Teacher Preparation Improvement Plan (TPIP)
2000-2001
Attached is the revised version of the Teacher Preparation Improvement Plan (TPIP). The original TPIP was presented at the Deans and Directors of Teacher Education meeting on November 9, 1999 and was subsequently reviewed by a variety of K-16 educators. Upon the advent of Title II reporting, Deans and Directors recommended that Title II data also be included in the TPIP. The revisions to the document address the data needed for Title II reporting.
The TPIP has three parts:
· Part I includes data sheets and charts that may be completed to meet the Title II reporting requirements.
· Part II includes data sheets that use a multiple choice or short answer response format, as well as attachments to be completed for each Professional Development School and each post-baccalaureate initial certification program.
· Part III combines a self-assessment with an improvement plan that is linked to areas of the Redesign of Teacher Education determined as “Not Fully Implemented.”
An original and four copies of the completed TPIP must be submitted by February 26, 2001 to:
Dr. Virginia H. Pilato
Maryland State Department of Education
Program Approval and Assessment
200 West Baltimore Street
Baltimore, Maryland 21201
If there are questions concerning the TPIP, please contact Dr. Virginia Pilato (410-767-0390), Ms. Maggie Madden (410-767-0564) or Dr. Louise Tanney (410-767-0424).
Teacher Preparation Improvement Plan (TPIP)
Cover Sheet
Contact Person(s)
Name(s):________________________________________________________________
Affiliation:
______________________________________________________________
Telephone:
_____________________________________________________________
Fax:
___________________________________________________________________
E-Mail:
________________________________________________________________
Authorizing
Officials:
Signature Chief Academic Officer
Signature Dean/Director/Chair
School System Representative (if applicable)
Date Submitted
Teacher Preparation Improvement Plan (TPIP) Data
Sheet
Name of Institution__________________________________________________________
Part I
Professional Education Unit
Profile
Brief Description Program Year 2000-2001 (include the
following):
·
Public or independent; size; location (urban, suburban,
rural)
· Description of Programs for initial certification at undergraduate and graduate level
· Organization of the Unit; Responsibility of the Unit concerning initial teacher certification
·
Status of State or National Accreditation in Teacher
Education
Student Demographics
· Enrollment in Professional Education Programs (total #)
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Undergraduate |
Graduate |
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Ethnicity (%) |
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White |
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African American |
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American Indian |
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Asian |
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Hispanic |
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Other |
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Maryland Residents |
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Gender (%) |
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Male |
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Female |
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·
Education Program Entrance Requirements
Undergraduate
Graduate
· Education Program Exit Requirements for Undergraduate Programs
· Education Program Exit Requirements for Graduate Programs
·
Percent of Transfer Students (Undergraduate)
Program Completer
Demographics
· Total Anticipated Number of Education Program Completers (total #) in 2000-2001
·
Anticipated Number Recommended for Initial
Certification in 2000-2001
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Age |
Percent |
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Under 25 |
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25 - 34 |
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35 - 44 |
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45 - 54 |
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55 and over |
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Faculty Demographics
Institution
·
Full-time faculty (total
#)
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Faculty |
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Ethnicity (%) |
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White |
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African American |
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American Indian |
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Asian |
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Hispanic |
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Other |
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Gender (%) |
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Male |
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Female |
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Doctorate (%) |
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Professional Education Unit
·
Full-time Education Program Faculty (total #)
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Faculty |
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Ethnicity (%) |
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White |
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African American |
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American Indian |
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Asian |
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Hispanic |
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Other |
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Gender (%) |
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Male |
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Female |
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Doctorate (%) |
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·
Adjunct Education Program Faculty (total #)
· Full-time with Institution, part-time in Education (total #)
·
Part-time in Education only (total #)
Institutional Demographics
Institution
· Student-to-Faculty Ratio
· Average Class Size
Professional Education Unit
·
Student-to Faculty Ratio
·
Average Class Size
Name of Institution__________________________________________________________
Part II
Where a Yes/No response is indicated, please place an “X” beside the option that pertains to your programs. Some questions require extended answers or description.
1. Do you require successful completion of Praxis I:
a. for entrance into your teacher preparation program? Yes ( ) No ( )
b. prior to student teaching or internship in a PDS? Yes ( ) No ( )
c. for program completion? Yes ( ) No ( )
If required, with what entrance date is the Praxis I requirement effective?
________________
2. Do you require successful completion of Praxis II:
a. as a program completion requirement? Yes ( ) No ( )
b. as a graduation requirement? Yes ( ) No ( )
3. If required, with what entrance date is the Praxis II requirement effective? ________________
4. What percentage of candidates admitted to your teacher preparation program transferred from a community college in the 2000-2001 year?
__________________________________________________________________
5. Do you have teacher education articulation agreements with community colleges?
Yes ( ) No ( )
If Yes, please list the community colleges.
_________________________________________________________________
_________________________________________________________________
6. Do you provide an extensive Professional Development School experience of at least 100 days in two consecutive semesters for teacher candidates?
Yes ( ) No( )
If Yes,
please provide information for EACH PDS
(single or multi-site) using
Attachment A (PDS Information Sheet) for each
PDS.
7. What percentage of your teacher candidates who will graduate in the 2000-2001 academic year will have completed an extensive internship experience in a Professional Development School?
______________________________________________________________________
8. What percentage of your total candidates that will graduate in the 2001-2002 academic year do you project will complete an extensive internship experience in a Professional Development School? ___________________________________
9. How many additional Professional Development Schools would be required for all
teacher candidates to have an extensive internship in a Professional Development
School?
____________________________________________________________________
10 Describe the amount of time teacher candidates spend in field experiences (including
internship/student teaching).______________________________________________
_____________________________________________________________________
11. Is a performance-based assessment process used in teacher preparation programs? Yes ( ) No ( )
If Yes, is successful completion of a performance-based assessment used as an exit
requirement? Yes ( ) No ( )
If Yes, what standards do you use in the performance-based assessment process?
EDoT INTASC EDoT and INTASC Other
If Yes, do you use standards-based rubrics for the performance-based assessment process?
Yes ( ) No ( )
If Yes, do the program incorporate the standards of professional content organizations (e.g., NCTE, NCTM etc.)?
Yes ( ) No ( )
If Yes, are school system personnel involved in assessment?
Yes ( ) No ( )
12. Does the program require successful completion of a standards-based portfolio (not an interview portfolio) as an exit requirement?
Yes ( ) No ( )
If Yes, what standards do students use in the performance-based portfolio process?
EDoT INTASC EDoT and INTASC Other
If Yes, does the program use standards-based rubrics for the performance-based portfolio process? Yes ( ) No ( )
If Yes, are the standards of professional content organizations (e.g., NCTE, NCTM, etc.) incorporated in the portfolio process?
Yes ( ) No ( )
Are school system personnel involved in portfolio assessment?
Yes ( ) No ( )
13. Do you offer post-baccalaureate initial certification programs? (e.g., MAT, Resident Teacher Certificate, etc.) Yes ( ) No ( )
If Yes, please complete Attachment B
(Post-Baccalaureate Initial Certification Information Sheet) for EACH program (Post-Baccalaureate, MAT,
RTC, etc.)
14. Do you have plans to collaborate with local school systems to provide new initial certification programs? Yes ( ) No ( )
15. Are newly approved reading courses currently available to students?
Yes ( ) No ( )
If No, with what entrance class will these courses be available?
16. Identify your sources of grant support to teacher education, (e.g., Title II, Special Education SIG, Goals 2000 partnership grant, Maryland Higher Education, etc.)
Funding Source(s) ______________________________________________________
Amount of Funding (2000-2001) ___________________________________________
For what purpose was funding granted?_______________________________________
_____________________________________________________________________
_____________________________________________________________________
Identify partners you may have related to the above funding. ________________________________________________________________________________________________________________________________________________________________________________________________________________________
Attachment A
Professional Development School (PDS) Information Sheet
· Name of Institution____________________________________________________
· Name(s) of School(s) System(s):
_______________________________________________
· Name(s) of School(s) _________________________________________________
Address ____________________________________________________________
___________________________________________________________________
Phone number _________________ Fax number ________________________
Name of school principal ______________________________________________
Please list additional schools in multiple
site PDS on the next page.
· Level of School(s) (elementary, middle, or high school)______________________
· Date of inception_____________________________________________________
· Number of interns expected to graduate in academic year 2000-2001____________
· Number of interns expected to graduate in academic year 2001-2002___________
· Number of full time weeks in internship experience________________________
· Name of IHE faculty liaison(s) assigned to the PDS______________________
Address ____________________________________________________________
___________________________________________________________________
Phone number _________________ Fax number ________________________
email ______________________________________________________________
· Name of K-12 school site PDS coordinator_________________________________
Address ____________________________________________________________
___________________________________________________________________
Phone number _________________ Fax number ________________________
email ______________________________________________________________
Additional schools in multiple site PDS.
· Name(s) of School(s) _________________________________________________
Address ____________________________________________________________
___________________________________________________________________
Phone number _________________ Fax number ________________________
Name of school principal ______________________________________________
· Name(s) of School(s) _________________________________________________
Address ____________________________________________________________
___________________________________________________________________
Phone number _________________ Fax number ________________________
Name of school principal ______________________________________________
· Name(s) of School(s) _________________________________________________
Address ____________________________________________________________
___________________________________________________________________
Phone number _________________ Fax number ________________________
Name of school principal _________________________________________
· Name of school system PDS contact______________________________________
Address ____________________________________________________________
___________________________________________________________________
Phone number _________________ Fax number ________________________
email ___________________________________________________________
Attachment B
Post-Baccalaureate Initial Certification
Program Information Sheet
· Name of Institution_______________________________________________
· Name of Program________________________________________________
· Description of Program___________________________________________
______________________________________________________________
______________________________________________________________
· Number of candidates enrolled in the 2000-2001 academic year
______________________________________________________________
· Number of candidates enrolled who currently teach on provisional certificates in the 2000-2001 academic year
_______________________________________________________________
· Names of local school systems with whom you have formal agreements regarding this particular post-baccalaureate initial certification program
______________________________________________________________
______________________________________________________________
______________________________________________________________
A: Self Assessment
Please rate the progress of your teacher preparation program toward full implementation of the recommendations of the Redesign of Teacher Education in the following areas:
Redesign Element Fully Implemented Partially Planning No Plan
Implemented
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I . Strong Academic
Preparation Strong academic background for all teacher candidates (academic rigor and number of courses required), particularly in math, science and technology. |
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Collaboration with arts and sciences faculty |
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Alignment with K-12 content standards |
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Support for students preparing for Praxis I and II |
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II.
School-Based
Professional Preparation
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Experiences with diverse
populations
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Continuing professional
development for K-16 teachers and administrators
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A: Self Assessment (continued)
Please rate the progress of
your teacher preparation program toward full implementation of the
recommendations of the Redesign of
Teacher Education in the following areas:
Redesign Element Fully Implemented Partially Planning No Plan
Implemented
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III. Performance Assessment Assessment strategies
(other than Praxis I) for measuring academic knowledge for program entry |
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Assessment strategies
(other than Praxis I) for measuring academic competence prior to the
extensive internship |
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Assessment strategies for
measuring pre-professional readiness for the extensive internship |
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Use of multiple authentic
assessment measures for summative assessment |
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IV. Linkage with K-12 Priorities MSPAP, Maryland’s Learner
Outcomes, Core Learning Goals, and K-12 content standards, Early Childhood
Programs |
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New reading requirements |
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Special education
inclusion |
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Education that is
multicultural |
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Technology for K-12
Learning |
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Responsiveness to the
teacher shortage crisis, including programs for career changers |
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Innovative delivery
systems to meet teachers’ need for continuing professional development |
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Every
campus is expected to be moving toward full implementation of the Redesign. Using this organizational structure, please describe your
continuation plans for all areas of your teacher preparation program that were
not designated as “fully implemented” in Part A: Self Assessment. If you have had an on-site review since
Spring 1995, include how you are addressing issues raised by your most recent
state approval review team. Please
limit your plan to no more than three pages per element of the Redesign.)
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I . Strong Academic
Preparation Strong academic background for all teacher candidates (academic rigor and number of courses required), particularly in math, science and technology. |
|
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Collaboration with arts and sciences faculty |
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|
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Alignment with K-12 content standards |
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Support for students preparing for Praxis I and II |
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Collaboration with community
colleges
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II.
School-Based
Professional Preparation
Extensive internship for all teacher candidates |
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Professional Development
School experience for all teacher candidates
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Experiences with diverse
populations
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|
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Continuing professional
development for K-16 teachers and administrators
|
|
|
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V.
Performance Assessment Assessment strategies
(other than Praxis I) for measuring academic knowledge for program entry |
|
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Assessment strategies
(other than Praxis I) for measuring academic competence prior to the
extensive internship |
|
|
|
|
|
Assessment strategies for
measuring pre-professional readiness for the extensive internship |
|
|
|
|
|
Use of multiple authentic
assessment measures for summative assessment |
|
|
|
|
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VI. Linkage with K-12 Priorities MSPAP, Maryland’s Learner
Outcomes, Core Learning Goals, and K-12 content standards, Early Childhood
Programs |
|
|
|
|
|
New reading requirements |
|
|
|
|
|
Special education
inclusion |
|
|
|
|
|
Education that is multicultural |
|
|
|
|
|
Technology for K-12
student learning |
|
|
|
|
|
Responsiveness to the
teacher shortage crisis, including programs for career changers |
|
|
|
|
|
Innovative delivery
systems to meet teachers’ need for continuing professional development |
|
|
|
|