Title II Report Card 2006-2007 CSU

College Of Education Chicago State University

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certification students; After School Matters Sports 37 program for elementary and ... urbanvisionsjournal.org since 2001; Cooperative Education Designation; ...

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Chicago State University Chicago, Illinois 2006-2007 Title II Report Card  CONTEXTUAL INFORMATION   Mission:Teacher Education Vision:  Initial certification programs, in accordance with the University mission and the mission of the College of • TheCollege of Education sees itself as a hub for educational networking where candidates come knowing Education, prepare diverse candidates to achieve the highly qualified status that will allow each candidate to that they are part of a learning community whose programs have consistently received NCATE accreditation secure employment and thrive in the following professional career avenues: teaching, technical and sup port and reached out to a diverse student community to offer them state-of-the-art degree programs to become po sition sin educational settings and administrative positions in education, busin ess,in du stryand go vernment highly qualified professionals, achieve their career goals, state licensure and be ready to serve in a global throug hcarefully selected learning experiences that heighten professional knowledge and skills and engage the society. College community in collaborative relationships with local, state, national and international institution s, •ort-term action plans g uide data-driven accou ntability measures and decisionLong-term strategic plans and sh organization san dagencies. making to improve programming, stuuality ofdent retention and graduation rates, use of resources and q services rendered.  •octoral programs curricular plans, expansion efforts, delivery of learningThe undergraduate, graduate, and d Teacher Preparation Programs: experiences and accouowledge, skillsd breadth of knntability measures are rigorous and develop a depth an Initial certification programs at the undergraduate, post baccalaureate, and masters levels include the following: and dispositio nsexemplified in the Conceptual Framework, National Board for Professional Teaching Early Childho od;Elementary, Middle School, and Bilingual Elementary Education ;Special Education (LBS1); Standards, Specialty Professional Association Standards and Illinois Professional Teaching Standards. Secon daryBiolo g y,Business Education, Chemistry, English, Geography, History, Industrial Technolog y,•Faculty, students, staff and administrators unin developing andd process inv olvedderstand the function an Mathematics, and Physics; and K-12 Art Education, Music Education, Physical Education, and Spanish. working with inno vativeservice, research or funding projects and participate in these endeavors in varying roles for the benefit of the learning community.   Student Characteristics: Best Practices: •dents are noMost CSU students who commute.n-traditional or returning stu •A large percentage is first generation college attendees, married or single parents, who work and/or receive •School-based methods courses taught in Chicago and suburban schools give stud entsthe optop ortunity financial aid; approximately 60% are part-time students. apply theory, inno vativepractices and pedagogy in real school settings. •ne-third of the CSU student pop ulationMore than ois between the ages of 25 and 34. •Prior to stupervision of both schooldent teaching, all candidates participate in an internship under the su •The student bois ethnically diverse with a majority of African-Americans stud yden ts. and University faculty.Internships and student teaching are usually done in the same school. •CSUs minority students performed equal to or better than their counterparts in the rest of the state on •Can didatesenrolled in field-based internship programs teach lessons daily for two or more semesters and Certification Tests over the last ten years. receive feedback from school and University supervisors. •st-baccalaureate students.One-third of the candidates in initial certification programs are change-of-career po •professionally through systemic reflection, analytical journal writing, and e-portfolios.Can didatesdevelo p •Secon daryand K-12 education candidates complete a major in their area of specialization.  •g y..Eight College computer laboratories provide hands-on experiences in the use of technolo Admissions Requirements: •blic School (CPS) teachersuth-side Chicago Puurce Center serves soNational Board Certification (NBC) Reso and CSU teacher graduates teaching in the CPS to improve NBC Teacher minority recruitment. Admission to Teacher Education Program:  •for the Certification Tests of Basic Skills, SubjectStudents participate in practice tests and review workshop s •ursework required in the education programCumulative GPA of 2.5 in all co Matter Knowledge, and Assessment of Professional Teaching. •Completio no ursof all but 12 credit hof coursework in general education •Students receive web-enhanced curriculum and wireless access for learning. •of one letter of recommendatioSubmissio nsal recommendationn from the department and/or 1-2 person •Alternative pathway programs are offered, e.g., Teachers for Chicagoland (TFCL). projecting the students success as a teacher •Faculty members have developed partnerships, including: Project Nueva Generacion, a community, site- •Successful completion of the Illinois Certification Test of Basic Skills (for undergraduate students) and based program for training teachers; General Administration partnerships for elementary and high school CSU qualifyin gexamination sin English composition, mathematics, and reading teachers; Reading Specialist cohorts for elementary and high school teachers; distance learning program in Admission to Student Teaching:  Library Information and Media Studies; Child Studies program for Head Start staff and other Early •Admission to Teacher Education Childh o odco horts;Special Education cohorts in the south suburbs for certified teachers and initial •Minimum 2.5 GPA in all coursework satisfying program requirements and in each of the two areas of certification students; After School Matters Sports 37 program for elementary and high school students; professional education and area of specialization or concentration Teacher Quality Enhancement project with community college partners for developing standards-based •Review course for the Illinois Subject Matter Certification Examination curricula for middle grade educators; planned Cougar Academy for Teachers targeted toward Junior and •Successful field-based internship  Senior high school students aspiring to become middle school teachers; Urban Visions Journal at •Successful completion of Subject Matter Certification Test urbanvisionsjo urnal.orgsince 200 1;Co operativeEducatio nDesig nation;CISCO Certified Network  Administrator traininorts.g; and General Administration coh  Accreditation: •Accredited by the North Central Association (NCA) of Colleges and Schools Notable Features and Accomplishments: •uncil for the Accreditation of Teacher Education (NCATE) since 195 4Accredited by National Co •Over 65 graduates teaching in the CPS have been awarded National Board Certification since 1997 . •y the Illinois State Board of Education (ISBE)All programs approved for certification b •8 7.g since 19Over 28 CSU graduates have received the Golden Apple Award for Excellence in Teachin •ois institutions (57 total) accredited by NCATEOne of only 22 Illin •CSU students have received the Kohl, Golden Apple Scholar, and the Illinois Student Laureate Awards; •dards, are in full compliancen stannal professional associatioAll programs, with natio 56 Distinguished Educator Awards have been presented to alums and faculty since 200 3. •Ed.D. in Education Leadership approved in June 200 4b yIBHE and in April 200 5by NCA •nal, and international conferences.Faculty engages in research, publishin g,and presentations at local, natio •d to Type 7n 2/2/07 to ad5 Certificate for Doctoral studentsperintendent Endorsement oISBE approved Su •The College has a nationally recognized professional development partnership with three state recognized field-based programs, originally funded by the Joyce and MacArthur Foundations, and currently funded by the Illinois Board of Higher Education. •The College of Educatioblished then has purn alols JouIllinois Schosince 192 0. •0 teachers have graduated from alternative pathways to certification programs.Over 20

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Program Information for Chicago State University 2006-2007   S.1 Total number of students admitted into teacher preparation, all specializations, in 749 academic year 2007-2008 S.2Number of candidates in supervised student 160 teaching in academic year 2007-2008 S.3 Number of faculty members who  supervised student teachers: S.3A Full-time faculty in professional 17 education S.3B Part-time faculty in professional 3 education but full-time in the institution S.3C Part-time faculty in professional education, not otherwise employed by the 4 institution S.4Total faculty student teaching supervisors30 S.5 Student teacher/faculty ratio (Divide total 6.7:1 given in S.2 by the number given in S.4) S.6Ae number of student teachin The avera 32.5 hours per week S.6BThe total number of weeks of supervised 16 student teaching required S.7 Average total number of hours required520  