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Office of Professional Preparation & Licensure
Annual Report 2013-2014
OFFICE OF PROFESSIONAL PREPARATION AND LICENSURE
2013 – 2014 ANNUAL REPORT
TABLE OF CONTENTS
Page
Staff ………………………………………………………………………………………………………....... 1
Teacher Education Standards, Teacher Education Council, and Programs....................................................... 2
Transcript Evaluations ……………………………………………………………………………………….. 10
Teacher Education Programs (Source: Purdue University Data Digest) …………………………………….. 11
Enrollment Trend Data ………………………………………………………………………………………. 12
Gate Overview ……………………………………………………………………………………………...... 13
Gate Actions …………………………………………………………………………………………………. 14
Reasons for Denial ……………………………………………………………………………………………. 16
Testing Explanation Overview ………………………………………………………………………………. 18
Basic Skills Requirement
Alternative Report ………………………………………………………………………………………… 19
Traditional Gate A Report ………………………………………………………………………………… 20
Praxis I Score Details ……………………………………………………………………………………… 21
CASA Score Details………………………………………………………………………………………... 22
Content Tests
ETS Praxis II ………………………………………………………………………………………………. 23
Pearson ……………………………………………………………………………………………………. 24
Pedagogy
Pearson…………………………………………………………………………………………………….. 25
Program Completers Pass Rates………………………………………………………………………………. 26
Program Completers by Content Area and Licensure Route ………………………………………………… 29
Administrative Assessment…………………………………………..………………………………………. 30
Recommendations for Licensure – Overview ……………………………………………………………...... 32
Licensure Recommendations Trend Data (2004-August 31, 2014) ………………………………………. 33
Original Licensure Recommendations…………………………………………………………………….. 34
Addition, Conversion to Professional, and Renewal …………...…………………………………………. 35
License Recommendations by Content Areas: Traditional & Alternative Licensure Areas ………………. 36
License Recommendations by Content Areas: Trend Data ………………………………………………... 37
Out of State Recommendations ……………………………………………………………………………. 38
Teacher Education Program Exit Survey Summary ………………………………………………………….. 39
Purdue University
College of Education
Academic Services
Office of Professional Preparation & Licensure (OPPL) Staff
ANNUAL REPORT
September 1, 2013 - August 31, 2014
Teresa J. Espino Oakes
Assistant Dean for Teacher Education and OPPL Director
Christine Hofmeyer
Assistant Director and Licensing Advisor
Jennifer Barce
Licensing Advisor
Scott Bogan
Licensing Advisor
04/16/07-01/04/14
Karen Hearns
Admission/Retention Clerk
Cynthia Bonwell
Teacher Education Secretary
Angela White
OPPL Secretary
Judy Hanks
Office Coordinator
04/09/13-08/01/14
Kavitha Ramane
Graduate Assistant
07/11/11-01/11/14
Krishnakumar Sathyanarayanan
Graduate Assistant
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Office of Professional Preparation and Licensure 2013-2014
Introduction
The goals of the Office of Professional Preparation and Licensure (OPPL) are to provide service
to all individuals who request assistance and information regarding Purdue University Teacher
Education Programs and Indiana licensing for educators. OPPL objectives are to:
1. provide information about teacher education programs at Purdue University;
2. provide friendly, knowledgeable, and expedient assistance to individuals who utilize
OPPL services;
3. assist in the administration of Purdue University Teacher Education Council (TEC)
activities;
4. monitor candidates’ status and progress in the Teacher Education Program and maintain
documentation of decisions and procedures used in the administration of teacher
education programs;
5. provide representation at local, state, and national meetings that involve teacher
education and licensing issues;
6. serve as a communication link to all undergraduate and graduate students, academic
advisors, staff, faculty, and P-12 educators regarding new and revised State of Indiana
licensing mandates, standards and requirements; and
7. support accreditation activities.
Teacher Education Council (TEC)
Since its inception in 1963, the Teacher Education Council (TEC) at Purdue University has been
broadly representative of the academic colleges, departments, and programs that participate in
the undergraduate and graduate instruction of students preparing to meet licensure requirements.
The TEC was constituted to "represent the University faculty in the establishment of academic
standards for all students pursuing curricula leading to teacher certification."
The Teacher Education Council (TEC) is comprised of members of the teaching faculty and
administrative professional staff in academic units preparing professional educators on the West
Lafayette, Calumet, and North Central campuses as well as students and P-12 representatives. In
addition, the College of Education (COE) Dean chairs the TEC and is its chief executive officer.
The Program Convener Council (PCC) is the advisory body to the TEC. It is comprised of the
program conveners (leaders) of all initial and advanced level programs. The COE Associate
Dean for Learning chairs the PCC.
Summary Highlights for 2013-2014
Purdue University Teacher Education
Accreditation and Program Review
Work continued on transitioning and expanding the accreditation and review processes from the
National Council for Accreditation of Teacher Education (NCATE) to the new accrediting
organization, Council for the Accreditation of Educator Preparation (CAEP), which was formed
to combine NCATE and the Teacher Education Accreditation Council (TEAC). Although
Indiana still does not yet have a formalized partnership with CAEP, program reviews by the
Indiana Department of Education and Specialized Professional Associations (SPAs) will
continue. Program faculty members were encouraged to maintain ongoing data collection to
better facilitate the completion of program review reports due in 2016.
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Office of Professional Preparation and Licensure 2013-2014
Teacher Education Council Actions and Updates
Final Approval
Early Childhood Education Exceptional Needs (ECEEN) Program Articulation
with Ivy Tech Community College
The majority of Teacher Education programs in Indiana already have
articulation agreements with Ivy Tech, which helps to ensure a smooth
transition to a four-year program. There is one issue which relates to the
transfer cluster elective of EDUC 201: Technology in Education/ EDCI 27000:
Introduction to Educational Technology and Computing – this will not happen
at this time because Ivy Tech has not updated their course to match ours, which
also is short one credit hour. Students who join our program in the fall will
have to take both educational technology classes. However, students who have
already taken this course at Ivy Tech for three credit hours will have the
transfer accepted.
Standardized Performance Assessment
The edTPA was selected as the standardized assessment for all teacher
education programs since a standardized assessment will be required for
national accreditation under CAEP. The current Fall 2014 freshmen class will
be required to complete the edTPA portfolio during student teaching for
external review. Faculty will begin integrating edTPA elements across the
curriculum to prepare candidates for the assessment and are encourage to
implement components at an accelerated pace. A committee will be formed to
help guide this process.
Teacher Education Program Revised Curriculum
The PCC brought to the TEC a solution suggested by the task force to reduce
credits in EDST 20000 from 3 to 1, require a new 1 credit course on
assessment and for secondary only, a 1 credit course on classroom
environments. The plan is to pilot the assessment course in spring 2015. The
literacy assessment course will be a foundational course to be taken during the
freshman or sophomore years.
Discontinue Elementary Transition to Teaching
The Elementary Transition to Teaching program was designed to offer an
alternate route to a career in education. Since 2006, 16 people have been
recommended for licensure. The program is very labor intensive, and very few
candidates have completed it. The National Council on Teacher Quality
(NCTQ) review was less than favorable, and Purdue asked NCTQ to remove
the elementary education transition to teaching program from its review. The
State of Indiana no longer mandates a Transition to Teaching program and
removal of the program has been discussed and recommended by the Program
Convener Council.
Employment during the Student Teaching Semester
On rare occasions, student teachers are offered full-time teaching positions
during their student teaching experience. Although full-time employment
should not impact fees and tuition, it might impact financial assistance. The
graduation date will not change and the student will be supervised as any other
student teacher is supervised. The College of Education wants to ensure that
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Office of Professional Preparation and Licensure 2013-2014
student teachers are not exploited. The students hired in full-time teaching
positions will be hired as substitute teachers because they cannot be licensed
until after graduation. Student teachers will follow the procedures if offered a
paraprofessional position instead of a teaching position.
Teacher Education Criminal Background Check Policy
The fee for the criminal background check was raised by the vendor
CertifiedBackground.com; candidates will be required to complete an annual
background check; and school corporation background checks will be accepted
as meeting the requirement for the Teacher Education Program at Purdue.
Early Childhood Education Criminal Background Check Exception
Early Childhood Education and Exceptional Needs candidates will comply
with the state-mandated policy regarding fingerprinting and national criminal
history checks.
Communication Disorders
The Speech Language Pathology Graduate Program increased its student
teaching to 10 weeks in order to meet REPA requirements. Courses were
revised to reduce redundancy; no content was deleted. They also are creating a
required course in evidence-based practice.
Educational Leadership: Director of Exceptional Needs
Although the majority of applicants for a Director of Exceptional Needs have a
background in Special Education, a degree in Special Education is not
required. Applicants will need to apply to the program which requires a
minimum of two-years teaching experience and a teaching license, and the
program must be consistent with State of Indiana content guidelines. If the
applicant does not have a background in Special Education, additional
practicum hours specifically in Special Education may be required.
Exceptional Needs (Graduate Level)
Educational Studies requested changes to the Exceptional Needs graduate
degree and licensure program to be competitive with our peer institutions by
offering an on-line program. The REPA P-12 requirements and the SPA
standards will continue to be met. All graduate programs offered in Special
Education will be available online.
Visual Arts Degree Change
The College of Liberal Arts established the Bachelor of Fine Arts (BFA)
Degree Program for Integrated Studio Arts, Interior Design, Industrial Design,
Visual Arts Teaching and Visual Communications Design. The BFA increases
the studio hours. It will be the only BFA teaching major in the state which puts
it in line with Purdue’s emphasis on content.
TEC Operational Guidelines
The guidelines were revised to reflect the addition of the TE Foundations
Committee and change in the COE Associate Dean’s title, added the Assistant
Dean for Teacher Education, removed the Director of the Office of
Professional Preparation and Licensure, and changed the PDS Co-Chair to
represent P-12 as well as reflect the merger of Purdue Calumet and Purdue
North Central and the NCATE/TEAC merger to CAEP.
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Office of Professional Preparation and Licensure 2013-2014
Teacher Education Assessment Summary Report
A one-page Annual Assessment Summary of Teacher Education at Purdue was
distributed. Two assessment summaries were distributed. One was the
Teaching Performances Report for Student Teaching, and the other was
Teaching Performances Report for Methods Courses. There is a heightened
expectation for rigor. The summary sheet includes areas that are reported to
the state. The new CAEP expectations have commonality. Since the CAEP
standards are the most rigorous, the focus is on them. The bar has been raised
for national accreditation by Senate Bill 204 and House Bill 1388.
Updates
Program updates included: Early Childhood Education and Exceptional Needs
and Mathematics Education.
National Council on Teacher Quality (NCTQ)
Purdue sent information to the NCTQ about Purdue’s ranking in their report.
There were many errors in the ratings and rankings. Purdue opted not to submit
changes, and the Provost agreed because there was no way to correct a study that
is fatally flawed. In recent communication with NCTQ about the 2014 review,
institutions that choose not to provide updates will have 2013 information
released for 2014. The ease of accessing the information by the general public
causes concern. This also may be a concern to our students because the report
might jeopardize their ability to get jobs.
Purdue North Central (PNC)
PNC reduced their Elementary Education and Early Childhood Education
programs to 120 credit hours. Accomplished this reduction by the following:
-Integrated fine arts course to combine both music and art into one course.
-Combined Health and PE into one course to cover standards.
-Increased assessment – current 2 credit hour course was increased to 3 credit
hours, offered in Block V.
CASA and Pearson core tests are big issues in getting students to pass. PNC is in
the process of developing a non-licensure program. PNC faculty will be visiting
Lafayette soon and would like guidance in developing this program. Unification
between North Central and Calumet continues: the programs are very different. It
will be a long process to accomplish this merger.
Many issues were discussed and addressed by the Program Convener Council (PCC):
Assessment Literacy course development
Adoption of the edTPA as the standardized assessment for use across teacher education
Unlinking Blocks I and II
Adoption of a COE Honors Curriculum
Examination of the new CAEP and InTASC requirements
Indiana legislative updates and the impact on teacher education
Preparation for SPA assessments
Pearson Pedagogy Exam Gate placement, pass rates, and student needs
Candidate Professional Dispositions
For details, go to the PCC website at www.teach.purdue.edu/pcc/meeting_minutes.html.
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Office of Professional Preparation and Licensure 2013-2014
Ongoing/Yearly Activities
Presented information regarding the Indiana Department of Education, the National Council for
Accreditation of Teacher Education (NCATE), the Council for the Accreditation of Educator
Preparation (CAEP), the American Association of Colleges for Teacher Education (AACTE) and
its Indiana affiliate (IACTE), Title II reporting and submitted the State/NCATE/AACTE and
OPPL annual reports.
Participated at institutional, state, and national meetings and conferences regarding teacher
education, accreditation, and licensing issues.
Collected, compiled, and submitted traditional and alternative route program completer data to
the State of Indiana and Educational Testing Services (ETS).
Data was provided for the Teacher Education page in the Purdue University Data Digest.
Compiled and distributed the Dispositions Report and TEC Special Cases Committee Report.
Presented information at the Teacher Education Student Orientation to candidates enrolled in
EDCI 20500 and HDPS 26500, STEM Goes Rural, and Transition to Teaching candidates to aid
in their understanding of Teacher Education Program requirements, including teacher
preparation and licensing requirements and procedures (i.e., the Candidate Disposition
Assessment Process, Criminal Background Check and Self-Disclosure Statement, and Indiana
Licensing Assessment Changes (Transition from ETS Praxis tests to Pearson Core Academic
Skills Assessments (CASA) and Indiana CORE Content Assessments).
Participated in Teacher Recruitment Day and provided Teacher Education Program completers
with licensure information, i.e., licensure requirements, CPR and AED certification, suicide
prevention training, online license application system (LVIS), out-of-state licensing process, and
recruitment for graduate-level programs.
Met with academic advisors and key staff of six academic colleges to communicate and
collaborate on initiatives, policies, procedures, and other teacher education and licensing issues,
as well as inform them of Rules for Educator Preparation and Accountability (REPA) updates.
Continued distribution of the Teacher Education Program Exit Survey to Purdue University fall
2013 and spring 2014 Teacher Education Program completers via Qualtrics and documented and
distributed their responses in order to provide feedback to faculty for possible program revisions.
Complete queries and reports as requested by faculty and staff.
Prepared eligibility letters for program completers who had been provided firm offers of
employment by P-12 administrators.
Teacher Education Program completers were recommended for the Indiana teacher,
administrator, and school services licenses.
Completed verification of program completion forms for individuals pursuing out-of-state
licensing.
Continued to develop and update the Teacher Education website to ensure user accessibility and
accuracy of information.
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Office of Professional Preparation and Licensure 2013-2014
Provided academic advisors website access for admission and retention status reports, including
test score information.
Continued to update and utilize the various distribution lists managed by OPPL, which included
sending pertinent information regarding licensure, notices of application due dates, testing
requirements, test dates, and dates of the Teacher Education Council Special Cases Committee
meetings.
Collaborated with various entities (e.g., Office of Information Technology, Office of the
Registrar, Office of Institutional Research, Purdue Extended Campus, etc.) to develop ways for
technology to improve effectiveness and efficiency of data entry, for streamlining tasks,
increasing productivity of the office, and provide a testing format for the new Pearson tests.
Continued to review, consolidate, and purge office files and client records no longer needed,
following the Records Retention schedule. Continued with the Document Imaging Project.
Office manuals were updated on an ongoing basis.
Staff continued to provide courteous, friendly, and timely assistance for clients via telephone,
electronic mail, written correspondence, and face-to-face interactions.
Teacher Education Standards
Purdue University teacher education programs align to state standards and requirements as well
as adhere to institutional and professional standards. These include the following.
National Council for Accreditation of Teacher Education (NCATE) Standards
Specialized Professional Association (SPA) Standards
Interstate Teacher Assessment and Support Consortium (InTASC) Standards
Indiana Department of Education Standards
National Board for Professional Teaching Standards
P-12 Academic Standards
The Model for Professional Preparation guides the vision for Teacher Education at Purdue. It is
the conceptual framework approved by the TEC.
The Continuous Improvement Steering Committee is reviewing the new standards of the Council
for the Accreditation of Educator Preparation (CAEP) and will assist in providing guidance so
Teacher Education at Purdue meets these standards. Programs also adhere to the State of Indiana
rules, regulations, and standards. Teacher education programs are currently recognized by
Specialized Professional Associations and approved by the State of Indiana. As part of the
accreditation process, faculty submitted programs for review by the Specialized Professional
Associations (SPA) or the Indiana Department of Education. Teacher Education programs are
nationally recognized or state approved by the SPA or Indiana Department of Education,
respectively. The professional education unit is accredited by NCATE.
In alignment with national and state standards, Purdue University uses the Interstate Teacher
Assessment and Support Consortium (InTASC) standards as the foundation for preparing
teachers. The InTASC standards measure knowledge, dispositions, and performances of
educators. Knowledge is an understanding of subject content and methods of teaching.
Dispositions are attitudes and beliefs about teaching and learning. Performance is the ability to
combine both knowledge and dispositions for successful performance in the classroom. By
assessing these areas, Purdue University prepares competent, professional educators.
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Office of Professional Preparation and Licensure 2013-2014
Likewise, Purdue University adheres to the Educational Leadership Constituent Council (ELCC)
standards and National Board for Professional Teaching Standards (NBPTS) for preparation at
the advanced levels. New CAEP standards for advanced programs were adopted on June 5, 2014
at the CAEP Board of Directors meeting. Purdue program faculty will begin looking at these new
standards to ensure alignment. In addition, the counseling program in the College of Education
has received recognition from the Council for Accreditation of Counseling and Related
Educational Programs (CACREP), and the Speech, Language and Hearing Sciences program in
the College of Health and Human Sciences is accredited by the American Speech-Language
Hearing Association (ASHA).
Regarding State Standards, the Indiana Department of Education (IDOE) contracted with
Pearson to develop the Indiana Developmental and Content Standards for Educators, which
include educator standards in forty-six content and administrative areas and at five school setting
developmental levels. The standards are grounded in scientifically based research and are aligned
with the Rules for Educator Preparation and Accountability (REPA), Indiana Academic
Standards, Indiana Core Standards, the Common Core State Standards for Mathematics and for
English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects,
standards of the International Society for Technology in Education (ISTE), and other relevant
standards of national professional organizations.
Source: IDOE REPA Teacher Standards Process Document, December 2010
Teacher Education Rules:
Teacher licensure rules, called Rules for Educator Preparation and Accountability (REPA), were
signed by the Indiana governor on March 30, 2010. During the 2013-2014 academic year, an
updated version of REPA, known as REPA III was considered by the State Board of Education.
The changes in REPA III will not be implemented until 2015.
Additional details may be found at www.doe.in.gov/improvement/educator-effectiveness/repa.
Keep in mind that Indiana licensing rules and regulations are subject to change by the Indiana
Department of Education.
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Office of Professional Preparation and Licensure 2013-2014
PURDUE UNIVERSITY Teacher Education Programs
Rules for Educator Preparation and Accountability (REPA)
Licensure (Purdue Majors)
Content Area: Instructional
Presented or approved
by the TEC
P-3
K-6
5-12
P-12
Career/Technical Education
Agriculture 2/12/13
Family and Consumer Sciences 4/24/13
Engineering and Technology Education 4/23/12
Communication Disorders
(Speech, Language, and Hearing Sciences)*
ASHA accredited
4/30/14
Computer Education (Educational Technology)*
(Computer Science Teaching)
Withdrawn 9/29/10
9/29/10
Early Childhood Education and Exceptional Needs 4/30/14
English Learners (English Language Learning)* 4/30/09
Exceptional Needs (Special Education)
Mild Intervention 11/29/01
Mild and Intense Intervention*
(Online Master’s degree)
4/30/14
Fine Arts
Visual Arts (Visual Arts/Design Emphasis)
(BFA Degree added) 4/30/14
Elementary Education 4/27/10
Elementary Education and Exceptional Needs 4/24/13
High Ability (Gifted, Creative, and Talented)* 12/6/02
Health/Physical Education
New admissions suspended, effective Fall 2014
(combined) 4/24/13
Language Arts (English Education) 4/23/12
Mathematics
(Advanced*)
4/30/14
2/12/13
Reading (no longer offered under REPA)
Reading Specialist* Withdrawn 1/22/09
Science (one or more areas)
Chemistry 3/12/03
Earth/Space Sciences 4/24/13
Life Sciences (Biology Education) 4/27/10
Physics 3/12/03
Social Studies (three or more areas)
(Online Master’s degree) 2/21/02
Conceptual Approval 4/24/08
Economics
Government and Citizenship
Historical Perspectives
Psychology
Sociology
World Language (Foreign Language)
New admissions suspended, effective Fall 2012
4/19/07
French
German
Spanish
STEM Goes Rural* 2/25/09
Transition to Teaching* Elementary discontinued - 12/10/13 7/1/02
Content Area: Administrative
District Administrator* 2/12/13
Superintendent
Director of Exceptional Needs 12/10/13
Director of Career/Technical 12/3/04
Building Level Administrator* 2/12/13
Content Area: School Services
School Counselor * CACREP accredited
*Offered as a graduate program only
Updated 09/11/2014
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Office of Professiona Preparation and Licensure Annual Report 2013-2014
Social Studies -- Economics
Social Studies -- Government and Citizenship
School Counselor
District Administrator - Superintendent
TOTAL
Building Level Administrator
District Administrator - Director of Career/Technical
District Administrator - Director of Exceptional Needs 2
8
143
Language Arts (English Education)
Mathematics
Science -- Chemistry
Science -- Earth/Space Sciences
Science -- Life Sciences (Biology)
Science -- Physics
Technology Education
World Language (Foreign Language)-- French
World Language (Foreign Language)-- German
6
World Language (Foreign Language)-- Spanish
15
5
1
0
0
0
1
2
1
5
Interdisciplinary Cooperative Education Endorsement 0
5
3
Fine Arts (Visual Arts w/Design Emphasis)
Generalist: Early Childhood & Exceptional Needs
Generalist: Early and Middle Childhood (Elementary Education)
Gifted and Talented Education
Health/Physical Education
Exceptional Needs - Intense Intervention Graduate (Initial)
Exceptional Needs - Intense Intervention Graduate (Advanced)
Exceptional Needs - Mild & Intense Graduate (Initial)
Exceptional Needs - Mild & Intense Graduate (Advanced)
Fine Arts (Visual Arts)
Computer Education (Educational Technology)
Dual: Elementary Education & Mild Intervention
English as a New Language
Exceptional Needs - Mild Intervention Graduate (Initial)
Exceptional Needs - Mild Intervention Graduate (Advanced)
0
3
5
19
2
0
1
1
0
3
0
3
2
6
5
TRANSCRIPT EVALUATIONS
RULES 2002 LICENSURE
September 1, 2013 - August 31, 2014
Transcript evaluations are completed for individuals who hold a bachelor’s or higher degree and are interested in
pursuing a Purdue University Teacher Education Program licensure area. In order to be eligible for an evaluation by
the Office of Professional Preparation and Licensure, the individual must meet the set GPA requirements for a
licensure area. Official transcripts are reviewed by a licensing advisor to determine the courses which remain to be
completed in a particular program area.
Number of Evaluations
3
7
Content Area
Career/Technical Education - Agriculture
Career/Technical Education - Family and Consumer Sciences
Social Studies -- Historical Perspectives
Social Studies -- Psychology
Social Studies -- Sociology
5
7
8
4
5
10
Teacher Education Programs(for Fall Semester in Academic Years 2009-10 through 2013-14)
Undergraduate Graduate Undergraduate Graduate Undergraduate Graduate Undergraduate Graduate Undergraduate GraduateEnrollment 1,643 227 1,578 230 1,371 213 1,217 207 973 167Enrollment By College/School
Agriculture 90 88 73 70 67Consumer & Family Sciences1 88 82Education 853 805 744 669 573Health & Human Sciences1 217 1 196 1 174 147 120Liberal Arts1 404 397 203 177 117Science 159 152 134 120 81Technology 49 54 43 34 15Graduate2 227 230 213 207 167
Enrollment by GenderMen 471 65 463 74 393 54 315 52 206 41Women 1,172 162 1,115 156 978 159 902 155 767 126
Total 1,643 227 1,578 230 1,371 213 1,217 207 973 167 Percent Women 71.3% 71.4% 70.7% 67.8% 71.3% 74.6% 74.1% 74.9% 78.8% 75.4%Enrollment By Race/Ethnicity
American Indian or Alaska Native 10 3 6 2 4 1 4 1 2 0Asian 27 3 20 3 10 2 12 3 10 3Black or African American 27 11 26 12 27 11 23 13 21 12Hispanic or Latino 52 4 53 2 46 4 37 6 34 3
0 0 0 0 0 0 1 0Two or more races 8 1 18 3 15 4 11 3Subtotal Minority 116 21 113 20 105 21 91 27 79 21Percent Minority Domestic 7.1% 10.0% 7.2% 9.2% 7.7% 9.9% 7.5% 13.0% 8.1% 12.6%White 1,518 190 1,460 198 1,237 179 1,094 168 891 139Unknown 0 0 21 4 23 2 17 1International2 9 16 5 12 8 9 9 10 13 6Percent International 0.5% 7.0% 0.3% 5.2% 0.6% 4.2% 0.7% 4.8% 1.3% 3.6%
Degrees Awarded in Academic Year 347 64 388 79 301 68 365 72 n/a n/aLicenses Recommended:
Post-baccalaureate Licensing Only3 17 24 12 29 n/aTransition to Teaching4 7 7 9 4 n/aSTEM Goes Rural5 0 15 21 8Initial 414 421 417 404 n/aProficient 16 6 1 14Accomplished 3 1 80 50 n/aAdditions 193 111 46 19 n/aRenewals 290 142 101 53 n/a
1Some majors changed reporting colleges starting the 2011-12 academic year. In order to show enrollment trends, Health & Human Sciences enrollments for 2010-11 and earlier are for majors that moved.2International count is based on fee residence.3Post-baccalaureate Licensing Only includes those who completed a Teacher Education Program; it does not include those who completed a baccalaureate degree or higher while completing licensure requirements.
2013-142012-132011-122009-10 2010-11
4Transition to Teaching is a state mandate to facilitate the transition of competent professionals in fields other than teaching into the teaching profession. Purdue offers Transition to Teaching as a Graduate program.5There is a critical shortage of qualified science, technology, engineering and math (STEM) teachers, and these shortages are especially acute in rural areas. To address this pressing need, Purdue University has pioneered a program to staff rural secondary schools with highly qualified STEM teachers.
Native Hawaiian or Other Pacific Islander
Source: Office of Enrollment Management,Analysis and Reporting, College of Education (COE) Office of Professional Preparation and Licensure, and COE Office of Strategic Assessment
Office of Profesional Preparation and Licensure Annual Report 2013-2014
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Office of Professional Preparation and Licensure Annual Report 2013-2014
Content Area 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
College of Agriculture
Career/Technical Education: Agriculture 90 80 90 88 73 70 67
College of Education
Dual: Elementary Education & Exceptional Needs: Mild Intervention 11 19 59 76 101 107 104
Exceptional Needs 101 97 38 16 1 0 0
Generalist: Early and Middle Childhood (Elementary Education) 655 640 620 577 514 469 397
Social Studies 163 164 136 136 128 93 72
College of Health and Human Sciences
Career/Technical Education: Family and Consumer Sciences 33 38 52 51 45 39 30
Generalist: Early Childhood & Exceptional Needs: Mild Intervention 31 29 36 31 36 39 43
Health Education 69 58 22 19 10 6 2
Physical Education 55 63 107 95 83 63 45
College of Liberal Arts
Fine Arts: Visual Arts 85 72 76 64 47 39 38
Language Arts (English Education) 156 163 164 182 134 125 74
World Languages 37 30 35 37 22 13 5
College of Science
Mathematics 115 102 106 106 88 75 54
Science: Chemistry 19 17 20 20 17 16 9
Science: Earth/Space Sciences 7 5 4 9 9 7 2
Science: Life Sciences (Biology) 32 29 22 10 15 16 10
Science: Physics 8 4 7 7 5 6 4
College of Technology
Engineering/Technology Education 51 40 49 54 43 34 15
Total Teacher Education Enrollment 1718 1650 1643 1578 1371 1217 973
Teacher Education
Undergraduate Enrollment Trend Data
2007-2014
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Office of Professional Preparation and Licensure Annual Report 2013-2014
Overview
Traditional Candidates’ Gate Information
September 1, 2013 - August 1, 2014
The Office of Professional Preparation and Licensure processed admission and retention of candidates on a timely,
ongoing basis. For the 2013-2014 reporting period, a total of 798 Gate and exit audits were processed.
Gate Admission/Retained Denied
Conditional
Admission/Permission
to Proceed
Permission to Take
Methods Courses but
NOT Admitted
Special Cases **
Committee
Admission/Retained
A
(4-Gate) 4
A2
(3-Gate) 229 124 7 6 1
B
(4-Gate) 26 10 1
B2
(3-Gate) 29 13 1
C
(4-Gate) 272 41 27 1
*Due to the transition from the 4-Gate to 3-Gate system, the chart above reflects a combination by Gate function.
Admission to the Teacher Education Program includes Gates A and A2. The Gate B row includes only candidates from 4-
Gate (note the much lower number) as this intermediate step is no longer a function in the 3 –Gate system. The pre-
student teaching Gate is represented by Gates B2 and C.
**There were two additional candidates at Special Cases for Gate D
13
Admission and Denial Actions
September 1, 2013 - August 31, 2014
Office of Professional Preparation and Licensure 2013-2014
Program Area Major Gate Action A A2 B C B2D or
Exit
Admittance 6 1 17 16
Denial 30 2 8 5
Permission to Proceed 2 1
Permission to Take Methods Course(s) 1
Fine Arts (Visual Arts w/Design Emphasis) Admittance 2 3
Admittance 6 1 7 1 10
Denial 2 1
Permission to Proceed 1
Admittance 12 1 19 1 16
Denial 2 1
Special Cases 1
World Language: Spanish Admittance 4 4
Admittance 94 3 107 120
Conditional Admittance 2
Denial 22 19 4
Permission to Proceed 15
Permission to Take Methods Course(s) 2
Special Cases -- Permission to Proceed 2
Admittance 22 1 21 21
Denial 1 2
Permission to Proceed 2
Exceptional Needs: Mild Intervention Graduate (Initial) Admittance 1
Admittance 13 3 11 8 16
Denial 6 2 3
Permission to Proceed 2
Special Cases 1
Admittance 12 3 11 8 18
Denial 5 2 2
Permission to Proceed 2
Special Cases 1
Admittance 13 3 11 8 17
Denial 5 2 2
Permission to Proceed 2
Special Cases 1
Social Studies: Psychology Admittance 1 1
Social Studies: Sociology Admittance 2 2 2
Social Studies: Economics
Social Studies: Government and Citizenship
Social Studies: Historical Perspectives
Career/Technical Education: Agriculture
Fine Arts (Visual Arts)
Language Arts (English Education)
Dual: Elementary Generalist & Exceptional Needs: Mild Intervention
Elementary Generalist
College of Education
College of Agriculture
College of Liberal Arts
14
Admission and Denial Actions
September 1, 2013 - August 31, 2014
Office of Professional Preparation and Licensure 2013-2014
Program Area Major Gate Action A A2 B C B2D or
Exit
Admittance 6 1 6 10
Denial 4 1
Permission to Take Methods Course(s) 1
Admittance 8 12 11
Conditional Admittance 2
Denial 5 1
Denied-Conditional Admittance 1
Permission to Proceed 1
Admittance 10 4 6
Conditional Admittance 1
Denial 4 17
Permission to Take Methods Course(s) 1
Admittance 12 1 9 10
Conditional Admittance 1
Denial 13 3 1
Permission to Proceed 1
Permission to Take Methods Course(s) 1
Admittance 6 5 15 1 15
Conditional Admittance 1
Denial 9 5
Admittance 2 1 4
Denial 2
Science: Earth/Space Sciences Admittance 1 2
Admittance 3 2 3 7
Denial 1
Science: Physics Admittance 2 3
Admittance 2 1 9 8
Denial 1
Total 4 369 37 344 43 325
Science: Life Sciences (Biology)
Engineering/Technology Education
Health Education
Mathematics
Science: Chemistry
Physical Education
Generalist: Early Childhood & Exceptional Needs
Career/Technical Education: Family and Consumer Sciences
College of Health and Human
Services
College of Science
College of Technology
15
Reasons for Gate Denials
September 1, 2013 - August 31, 2014
Office of Professional Preparation and Licensure 2013-2014
ContentArea DenialReason A A2 B C B2 D
Basic Skills competency (Praxis I or alternative) not submitted or successfully completed 5
Basic Skills Competency Assessment not submitted or successfully completed 1
Content GPA lower than required minimum for program area 7 1 1 2
Content Test(s) not submitted or successfully completed 1 3
No application to the Teacher Education Program and/or Teacher Education Program Signature
Form1
Overall GPA lower than required minimum for program area 7 1 1
Praxis II not submitted or successfully completed 5
Professional Education GPA lower than 3.00 and/or “D”, “F”, and/or “I” in a professional
education course5 2
Unsatisfactory completion of Block II and/or “D, “For "I" in a Block II course 4
Basic Skills competency (Praxis I or alternative) not submitted or successfully completed 2
Overall GPA lower than required minimum for program area 1
Praxis II not submitted or successfully completed 1
Professional Education GPA lower than 3.00 and/or “D”, “F”, and/or “I” in a professional
education course1
Basic Skills competency (Praxis I or alternative) not submitted or successfully completed 1
Praxis II not submitted or successfully completed 4
Fine Arts (Visual Arts) Praxis II not submitted or successfully completed 3 1
Basic Skills competency (Praxis I or alternative) not submitted or successfully completed 3
Basic Skills Competency Assessment not submitted or successfully completed 3
No application to the Teacher Education Program and/or Teacher Education Program Signature
Form2
Overall GPA lower than required minimum for program area 7
Praxis II not submitted or successfully completed 30 3
Professional Education GPA lower than 3.00 and/or “D”, “F”, and/or “I” in a professional
education course4 3
Unsatisfactory completion of student teaching and/or “D, “F”, or “I” in a professional education
course1
Unsatisfactory completion of Block II and/or “D, “For "I" in a Block II course 4
Unsatisfactory completion of Blocks III, IV, V or secondary methods course and/or "D", "F" or "I"
in a methods course1
Basic Skills competency (Praxis I or alternative) not submitted or successfully completed 1
Content GPA lower than required minimum for program area 2
Overall GPA lower than required minimum for program area 1
Praxis II not submitted or successfully completed 2
Professional Education GPA lower than 3.00 and/or “D”, “F”, and/or “I” in a professional
education course1
Basic Skills competency (Praxis I or alternative) not submitted or successfully completed 2
Basic Skills Competency Assessment not submitted or successfully completed 2
Content GPA lower than required minimum for program area 2 4
Overall GPA lower than required minimum for program area 2 3
Professional Education GPA lower than 3.00 and/or “D”, “F”, and/or “I” in a professional
education course5
Unsatisfactory completion of Block II and/or “D, “For "I" in a Block II course 1
Health Education
Career/Technical Education: Agriculture
Career/Technical Education: Family and Consumer Sciences
Dual: Elementary Generalist & Mild Intervention
Elementary Generalist
Early Childhood Education & Exceptional Needs: Mild Intervention
16
Reasons for Gate Denials
September 1, 2013 - August 31, 2014
Office of Professional Preparation and Licensure 2013-2014
ContentArea DenialReason A A2 B C B2 D
No application to the Teacher Education Program and/or Teacher Education Program Signature
Form1
Praxis II not submitted or successfully completed 1
Professional Education GPA lower than 3.00 and/or “D”, “F”, and/or “I” in a professional
education course1
Basic Skills competency (Praxis I or alternative) not submitted or successfully completed 1
Basic Skills Competency Assessment not submitted or successfully completed 1
Content GPA lower than required minimum for program area 5 3
Professional Education GPA lower than 3.00 and/or “D”, “F”, and/or “I” in a professional
education course1 2
Unsatisfactory completion of Block II and/or “D, “For "I" in a Block II course 1
Basic Skills competency (Praxis I or alternative) not submitted or successfully completed 1
Basic Skills Competency Assessment not submitted or successfully completed 2
Content GPA lower than required minimum for program area 3 1
Overall GPA lower than required minimum for program area 3 2
Praxis II not submitted or successfully completed 1
Professional Education GPA lower than 3.00 and/or “D”, “F”, and/or “I” in a professional
education course4
Basic Skills competency (Praxis I or alternative) not submitted or successfully completed 1
Content GPA lower than required minimum for program area 1
Science: Life Sciences (Biology) Content GPA lower than required minimum for program area 1
Content GPA lower than required minimum for program area 2 1
No application to the Teacher Education Program and/or Teacher Education Program Signature
Form2
Overall GPA lower than required minimum for program area 3 2 1
Praxis II not submitted or successfully completed 1
Professional Education GPA lower than 3.00 and/or “D”, “F”, and/or “I” in a professional
education course2
No application to the Teacher Education Program and/or Teacher Education Program Signature
Form2
Overall GPA lower than required minimum for program area 3 2 1
Praxis II not submitted or successfully completed 1
Professional Education GPA lower than 3.00 and/or “D”, “F”, and/or “I” in a professional
education course2
No application to the Teacher Education Program and/or Teacher Education Program Signature
Form2
Overall GPA lower than required minimum for program area 3 2 1
Praxis II not submitted or successfully completed 1
Professional Education GPA lower than 3.00 and/or “D”, “F”, and/or “I” in a professional
education course2
Engineering/Technology Education Basic Skills Competency Assessment not submitted or successfully completed 1
Total 4 125 10 67 14 4
Social Studies: Historical Perspectives
Language Arts (English Education)
Mathematics
Physical Education
Science: Chemistry
Social Studies: Economics
Social Studies: Government and Citizenship
17
Office of Professional Preparation and Licensure 2013-2014
Overview
Testing Data for 2013-2014
Indiana changed testing corporations during the academic year. Candidates had an overlap period wherein
they could pass the tests from either Educational Testing Service (ETS) or Pearson to meet the basic skills
and content knowledge requirements. The results from each source are presented in separate charts. A
Developmental Pedagogy exam was required for the first time starting in February of 2014.
The following charts on testing are included in this section:
Basic Skills
Alternate Report
ETS Praxis I
CASA
o Assessment by Gender/Ethnicity/GPA
o Scores
o Success/Failure Rates
Content Knowledge
Praxis II
Pearson
o Scores
o Success/Failure Rates
Developmental (Pedagogy)
Pearson
Program Completers
School Leaders
18
Office of Professional Preparation and Licensure Annual Report 2013-2014
Alternate Route Licensure Candidates
September 1, 2013 - August 31, 2014
Number Admitted by Approved Test Option:
Test Option Number Completing Basic Skills
Competency Assessment
Requirement
ACT Composite (24+) 1
SAT(1100+ on Reading & Math) 6
Pearson CASA Passed 4
Pearson CASA Not Passed 2
GRE 3
Master’s Degree 2
Not Completed* 1
Number Admitted by Gender:
Gender Number Percent
Female 10 53%
Male 9 47%
Number Admitted by Ethnicity:
Ethnicity Number Percent
African American 1 5%
Asian American 0 0%
Caucasian American 17 90%
Hispanic American 1 5%
Native American 0 0%
2 or more 0 0%
Unreported 0 0%
Number Admitted by GPA:
GPA Number Percent
3.5-4.0 6 32%
3.0-3.49 9 47%
2.5-2.99 4 21%
2.0-2.49 0 0%
1.5-1.99 0 0%
Below 1.5 0 0%
Unknown 0 0%
*Conditional Admission
19
Office of Professional Preparation and Licensure Annual Report 2013-2014
Traditional Program Candidates Gate A Admittance
September 1, 2013 - August 31, 2014
Number Admitted by Approved Test Option:
Test Option* Number Admitted to Gate A
ACT Composite (24+) 22
SAT(1100+ on Reading & Math) 45
ACT and SAT 19
Pearson CASA Passed 19
Pearson CASA Not Passed** 2
Praxis I 55
Praxis I and Pearson CASA (both) 1
Praxis I Composite (527) 38
Praxis and Pearson Combined 4
NumberAdmitted by Gender:
Gender Number Percent
Female 167 81.5%
Male 38 18.5%
Number Admitted by Ethnicity:
Ethnicity Number Percent
African American 1 .5%
Asian American 1 .5%
Caucasian American 191 93.1%
Hispanic American 4 2.0%
Native American 0 0%
2 or more 6 2.9%
Unreported 2 1%
Number Admitted by GPA:
GPA Number Percent
3.5-4.0 55 26.8%
3.0-3.49 98 47.8%
2.5-2.99 51 25%
2.0-2.49 1 .5%
1.5-1.99 0 0%
Below 1.5 0 0%
Unknown 0 0%
*GRE and Master’s degree are additional state options that were not utilized by any candidates this reporting year.
**Permission to Proceed
20
Office of Professional Preparation and Licensure Annual Report 2013-2014
Code Test Total # Mean Score Median Score Low Score High Score Qualifying
0710 Reading 5 179 179 173 183 176
0720 Writing 4 178.88 179.25 174 183 172
0730 Mathematics 3 179 179 177 181 175
Code Test Total # Success # Success % Failure # Failure %
0710 Reading 5 3 60.00% 2 40,00%
0720 Writing 4 4 100.00% 0 0.00%
0730 Mathematics 3 3 100.00% 0 0.00%
Code Test Total # Mean Score Median Score Low Score High Score Qualifying
5710 Reading 80 177.5 178 168 184 176
5720 Writing 81 175.5 176 169 182 172
5730 Mathematics 79 180.5 182 173 186 175
Code Test Total # Success # Success % Failure # Failure %
5710 Reading 80 53 66.30% 27 33,70%
5720 Writing 81 77 95.00% 4 5.00%
5730 Mathematics 79 76 96.00% 3 4,00%
Total # Mean Score Median Score Low Score High Score Qualifying
35 529.5 529 527 536 527
PURDUE UNIVERSITY
PRAXIS I: BASIC SKILLS COMPETENCY ASSESSMENT
FOR CANDIDATES ADMITTED TO THE TEACHER EDUCATION PROGRAM
September 1, 2013 - August 31, 2014
Praxis I Scores
Praxis I Success and Failure Rates
Praxis I Composite Scores
Praxis I Scores
Praxis I Success and Failure Rates
21
Office of Professional Preparation and Licensure Annual Report 2013-2014
Code Test Total # Mean Score Median Score Low Score High Score Qualifying
001 Reading 28 253 240 220 267 220
002 Mathematics 30 238 235 133 294 220
003 Writing 26 234 232.5 198 263 220
Code Test Total # Success # Success % Failure # Failure %
001 Reading 28 28 100.00% 0 0.00%
002 Mathematics 30 27 90.00% 3 10.00%
003 Writing 26 24 92.00% 2 8.00%
PURDUE UNIVERSITY
PEARSON CASA BASIC SKILLS COMPETENCY ASSESSMENT
FOR CANDIDATES ADMITTED TO THE TEACHER EDUCATION PROGRAM
September 1, 2013 - August 31, 2014
CASA Test Scores
CASA Test Scores
22
Office of Professional Preparation and Licensure Annual Report 2013-2014
Code Specialty Area Total #Mean
Score
Median
Score
Low
Score
High
Score
Qualifying
Score
5011 Elementary Education: Curriculum, Instruction, and Assessment (Computer) 3 180.67 181 166 195 165
5032 Reading and Language Arts Subtest 96 181.41 181 158 200 165
5033 Mathematics Subtest 146 154.5 144 143 187 164
5034 Social Studies Subtest 150 161.17 159 129 200 155
5035 Science Subtest 128 168.11 168 132 200 159
0300 Reading Specialist 5 524 510 500 560 370
0543 Special Education: Core Knowledge and Mild to Moderate Applications (Valid 9/1/2011) 4 161 162 148 172 158
5543 Special Education: Core Knowledge and Mild to Moderate Applications (Computer) (Valid 11/1/2011) 25 170.44 170 156 185 158
0081 Social Studies: Content Knowledge 2 162.5 162.5 158 167 156
5081 Social Studies: Content Knowledge 23 166.09 164 149 188 156
5361 English to Speakers of Other Languages 7 159 163 146 167 149
6011 School Leaders Licensure Assessment (Computer) (Valid 1/1/2012) 5 177.2 180 170 183 163
5022 Early Childhood: Content Knowledge 7 181.29 182 178 184 156
0121 Family and Consumer Sciences Education 1 174 174 174 180 157
5121 Family and Consumer Sciences Education 3 168.33 167 161 177 148
551 Health Education 13 170.38 169 155 182 158
0091 Physical Education: Content Knowledge 1 153 153 153 153 153
5091 Physical Education: Content Knowledge 19 159.58 161 148 172 153
0531 Pre-Kindergarten Education 1 172 172 172 172 165
5531 Pre-Kingergarten Education (Computer) (Valid 12/1/2011) 5 186 189 171 193 165
0133 Art Education: Content Knowledge 8 168.75 165.5 157 183 159
5134 Art Education: Content Knowledge 1 169 169 169 169 159
0041 English Language, Literature, and Composition: Content Knowledge 3 171.33 168 167 179 160
5041 English Language, Literature, and Composition: Content Knowledge 18 173.94 174.5 157 192 160
5174 French: World Language (Computer) 3 153 150 149 160 156
German: World Language 1 166 166 166 166 163
5195 Spanish: World Language (Computer) 2 184.5 184.5 170 199 168
0061 Mathematics: Content Knowledge 4 154.5 144 143 187 136
5061 Mathematics: Content Knowledge 5 165.6 164 151 183 136
5245 Chemistry: Content Knowledge 4 152.5 148 139 175 151
245 Chemistry: Content Knowledge 1 162 162 162 162
0571 Earth/Space Science: Content Knowledge 3 156 160 138 170 155
5235 Biology: Content Knowledge 3 174 176 165 181 157
0265 Physics: Content Knowledge 2 125 125 101 149 149
0051 Technology Education 10 179.4 178 162 194 159
College of Technology
PURDUE UNIVERSITY
PRAXIS II: SUBJECT ASSESSMENTS/SPECIALTY AREAS
TEST SCORES BY PROGRAM COMPLETERS
College of Education
College of Health and Human Sciences
College of Liberal Arts
College of Science
23
Office of Professional Preparation and Licensure Annual Report 2013-2014
CodeSpecialty Area Total #
Mean
Score
Median
Score
Low
Score
High
Score
Qualifying
Score
60 Elementary Education Generalist Subtest 1: Reading and English Language Arts 40 197.13 198 133 271 220
61 Elementary Education Generalist Subtest 2: Mathematics 37 195.78 196 124 268 220
62 Elementary Education Generalist Subtest 3: Science, Health, PE 36 188.33 185 100 250 220
63 Elementary Education Generalist Subtest 4: Social Studies and Fine Arts 39 198.67 196 132 260 220
24 Exceptional Needs: Intense Intervention 2 213.5 213.5 194 233 220
25 Exceptional Needs: Mild Intervention 8 228.38 233.5 195 248 220
48 Social Studies: Economics 1 256 256 256 256 220
50 Social Studies: Government and Citizenship 3 261 260 250 273 220
51 Social Studies: Historical Perspective 3 262 262 254 270 220
19 English Learner 1 223 223 223 223 220
32 High Ability 1 226 226 226 226 220
39 School Administrator: Building Level 14 235.79 236 210 256 220
40 School Administrator: District Level 1 251 251 251 251 220
14 Early Childhood Generalist Subtest 1: Reading and English Language Arts 13 184.31 191 133 235 220
15 Early Childhood Generalist Subtest 2: Mathematics 10 196.2 187.5 155 235 220
16 Early Childhood Generalist Subtest 3: Science, Health, PE 8 207.75 211 176 247 22017 Early Childhood Generalist Subtest 4: Social Studies and Fine Arts 14 182.5 184 140 247 22011 Career and Technical Education: Family and Consumer Science 7 227.86 223 201 255 220
21 English Language Arts 3 225.33 231 194 251 22030 Fine Arts: Visual Arts 6 238.5 238.5 217 254 220
35 Mathematics 6 211.5 204.5 184 250 22043 Science: Chemistry 3 225.33 231 194 251 22044 Science: Earth/Space 2 212 212 198 226 22045 Science: Life Science 7 202.43 203 177 226 220
47 Science: Physics 5 230.2 215 201 268 220
9 Career and Technical Education: Agriculture 34 220 221 184 250 220
College of Science
College of Agriculture
PURDUE UNIVERSITY
PEARSON CORE CONTENT
TEST SCORES BY PROGRAM COMPLETERS
September 1, 2013 - August 31, 2014
College of Education
College of Health and Human Sciences
College of Liberal Arts
24
Office of Professional Preparation and Licensure Annual Report 2013-2014
Code Test Total # Mean Score Median Score Low Score High Score Qualifying
004 Early Childhood Education 6 239.33 241 204 265 220
005 Elementary (K-6) 95 237.33 237 209 263 220
006 Secondary (5-12) 55 242.67 241 214 285 220
007 P-12 15 242.73 244 223 260 220
Code Test Total # Success # Success % Failure # Failure % N/A*
004 Early Childhood Education 6 5 83.30% 1 16.70% 5
005 Elementary (K-6) 95 92 96.80% 3 3.20% 39
006 Secondary (5-12) 55 54 98.00% 1 2.00% 26
007 P-12 15 15 100.00% 0 0.00% 9
Note: Program completers NOT required to complete the test due to the date of program completion and licensing.
Developmental (Pedagogy) Test Scores
PURDUE UNIVERSITY
Pearson Developmental (Pedagogy) Assessments
BY PROGRAM COMPLETERS
September 1, 2013 - August 31, 2014
Developmental (Pedagogy) Test Scores
25
Office of Professional Preparation and Licensure Annual Report 2013-2014
Type of Assessment2003-
2004
2004-
2005
2005-
2006
2006-
2007
2007-
2008
2008-
2009
2009-
2010
2010-
2011
2011-
2012
2012-
2013
CBT READING 100% 100% 100%*
CBT WRITING 98% 100% 91%*
CBT MATHEMATICS 98% 100% 100%*
PPST MATHEMATICS (0730) 97% 98% 100% 100% 100% 100% 100% 100% 100% 100%
PPST READING (0710) 97% 95% 99% 100% 98% 97% 100% 99% 99% 99%
PPST WRITING (0720) 98% 98% 100% 100% 100% 100% 99% 100% 100% 100%
COMPUTERIZED PPST READING (5710) 98% 100% 100% 100% 100% 100% 100% 100%
COMPUTERIZED PPST WRITING (5720) 99% 100% 100% 100% 100% 100% 100% 100%
COMPUTERIZED PPST MATHEMATICS (5730) 100% 99% 100% 100% 100% 100% 100% 100%
PRE-KINDERGARTEN EDUCATION for Early Childhood License
(0530) 100% 100% 100% 100% 100% 100%
PRE-KINDERGARTEN EDUCATION II for Early Childhood
License (0531) 100% 100%
ELEM ED CURR INSTRUC ASSESSMENT (0011) 99% 96% 100% 99% 99% 100% 100% 100% 98% 100%
ELEM ED MULTIPLE SUBJECTS: READING AND LANGUAGE
ARTS SUBSET (5032) 100% 100%
ELEM ED MULTIPLE SUBJECTS: MATHEMATICS SUBSET
(5033) 80% 94%
ELEM ED MULTIPLE SUBJECTS: SOCIAL STUDIES SUBSET
(5034) 73% 94%
ELEM ED MULTIPLE SUBJECTS: SCIENCE SUBSET (5035)
87% 94%
PURDUE UNIVERSITY
PROGRAM COMPLETER PASS-RATE DATA
2003-2012
Professional Knowledge
Basic Skills
Academic Content Areas
26
Office of Professional Preparation and Licensure Annual Report 2013-2014
Type of Assessment2003-
2004
2004-
2005
2005-
2006
2006-
2007
2007-
2008
2008-
2009
2009-
2010
2010-
2011
2011-
2012
2012-
2013
EARLY CHILDHOOD EDUCATION (0020) 100%*
ENG LANG LIT COMP CONTENT KNOWLEDGE (0041)
100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
MATHEMATICS: CONTENT KNOWLEDGE (0061)
100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
SOCIAL STUDIES: CONTENT KNOWLEDGE (0081) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
PHYSICAL EDUCATION
PHYSICAL ED: CONTENT KNOWLEDGE (0091) 100% 93% 100% 100% 100% 100% 100% 100% 100% 100%
ART CONTENT KNOWLEDGE (0133) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
FRENCH PRODUCTIVE LANGUAGE SKILLS
FRENCH CONTENT KNOWLEDGE (0173) 100%* 100%* 100%* 100%* 100%* 100% 100%
FRENCH: WORLD LANGUAGE (5174) 100% 100%
GERMAN CONTENT KNOWLEDGE (0181) 100%*
SPANISH PRODUCTIVE LANGUAGE SKILLS 71%* 100%* 100%*
SPANISH CONTENT KNOWLEDGE (0191) 71%* 100%* 100% 100%* 100%* 100%* 100% 100% 100%
SPANISH: WORLD LANGUAGE (5195) 100% 100%
BIOLOGY CONTENT KNOWLEDGE (0235) 100% 100%* 86%* 100% 100%* 100%* 100% 100% 100% 100%
CHEMISTRY CONTENT KNOWLEDGE (0245) 100% 100%* 100%* 100%* 100%* 100%* 100% 100% 100% 100%
PHYSICS CONTENT KNOWLEDGE (0265) 100%* 100%* 100%* 100%* 100%* 100% 100% 100%
INTRODUCTION TO READING (0200) 100%
READING SPECIALIST (0300) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
GENERAL SCIENCE 100%*
EARTH SCIENCE CONTENT KNOWLEDGE (0571) 100%* 100%* 100%* 100%* 100%* 100% 100% 100% 100%
TECHNOLOGY EDUCATION (0050) 100% 96% 100% 100%* 100% 100% 100% 100% 100%
TECHNOLOGY EDUCATION (0051) 100% 100%
Academic Content Areas continued
Office of Professional Preparation and Licensure Annual Report 2013-2014
Type of Assessment2003-
2004
2004-
2005
2005-
2006
2006-
2007
2007-
2008
2008-
2009
2009-
2010
2010-
2011
2011-
2012
2012-
2013
FAMILY AND CONSUMER SCIENCES (0121) 100% 100% 100% 100% 100% 100%* 100% 100% 100% 100%
SPEECH -LANGUAGE PATHOLOGY 100%*
HEALTH EDUCATION (0550) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
SE LEARNING DISABILITIES 100%*
SE STUDENTS W/MENTAL RETARDATION 100%* 100%* 100%*
SE KNOWLEDGE-BASED CORE PRINCIPLES 100% 100%* 100%*
EDUC. EXCEPTIONAL STUDENTS: CK (0353) 100%* 100%* 100% 100% 100% 100% 100% 100% 100% 100%
SE BEHAVIORA/ EMOTIONAL 100%* 100%* 100%*
ED EXCEPT STUDENTS: MILD TO MODERATE DISABILITIES
(0542) 100%* 100% 100% 100% 100% 100% 100% 100% 100%
SE CORE KNOWLEDGE AND MILD TO MODERATE
APPLICATIONS (0543) 100% 100%
PROGRAM COMPLETERS SUBMITTED 537 461 416 380 394 364 376 412 338 390
PROGRAM COMPLETERS FOUND, MATCHED, AND USED
IN PASSING RATE CALCULATIONS** 533 448 414 376 390 363 372 411 337 386
**Candidates completing Agricultural Education are not required to complete the content assessment. This explains the difference in the number between Program Completers
Submitted and Program Completers Found, Matched, and Used in Passing Rate Calculations.
Teaching Special Populations
Academic Content Areas continued
*Under 10 program completers
Note: Empty cells are due to previous versions of exams replaced by newer versions or no program completers for the given year.
28
Office of Professional Preparation and Licensure Annual Report 2013-2014
Year 2007-08 2008-09 2009-10 2010-11 2011-2012 2012-2013 2013-2014
Total # of Tests Taken 13 17 10 7 6 15 5
Mean Score 178.2 178.3 173.4 178.6 179.0 180.2 177.2
Median Score 176 177.5 173.0 177.5 179.0 180.0 176.5
Low Score 165 167 162 166 170 167 170
High Score 187 187 184 189 186 188 183
Success # 13 17 9 7 6 13 5
Success % 100% 100% 90% 100% 100% 100% 100%
Failure # 0 0 1 0 0 0 0
Failure % 0% 0% 10% 0% 0% 0% 0%
Total # of Program Completers Required
to Complete the SLLA 13 17 9 7 3 8 4
Program Completer Pass Rate 100% 100% 100% 100% 100% 100% 100%
* The original test number was 1010 which was changed in 2009-2010. The Qualifying Score was originally 165. The previous test
which was 1011 had a qualifying score of 163 and was valid until 12/31/2011.
As of February 1, 2003, the School Leaders Licensure Assessment (SLLA) was required for individuals applying for an initial
administrative license in Indiana (except for those individuals who previously held another administrative license in Indiana or any other
state). Initial administrative licenses offered at Purdue are: Building Level Administrator, Director of Career/Technical, Director of
Exceptional Needs, and Superintendent. Beginning in February 2014 the IDOE began transitioning from the ETS SLLA exam to the
Pearson School Administrator exams (Building Level and District Level). The deadline for successful completion of the SLLA exam
was May 31, 2014. After this date only the Pearson exams can be used for initial administrative licensure.
SLLA Scores, Success Rates and Failure Rates
Test Code 6011*
Qualifying Score 163
PURDUE UNIVERSITY
ADMINISTRATIVE ASSESSMENT REPORT
SCORES AND SUCCESS/FAILURE RATES
September 1, 2007 - August 31, 2014
29
Office of Professional Preparation and Licensure Annual Report 2013-2014
Year 2013-2014 2013-2014
Total # of Tests Taken 13 1
Mean Score 237.08 251
Median Score 233 251
Low Score 210 251
High Score 256 251
Success # 11 1
Success % 85% 100%
Failure # 2 0
Failure % 15% 15%
Total # of Program Completers Required
to Complete the BLA 11 1
Program Completer Pass Rate 100% 100%
Year
Total # of Tests Taken
PURDUE UNIVERSITY
ADMINISTRATIVE ASSESSMENT REPORT
SCORES AND SUCCESS/FAILURE RATES
September 1, 2007 - August 31, 2014
Test Code 039 - Building Level Administrator
Qualifying Score 220
Test Code 040 - District Level Administrator
Qualifying Score 220
As of February 1, 2003, the School Leaders Licensure Assessment (SLLA) is required for individuals applying for an initial
administrative license in Indiana (except for those individuals who previously held another administrative license in Indiana or any other
state). Initial administrative licenses offered at Purdue are: Building Level Administrator, Director of Career/Technical, Director of
Exceptional Needs, and Superintendent. Beginning in February 2014 the IDOE began transitioning from the ETS SLLA exam to the
Pearson School Administrator exams (Building Level and District Level). The deadline for successful completion of the SLLA exam
was May 31, 2014. After this date only the Pearson exams can be used for initial administrative licensure. The charts below reflect the
number of tests taken, not program completers.
Mean Score
Median Score
Low Score
High Score
Success #
Success %
Failure #
Failure %
Total # of Program Completers
Required to Complete the DLA
Program Completer Pass Rate
30
Office of Professional Preparation and Licensure Annual Report 2013-2014
Content Area
Traditional
Undergraduates
Post-Bac
Alternative
SGR
Alternative
TTT
Alternative Total
College of AgricultureCareer and Technical Education: Agriculture 15 1 16College of EducationDual: Elementary Education, Exceptional Needs: Mild Intervention 16 16
Dual: Elementary Education, Exceptional Needs: Mild Intervention and Reading 4 4
English Language Learning 0
Exceptional Needs: Mild Intervention Undergraduate P-12 (Initial) 1 1
Exceptional Needs: Mild Intervention Graduate (Initial) 1 1
Elementary Generalist and Reading 35 35
Elementary Generalist 84 3 87
High Ability (Gifted and Talented) Education (Advanced Addition) 13 13
Social Studies: Government & Citizenship/Historical Perspectives 1 1
Social Studies: Economics, Government & Citizenship and Historical Perspectives 16 16College of Health and Human Services
Career and Technical Education: Family and Consumer Sciences 10 10
Generalist: Early Childhood and Exceptional Needs 11 11
Health and Physical Education 6 6
Physical Education 4 4College of Liberal Arts
Fine Arts: Visual Arts 9 1 10
Fine Arts: Visual Arts Design Emphasis 2 1 3
Language Arts (English Education) 9 1 10
Language Arts (English Education) and Reading 5 1 6
World Language: Spanish 4 4
Communication Disorders (Speech Language & Hearing Sciences)** 27 27College of Science
Mathematics 12 2 1 15
Science: Chemistry 1 2 1 4
Science: Earth/Space Sciences 1 1 2
Science: Life Sciences (Biology) 5 2 7
Science: Physics 3 3College of Tehnology
Technology Education 8 8
Administrative Areas
Building Level Administrator 2 2
District Administrator: Director of Career/Technical 2 2
District Administrator: Superintendent 7 7School Counselor
School Counselor 6 6
Total 261 63 6 7 337
Program Completers by Content Area
Traditional, Alternative, and Advanced Licensure Routes
September 1, 2013 - August 31. 2014
**Communication Disorders program completers (Speech Language and Hearing Sciences: Speech Language Pathology) apply directly to the State of Indiana for licensure; therefore Purdue
University doesn't recommend these candidates for Indiana licensing.
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Office of Professional Preparation and Licensure Annual Report 2013-2014
Recommendations for Licensure
Overview
Licensing Actions
September 1, 2013 - August 31, 2014
Undergraduate Original Initial Practitioner Instructional 240
Post-Baccalaureate Original Initial Practitioner Instructional 6
Transition to Teaching 6
STEM Goes Rural 6
Building Level Administrator 6
District Administrator Director of Career and Technical Education 2
District Administrator Superintendent 10
School Counselor 6
Transcript Evaluation Requests 103
License Additions 26
Conversions to Professional Practitioner 41
Renewal Recommendations 63
Out-of-State Recommendations 96
Total 611
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Office of Professional Preparation and Licensure Annual Report 2013-2014
LICENSE RECOMMENDATIONS 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-2012 2012-2013 2013-2014
Initial Practitioner 565 540 507 500 444 414 421 417 404 271
Post-Baccalaureate Licensing Only 16 20 18 21 17 17 24 12 29 6
Proficient Practitioner 1 5 8 10 9 16 6 1 14 12
Professional/Accomplished Practitioner 54 65 23 19 11 3 1 801
50 41
Additions 50 239 261 162 168 193 111 462
19 26
Renewals 345 544 636 494 373 290 142 1013
53 63
LICENSE RECOMMENDATIONS
2004-2014
Beginning in 2012-2013, Institutions of Higher Education (IHE) no longer make recommendations for individuals hired under an Emergency Permit.
School districts work directly with the Indiana Department of Education to complete the application process. Individuals may complete alternate licensure
routes. They may either complete a licensure program at an IHE or successfully complete a content test, depending on whether they hold an Indiana
instructional administrator or school services license. Information regarding Emergency Permits is located at www.doe.in.gov/licensing/emergency-permits.
Information regarding adding a content area to an existing license is located at www.doe.in.gov/licensing/how-add-content-area-existing-license.
Information regarding alternate licensure routes is located at www.doe.in.gov/licensing/prospective-educators.
1In May 2011, the State of Indiana created a rule stating that individuals who held a Master’s degree or had 5-7 years of teaching experience were expected
to be recommended for Accomplished Practitioner/Professional licenses. Due to this new rule, the Office of Professional Preparation and Licensure
experienced a significant increase in license conversions to the Professional/Accomplished Practitioner level.
3Prior to 2011-2012, renewals were counted by content areas regardless of how many content areas an individual had, however, licenses are now counted by
the individual rather than by content area.
EMERGENCY PERMIT
2On May 2, 2011, the State of Indiana's new online licensing LVIS went live. The system no longer requires that Reading licenses be added as a separate
additional license, it can be obtained with the original license. This resulted in a major reduction for additions. Had this rule not changed the Office of
Professional Preparation and Licensure would have had an additional 167 additions of Reading in association with the Elementary Education, Elementary &
Special Education, and Language Arts programs.
Office of Professional Preparation and Licensure Annual Report 2013-2014
Content Area Number of Recommendations
College of AgricultureCareer/Technical Education - Agriculture 11
College of Health and Human SciencesCareer/Technical Education – Family and Consumer Sciences 10Dual: Health and Physical Education 6Early Childhood & Exceptional Needs: Mild Intervention 9Health Education 1Physical Education 6
College of EducationDual: Elementary Generalist and Exceptional Needs: Mild Intervention 16Dual: Elementary Generalist, Exceptional Needs: Mild Intervention, and Reading 4Elementary Generalist 72Elementary Generalist and Reading 36Exceptional Needs - Mild Intervention Graduate Initial 1Exceptional Needs - Mild Intervention Undergraduate Initial 1Social Studies - Economics, Government and Citizenship, and Historical Perspectives 15Social Studies - Economics, Government and Citizenship, Historical Perspectives, and Psychology 1
College of Liberal ArtsFine Arts (Visual Arts) 11Language Arts (English) and Reading 8Language Arts (English) 8World Language: French 0World Language: Spanish 4
College of Science Mathematics 14
Science: Chemistry 3
Science: Earth/Space Sciences 2Science: Life Sciences (Biology) 4Science: Physics 3
College of Technology
Technology Education 9
Total Instructional Recommendations 255
School Services School Counselor 6
Total School Services Recommendations 6
Administrative Building Level Administrator 6District Administrator - Director of Career and Technical Education 2District Administrator - Director of Exceptional Needs 0District Administrator - Superintendent 10
Total Administrative Recommendations 18
Total Original Licensure Recommendations 279
RECOMMENDATIONS
ORIGINAL LICENSURE
September 1, 2013 - August 31, 2014
The following information contains data for Purdue Teacher Education program completers who received a degree, as well as for those who completed a post-
baccalaureate, teacher license-only program. Numbers include all individuals who requested an original license between September 1, 2013 - August 31, 2014.
Therefore, the data contains program completers of any year.
Notes: Individuals may be recommended for more than a single licensure area.Communication Disorders program completers apply directly to the State of Indiana; therefore, they are not listed on this chart.
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Office of Professional Preparation and Licensure Annual Report 2013-2014
License Actions Number of RecommendationsAdditions: English Language Learners 5Exceptional Needs: Mild Intervention (Advanced) 4High Ability (Gifted and Talented) 13Reading
12
Social Studies: Government 1Social Studies: Psychology 1Social Studies: Sociology 3Reading
12
Total Additions 31
Conversion to 10-year Professional/Accomplished Practitioner 41
Renewal 63
Total Conversion to Professional/Accomplished Practitioner and Renewal 104
Total Recommendations for All Licenses 414
1 Effective May 2011, candidates completing the REPA Language Arts (English Education), Dual: Elementary Generalist & Exceptional Needs: Mild Intervention,
and Elementary Generalist licensure programs are no longer recommended for the Reading addition upon completion of the program. Individuals completing Rules
2002 licensure programs can only be recommended for the Reading addition through December 31, 2013.
Note: Individuals may be recommended for more than a single licensure area.
ADDITION, RENEWAL, AND CONVERSION TO
PROFESSIONAL/ACCOMPLISHED PRACTITIONER
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Office of Professional Preparation and Licensure Annual Report 2013-2014
Content Area
Traditional
Undergraduates
Post-Bac
Alternative
SGR
Alternative
TTT
Alternative TotalCollege of Agriculture
Career and Technical Education: Agriculture 10 1 11College of EducationDual: Elementary Education, Exceptional Needs: Mild Intervention 16 16
Dual: Elementary Education, Exceptional Needs: Mild Intervention and Reading 4 4
English as a New Language (Addition) 5 5
Exceptional Needs: Mild Intervention Undergraduate P-12 (Initial) 1 1
Exceptional Needs: Mild Intervention Graduate (Initial) 1 1
Elementary Generalist and Reading 36 36
Elementary Generalist 69 3 72
High Ability (Gifted and Talented) Education (Addition) 13 13
Reading (Addition) 2 2
Social Studies: Government & Citizenship/Historical Perspectives 1 1
Social Studies: Economics, Government & Citizenship and Historical Perspectives 14 14
Social Studies: Psychology (Addition completed at the same time as the SS Core: Econ/Gov/HP) 1 1College of Health and Human Services
Career and Technical Education: Family and Consumer Sciences 10 10
Generalist: Early Childhood and Exceptional Needs 9 9
Health and Physical Education 6 6
Health Education 1 1
Physical Education 6 6College of Liberal Arts
Fine Arts 9 2 11
Language Arts (English Education) only 7 1 8
Language Arts (English Education) and Reading 7 1 8
World Language: Spanish 4 4College of Science
Mathematics 11 2 1 14
Science: Chemistry 1 2 3
Science: Earth/Space Sciences 1 1 2
Science: Life Sciences (Biology) 5 2 7
Science: Physics 3 3College of Tehnology
Technology Education 9 9
Administrative Areas
Building Level Administrator 6 6
District Administrator: Director of Career/Technical 2 2
District Administrator: Superintendent 10 10School Counselor
School Counselor 6 6
Total 240 50 6 6 302
License Recommendations by Content Area
Traditional, Alternative, and Advanced Licensure Routes
September 1, 2013-August 31. 2014
Communication Disorders program completers (Speech Language and Hearing Sciences and Speech Language Pathology) apply directly to the State of Indiana for licensure; therfore, Purdue
University does not recommend these candidates for Indiana licensing.
36
Office of Professional Preparation and Licensure Annual Report 2013-2014
Content Area 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
College of Agriculture
Career and Technical Education: Agriculture 19 10 25 14 11
College of Education
Computer Education (Educational Technology) (Addition) 2 1 0 0
Dual: Elementary Education, Exceptional Needs: Mild Intervention and/or Reading 1 6 8 22 20
English as a New Language (Addition) 1 1 5
Exceptional Needs 18 13 5 2
Generalist: Early and Middle Childhood (Elementary Education) and Reading 159 147 131 146 108
High Ability (Gifted and Talented) Education (Addition) 21 21 11 13
Interdisciplinary Cooperative Education (ICE) (Endorsement to an existing Rules 46-47 license) 1 2 0
Reading (Addition) 149 109 7 2 0
Social Studies: Economics, Government & Citizenship and Historical Perspectives 53 49 64 34 15
Social Studies: Government & Citizenship/Historical Perspectives 1
Social Studies: Psychology (Addition completed at the same time as the SS Core: Econ/Gov/HP) 1 1Social Studies: Sociology (Addition completed at the same time as the SS Core: Econ/Gov/HP) 2 0
College of Health and Human Services
Career and Technical Education: Family and Consumer Sciences 6 13 25 10 10
Generalist: Early Childhood and Exceptional Needs 8 9 4 9 9
Health and Physical Education 6
Health Education 10 4 18 14 1
Physical Education 25 15 24 24 6
College of Liberal Arts
Fine Arts 11 15 15 10 11
Language Arts (English Education) only 1 8
Language Arts (English Education) and Reading 31 44 32 44 8
World Language: French 2 1 1 0
World Language: Spanish 6 6 4 3 4
Communication Disorders (Speech Language & Hearing Sciences)** 0 0 0 0 0
College of Science
Mathematics 20 36 19 31 14
Science: Chemistry 7 3 12 5 3
Science: Earth/Space Sciences 2 4 3 2
Science: Life Sciences (Biology) 11 12 13 9 7
Science: Physics 2 5 2 3
College of Tehnology
Technology Education 9 12 16 14 9
Administrative Areas
Building Level Administrator 6 8 6 4 6
District Administrator: Director of Career/Technical 3 1 3 2
District Administrator: Director of Exceptional Needs 0 2 2 0 0
District Administrator: Superintendent 3 4 7 6 10
School Counselor
School Counselor 6 9 8 6 6
Total 573 533 485 439 301
License Recommendations Trend Data by Content Area
2009-2014
**Communication Disorders program completers (Speech Language and Hearing Sciences: Speech Language Pathology apply directly to the State of Indiana for licensure; there, Purdue
University doesn't recommend these candidates for Indiana licensing.
37
Office of Professional Preparation and Licensure Annual Report 2013-2014
STATE Number of Recommendations
Alabama 0
Alaska 0
Arizona 0
Arkansas 0
California 0
Colorado 15
Connecticut 0
Delaware 0
District of Columbia 0
Florida 0
Georgia 0
Hawaii 0
Idaho 0
Illinois 26
Iowa 4
Kansas 2
Kentucky 6
Louisiana 0
Maine 0
Maryland 0
Massachusetts 2
Michigan 1
Minnesota 4
Mississippi 0
Missouri 0
Montana 2
Nebraska 1
Nevada 0
New Hampshire 0
New Jersey 1
New Mexico 0
New York 1
North Carolina 4
North Dakota 0
Ohio 3
Oklahoma 0
Oregon 0
Pennsylvania 4
Rhode Island 0
South Carolina 0
South Dakota 0
Tennessee 5
Texas 0
Utah 0
Vermont 1
Virginia 3
Washington 3
West Virginia 0
Wisconsin 7
Wyoming 1
Total Number of Out-of-State Recommendations 96
OUT-OF-STATE RECOMMENDATIONS
September 1, 2013 - August 31, 2014
38
Office of Professional Preparation and Licensure Annual Report 2013-2014
Purdue University Teacher Education Program Exit Survey
2013-2014
The main purpose of the Teacher Education Program Exit Survey is to identify the strengths and areas for
improvement in the Purdue University Teacher Education Program and to provide feedback to faculty for
possible program revisions. The 2013-2014 survey is aligned to the Interstate Teacher Assessment and
Support Consortium (InTASC) Model Core Teaching Standards.
In November 2013 and April 2014, the Office of Professional Preparation and Licensure, in collaboration
with the Office of Field Experiences, distributed the Teacher Education Program Exit Survey with
instructions via the Purdue Qualtrics Survey System to 96 Fall 2013 and 198 Spring 2014 student
teachers. The response rate for the survey follows:
Fall 2013: 12.5% (Out of 96 student teachers, 12 responded)
Spring 2014: 16.7% (Out of 198 student teachers, 33 responded)
A total of 45 student teachers responded for an overall return rate of 15.3%. Approximately 36% of the
survey respondents were Elementary Education majors. The remaining respondents completed secondary
and all schools (P-12) education majors. The response rate decreased from 45% in 2012-2013 to 15.3%
in 2013-2014.
The major findings from the survey follow:
Almost all of the candidates (99%) believed that they understand how learners grow and develop,
can recognize that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas.
Almost all candidates (98%) believed that they are able to use their understanding of individual
differences and diverse cultures and communities to work independently or collaboratively with
others to create inclusive, supportive and encouraging learning environments. They also believe
they are able to design and implement developmentally appropriate and challenging learning
experiences that foster individual and collaborative learning, positive social interactions, and
students’ active engagement in learning to promote positive student outcomes in meeting high
standards of learning.
All candidates believed that they understand how to connect concepts and use differing perspectives
to engage learners in critical thinking, creativity, and collaborative problem solving related to
authentic local and global issues.
The majority of candidates (97%) believed that they are able to plan instruction that supports every
student in meeting rigorous learning goals by drawing upon their knowledge of content areas,
curriculum, cross-disciplinary skills, pedagogy, learners and the community context.
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Office of Professional Preparation and Licensure Annual Report 2013-2014
All candidates believed that they understand and can use a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and their connections and build
skills to apply knowledge in meaningful ways.
All candidates believed that they understand the central concepts, tools of inquiry, and structures of
the content areas they teach and are able to create learning experiences that make the information
accessible and meaningful for learners to assure mastery of the content.
The majority of candidates (97%) believed that they understand and can use multiple methods of
assessment to engage learners in their own growth, monitor learner progress, and guide their own
and their students’ decision making.
The majority of candidates (99%) believed that they can use evidence to continually evaluate their
practice, particularly the effects of their choices and actions on others (learners, families, other
professionals, and the community). They also believe they are able to adapt practice to meet the
needs of each learner.
The majority of candidates (97%) believed that they engage in ongoing professional development
and seek appropriate leadership roles and opportunities to take responsibility for student learning to
ensure his/her professional growth and to collaborate with learners, families, colleagues, other
school professionals and community members to advance the education profession.
The majority of candidates (97%) believed that they had been treated professionally by their
academic advisors, and candidates (95%) agreed that their advisors were available when requested
and responsive to their needs. Most of the candidates (90%) believed that their advisors were
knowledgeable about the Teacher Education Program and university procedures.
Most candidates (90%) believed that they were treated professionally by the Office of Field
Experiences staff.
Almost all candidates (98%) believed that their student teaching cooperating teachers were
prepared to work with them and were helpful in their development as effective pre-service teachers.
The majority of the candidates (88%) believed that the school-based administrators and other
school personnel assisted with matters outside of the classroom (e.g., orientation, meetings, finding
materials, counseling, etc.).
The majority of candidates (91%) believed that their university supervisors were helpful, that they
had adequate contact with their university supervisors during their student teaching experiences,
and that most of their university supervisors provided high quality feedback regarding their
performance during the student teaching experience.
The majority of candidates (90%) were satisfied with their teacher education program.
40