ANNUAL PROGRAM REPORT | ISBE HOME
Annual Program Report
Program Information
SESSION TIMEOUT RCDT: 65108536551 Name: National Louis University Institution: NATIONALLOUIS UNIVERSITY Academic Year: 2013 2014 Program: Mathematics PROGRAM INFORMATION This program has no (0) enrollment. Program Overall Structure 1 Provide a link to the course of study for this program, and indicate where this particular information may be found. Please include required fieldwork hours, clinical experience hours and student teaching hours tied to specific coursework within the course of study. (5000 character max) Link to traditional program course catalog page: http://nl.smartcatalogiq.com/en/20132014/UndergraduateandGraduateCatalog/Concentrations/SecondaryEducationConcentrations/Secondary EducationMATMathematicsConcentrationTraditionalProgram Link to alternative program course catalog page: http://nl.smartcatalogiq.com/en/20132014/UndergraduateandGraduateCatalog/Concentrations/SecondaryEducationConcentrations/Secondary EducationMATMathematicsConcentrationAlternativeCertification Link to resident teacher program course catalog page: http://nl.smartcatalogiq.com/en/20132014/UndergraduateandGraduateCatalog/Concentrations/SecondaryEducationConcentrations/Secondary EducationMATMathematicsConcentrationResidentTeacherProgram Link to course of study page: http://www.nl.edu/academics/colleges/nationalcollegeofeducation/ncecandidateperformance/coursesofstudy/ 2 Provide information concerning the edTPA: What have you learned thus far regarding implementation? Do you have any suggestions to facilitate edTPA reporting when it becomes consequential? (5000 character max) Candidates in ECE, ELE, SEC and SPE teacher preparation programs during the 20142015 academic year are preparing to successfully complete the edTPA in the Fall 2015 and thereafter. Candidates are currently completing assignments and key assessments aligned to the edTPA tasks in order to receive practice and guidance in preparation for taking the consequential edTPA assessment next year. Thus far we have learned that full implementation is very time intensive and involves nearly every department and function of the institution, not just candidates and faculty. Our Enrollment and Advising teams are working on getting information about edTPA to all teacher candidates. Our Outreach team is making connections to schools and districts to help them understand the new video requirement, and our Financial Aid team is working on ways for students to pay the new fees. Our deans and chairs will be developing plans for retake and remediation and how to compensate faculty for their work in these areas. In order to facilitate reporting, we will require a passing score on the edTPA before we will post a final grade for student teaching seminar. This will ensure that all candidates have taken the edTPA and we have recorded their scores. Based on the scores we have received for pilot edTPA submissions, we believe it would be helpful to receive copies of narrative comments from the scorers along with the rubric scores. 3 Describe how program faculty review assessment data throughout the program (content knowledge, pedagogical knowledge [specifically, instructional planning and candidate impact on student growth], clinical experience (this may include fieldwork and student teaching and dispositions). (5000 character max) NCE requires all of its programs to annually report, review, and reflect upon the data collected and aggregated from program key assessments which include assessment of: content knowledge, pedagogical content knowledge, instructional planning, candidate impact on student growth, clinical experience, candidate dispositions, diversity proficiencies, and technology proficiencies. Review of the data occurs throughout the academic year, at the end of each quarter and cumulatively at the conclusion of the academic year as program faculty views and analyzes the aggregated data from key assessments completed by their candidates. Comparisons are made from reviewing present and past data, especially examining areas where the data indicates that candidates are not fully meeting outcomes as expected at the mastery level. Additionally, data collected at transition points in the program are reviewed by faculty. Transition points refer to the benchmark experiences in the program where key assessments are implemented (beginning of program, middle of program and end of program). Reviewing assessment data at these transition points allows program faculty the opportunity to determine candidate outcomes related to performance and ongoing development toward the overarching goal of becoming an effective professional. Discussion and goal setting take place for setting up a plan for improving curriculum, instructional strategies, assignments, assessments and rubrics as well as program development as a means for assisting candidates in their continued development and growth as educators. In the autumn of the academic year, all NCE programs submit their annual program assessment reports to the NCE Assessment Committee which is comprised of a faculty from across the college who are trained in assessment practices. This committee reviews program assessment reports using a rubric that is designed to provide feedback to faculty in each program. Program faculty review the feedback and use it to assist in further refinement of key assessments and data analysis. 4 Provide an update of program changes from the previous academic year; which program changes, if any, were made/approved during the reporting period.(5000 character max)During the 2012/2013 academic year the secondary education program faculty redesigned all secondary education programs to meet the new ISBE licensure requirements to be enacted during the 2013/2014 academic year. The program changes are as follows: Precertification courses: 1. Combined FND 504 "History and Philosophy of Education" 2SH and SEC 502 "Methods and Materials for Teaching at the Secondary Level" 3SH courses into one: SEC 502 "Introduction to Secondary Education", 4SH course. 2. Increased the number of semester hours allocated towards the content methods course, in the case of math, SEC 514 "Teaching Mathematics in Middle and Secondary Schools" Postcertification courses: Instead of having "required" and "elective" courses for the completion of the masters degree after certification, we created 5 concentrations of elective pathways: Urban Education Teaching Learners for whom English is a Second Language (ESL) Middle Level Education Special Education Research and Data Analysis Each area of concentration requires 6SHs of studies. Please, see the specific courses listed assigned to the elective pathways below. Redesigned SECONDARY EDUCATION PROGRAM MAT Term I. SPE 500 Introduction to Exceptional Children and Adolescents 3 SH SEC 502 Methods and Materials for Teaching at the Secondary Level 4 SH Term II. SEC 514* Teaching Mathematics in the Secondary School 4 SH CIL505 Methods and Materials for Teaching ESL 3 SH (Before beginning Student Teaching, students must also complete certificate courses RLR540 and EPS 511 outside the cohort) Term III. SEC 590 C* Student Teaching in the Secondary School Mathematics 6 SH or (A required student teaching seminar meets a minimum of 5 times during student teaching.) To complete the MAT students will complete 6 semester hours of electives within 6 years of completing the first course in the MAT program. Choose from the following elective list. Electives must be within one program area only e.g. Special Education.
Urban Education ESL Middle Level Special Education Research/Data SEC525 CIL 500 MLE 500 SPE 501 ESR513 SEC527 CIL 510 MLE 502 SPE 506 EPS514
Delivery Mode: Traditional (facetoface) Online (50% or more of program is offered online) Alternative Route Please list all locations where the program was offered between 9/1/2013 and 8/31/2014. Location Chicago Partnerships, if applicable
Name of Contracted Entity Academy of Urban School Leadership (AUSL) CANDIDATE INFORMATION Number of candidates admitted to educator preparation program and enrolled between 09/01/2013 and 08/30/2014.
Traditional Online Alternative
Number of candidates 61 2
Number of candidates who completed the program between 09/01/2013 and 08/30/2014.
Traditional Online Alternative
Number of candidates 21 0 FACULTY INFORMATION Program Faculty: Faculty who teach professional education courses and all content faculty who teach methods courses. Do not include the faculty who teach prerequisites for major/minor/general ed courses.
Faculty Name Highest Degree What Field
Select Abigail Larrison Ed. D. Educational Leadership
Select Andrea Ghetzler B. Ed. Elementary Education
Select Anne Luering MS Educational Administration
Select Antonina Lukenchuk Ed. D. Educational Foundations and Inquiry
Select Barbara Gomez M. Ed. ESL 612
Select Barbara Greenberg MA Secondary School/Physical Science Methods
Select Carie Cohen M. Ed. LD/BD
Select Carlos Perez MS Education
Select Carol Gutekanst MS Education
Select Carolina Salinas MAT Teaching
Select Carrie Emrikson Ed. D. School Psychologist
Select Cheryl Lind Ed. S. School Psychology
Select Christopher Palmi M. Ed. Curriculum and Instruction
Select Claudia Katz Ed. D. Reading Specialist
Select Craig Kersemeier MA Education
Select Cynthia Comstock MS Teaching Engliah as a Second Language
Select Cynthia Mee Ph. D. Middle Level Education/Gender Studies, Media Stud
Select Dana Piraino MA Curriculum and Instruction
Select Daniel Morjavi MA Curriculum and Instruction
Select Deborah Faermark CAS Special Education
Select Diane German Ph. D. Speech
Select Diane Salmon Ph. D. School/Educational Psychology
Select Donna Wakefield Ph. D. Special Education
Select Douglas Harter MSW School Psychologist
Select Elaine Phillips MS Biology
Select Evelyn Jada M. Ed. Teaching and Learning
Select Ewa Karczmarz MAT Secondary Education
Select Harry Ross Ph. D. Secondary Education/ English/Language Arts
Select Ivan Alvarado MAT School Leadership
Select Jack Denny Ph. D. Secondary Education
Select Jason Stegemoller Ph. D. Curriculum and Instruction
Select Joan Bowers MS Educational Leadership
Select Joan Gross Ed. D. Instructional Leadership
Select John Hiliard M. Ed. General/Bilingual
Select Jon Baricovich M. Ed. Instructional Leadership
Select Jose Brevil M. Ed. Educational Leadership
Select Joseph Atria Ed. D. Educational Administration
Select Joy St. Pierre B. Ed. Social Work
Select Judy Pozdol MA Elementary Education
Select Kamau Rashid Ph. D. Educational Foundations
Select Karen Duhig M. Ed. Secondary Methods in Education
Select Karla Garjaka M. Ed. Educational Psychology
Select Kate Zilla Ph. D. Counselor
Select Kathleen Kotel M. Ed. Currciculum
Select Kathleen Neville M. Ed. Educational Therapy
Select Kathleen Valchuk MA Secondary Education
Select Kelly Baird Ph. D. Educational Leadership and Policy Study
Select Kim Militello MA Special Education
Select Kimberly Sammarco MAT Teaching
Select Laura Golden MAT Elementary Education
Select Laura Swartzbaugh Ph. D. American Studies
Select Lauren Keppler MS Education
Select Leah Miller MAT English as a foreign language
Select Lisa Marren MA Special Education
Select Mara Meyer MS Speech Hearing and Language Pathology
Select Margaret Bouchard Ph. D. Education
Select Margaret Gigous MA International Studies
Select Margaret Higgins MAT English
Select Margaret Mornar MA Teaching
Select Marjorie Leon Ph. D. Educational Psychology
Select Martha Evans Ed. D. Educational Administration
Select Max Riter MAT Education
Select Michael Troop Ed. D. Secondary Education
Select Michelle Mangold MA Curriculum and Instruction
Select Monica Petropoulos MA Educational Leadership
Select Nancy Hekkema MA School Psychologist
Select Nancy Naughten CAS Middle Level Education
Select Nancy Silverman MA Speech Language Pathology
Select Patricia Blanco M. Ed. Early Childhood Specialization
Select Patricia Burns M. Ed. Curriculum and Instruction
Select Patricia Van Slyke Ed. D. Special Education Department Chair
Select Patrick Schwarz Ph. D. Special Education
Select Paula Herron MA Science Education
Select Peter DiFrancesca M. Ed. Administration/Superintendent
Select Peter Pero MA Teaching
Select Rebecca Binks M. Ed. Reading
Select Renee Lundy M. Ed. Elementary Education
Select Renee Lundy MA Educational Administration
Select Richard Lange M. Ed. Secondary Education/Foreign Language Education
Select Richard Russo BS Kinesiology
Select Rick Wade Ph. D. Elementary Education
Select Robert Anzelde M. Ed. School Administration and Supervision
Select Rudy Puente Ed. D. Curriculum and Instruction
Select Sadia Warsi Ph. D. Education
Select Sandra Conrad MA Teaching
Select Sara Efron Ph. D. Research/Educational Foundations
Select Seema Imam Ed. D. Elementary Education
Select Shani BethHalachmy Ph. D. School/Educational Psychology
Select Sharon Giless Ed. D. Administration and Leadership
Select Shiela Trzcinka Ph. D. Educational Administration and Policy
Select Stella Gonzalez MS Education
Select Stephanie Poczos MAT Secondary Education/Social Science
Select Susan McMahon Ph. D. Literacy Development
Select Terry Jo Smith Ph. D. Research/ Special Education
Select Theresa Busch MA Educational Administration and Supervision
Select Thomas Porter MS Curriculum and Instruction
Select Tiffany Ko MAT Special Education
Select Tim Collins Ph. D. English as a Second Language
Select Todd Putnam Ph. D. School Psychology
Select Vaida Misevicute MA Curriculum and Instruction
Select Vanessa Larson MA Teacher Leadership
Select Vera Kemeny Ph. D. Math Education, Educational Psychology
Select Virginia Jagla Ph. D. Middle Level Education, Urban Education
Total Number of Program Faculty: 104
Number of FT Number of PT Number of Adjunct
Doctorate 26 1 10 Masters 1 0 63 Bachelors 0 0 3 Number of faculty members teaching content for this program. 87 TESTS
New program therefore there is no data. Data must be provided for the content test and APT, with the exception of the APT for advanced programs where a candidate already holds a license. However, data on individuals who received a subsequent endorsement, based upon completing an approved program, must be reported. State Tests 1. Program ContentArea Test: No one took this test this academic year.
Assessment Type: Paper Pencil Traditional Online Alternative
20112012 20122013 20132014 20112012 20122013 20132014 20112012 20122013 20132014 Total Test 249 259 286 247 Average Sub scores 1. Subscore 1: Processes 256 265 279 243 2. Subscore 2: Number Sense 259 262 291 241 3. Subscore 3: Algebraic Patterns 246 253 286 225 4. Subscore 4: Geometric Methods 250 264 286 241 5. Subscore 5: Probability 249 255 284 247 6. 7. 8. Number of candidates who took: 10 Number of candidates who passed: 10 Pass Rate (%): 100 Number of candidates who did not pass on the first try: 0 2. Assessment of Professional Teaching: No one took this test this academic year.
Assessment Type: Paper Pencil Traditional Online Alternative
20112012 20122013 20132014 20112012 20122013 20132014 20112012 20122013 20132014 Total Test 273 273 273 282 Average Sub scores 1. Foundations, Characteristics, and Assessment 275 274 275 285 2. Planning and Delivering Instruction 282 284 285 289 3. Managing the Learning Environment 274 272 275 284 4. Collaboration, Communication, and Professionalism 280 273 280 288 5. Language Arts 272 277 268 285 6. Educational Technology 274 279 282 277 7. Constructed Response Assignment 265 261 259 272 Number of candidates who took: 15 Number of candidates who passed: 15 Pass Rate (%): 100 Number of candidates who did not pass on the first try: 0 RESULTS For each pass rate below 80% or subscore below 240, please provide a discussion of your plan. All test scores entered were above 240 or 80%, resulting in no further action required. Cancel Have questions or need help? Contact our Call Center (217)5583600 between 7:00am 5:00pm CST, Monday Friday or Click here to Contact Us Copyright © 20102015, Illinois State Board of Education