used by the program determine whether or not candidates have met program competencies, includes assessments related to the needs of children with disabilities. |
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Section 206 |
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Specific Item |
Response |
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quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the secretary or by the state educational agency |
The College of Education has a goal of increasing the numbers of math, science, Special Education and ELL teachers from its program. Our goal is to produce 40 math/science teachers a year by 2011. Additionally, our goal is that that 40 (of our 80) Elementary teachers will add either the ELL/Bilingual Endorsement or a Special Education endorsement by 2011. |
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specific assurances to the secretary regarding the preparation including that they are being responsive to the needs of school districts in which the institution’s graduates are likely to teach |
The Teacher Education Program at UW is operated in collaboration with a network of 20 high needs partner schools situated in the five school districts that employ about 70% of our graduates. Decisions regarding program structure, curriculum and field experiences are negotiated in regular (monthly) meetings with representatives of these partner schools. |
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specific assurances that those training in special education receive adequate instruction in teaching core academic subjects |
Special education teacher candidates are required to complete academic training in the disciplines within which they will teach in accordance with Federal guidelines for Highly Qualified Teachers. |
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specific assurances that those training to be general education teachers receive training to teach to the needs of diverse populations |
Teacher candidates in general education have coursework related to culturally responsive teaching, working with English language learners, and special education. In addition, they complete four quarters of field work in one of our 20 partner schools situated in racially and culturally diverse, poverty-impacted communities. |
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