Title II Higher Education Act SUBMIT REPORTS...Contact Name: Ms. Christine Howard Phone:...

Title II

Higher Education Act

SUBMIT REPORTS

Program Information

Name of Institution: CUNY Queens College

Institution/Program Type: Traditional

Academic Year: 2009-10

State: New York

Address: 65-30 Kissena Blvd

Flushing, NY 11367

Contact Name: Ms. Christine Howard

Phone: 718-997-5413

Email: [email protected]

Is your institution a member of a Teacher Quality Enhancement (TQE) partnership grant: No

TQE Partnership name or grant number, if applicable:

mailto:[email protected]

Section I.a Program Admission

For each element listed below, check if it is required for admission into any of your initial teacher

certification program(s) at either the undergraduate or post graduate level.

Element Undergraduate Post-Graduate

Application Yes Yes

Fee/Payment No Yes

Transcript Yes Yes

Fingerprint Check Yes Yes

Background Check Yes Yes

Experience in a classroom or working with children Yes Yes

Minimum number of courses/credits/semester hours completed No Yes

Minimum high school GPA No No

Minimum undergraduate GPA Yes Yes

Minimum GPA in content area coursework Yes Yes

Minimum GPA in professional education coursework Yes Yes

Minimum ACT score No No

Minimum SAT score Yes No

Minimum GRE score No No

Minimum basic skills test score No No

Subject area/academic content test or other subject matter

verification

Yes Yes

Minimum Miller Analogies test score No No

Recommendation(s) Yes Yes

Essay or personal statement No Yes

Interview No Yes

Resume No Yes

Bachelor’s degree or higher No Yes

Job offer from school/district No No

Personality test (E.g., Myers-Briggs Assessment) No No

Other (Specify: OPI) Yes Yes

Provide a link to your website where additional information about admissions requirements can be

found:

http://qc.cuny.edu

Indicate when students are formally admitted into your initial teacher certification program:

Junior year post bachelors

Does your initial certification program conditionally admit students?

Yes

Please Provide any additional about or exceptions to the admissions information provided above:

http://qc.cuny.edu/

Section I.b Program Enrollment

Provide the number of students in the teacher preparation program in the following categories.

Note that you must report on the number of students by ethnicity and race separately. Individuals

who are non-Hispanic/Latino will be reported in one of the race categories. Also note that

individuals can belong to one or more racial groups, so the sum of the member of each racial

category may not necessarily add up to the total number of students enrolled.

Total number of students enrolled in 2009-10 7665

Unduplicated number of males enrolled in 2009-10 1544

Unduplicated number of females enrolled in 2009-10 6121

2009-10 Number Enrolled

Ethnicity

Hispanic/Latino of any race: 967

Race

American Indian or Alaska Native: 11

Asian: 630

Black or African American: 376

Native Hawaiian or Other Pacific Islander: 0

White: 3442

Two or more races: 0

Section I.c Supervised Experience

Provide the following information about supervised clinical experience in 2009-10.

Average number of clock hours required prior to student teaching 100

Average number of clock hours required for to student teaching 548

Number of full-time equivalent faculty in supervised clinical experience during this

academic year

59

Number of full-time equivalent adjunct faculty in supervised clinical experience during

this academic year (IHE and Pre K-12 staff)

29

Number of students in supervised clinical experience during this academic year 1132

Please provide any additional information about or descriptions of supervised clinical experiences:

Section I.d Teachers Prepared

Provide the number of teachers prepared, by academic major and subject area prepared to teach

2009-10. (§205(b)(1)(H))

Academic major Number prepared

Education Programs 892

Elementary & Early Childhood Education Birth to 2nd Grade& Grades 1-6 315

Secondary Education, 7-12 310

Special Subject Areas, Grades K-12 267

Total 892

Subject Area Number prepared

Art Education, Grades K-12 31

Biology Education Grades 7-12 10

Chemistry Education, Grades 7-12 5

Childhood Education Grades 1-6 305

Chinese Education, Grades 7-12 1

Early Childhood Education , Birth -2nd Grade 10

Earth Science Education, Grades 7-12 38

English Language Arts Education, Grades 7-12 86

Family & Consumer Sciences Education, Grades K-12 26

French Education, Grades 7-12 6

Italian Education, Grades 7-12 5

Math Education, Grades 7-12 45

Music Education, Grades 7-12 22

Physical Education, Grades 7-12 48

Physics Education, Grades 7-12 1

Social Studies Education, Grades 7-12 89

Spanish Education, Grades 7-12 24

Speech & Language Pathology Education, Grades K-12 16

Students with Disabilities, Birth-2nd Grade 8

Students with Disabilities, Childhood Education, Grades 1-6 45

Students with Disabilities, Grades 7-12 in a Special Subject area 14

TESOL Education, Grades K-12 57

Total 892

Section I.e Program Completers

Provide the total number of initial teacher certification preparation program completers in each of

the following academic years:

2009-10: 1129

2008-09: 928

2007-08: 816

Section II: Annual Goals

Each institution of higher education (IHE) that conducts a traditional teacher preparation program

(including programs that offer any ongoing professional development programs) or alternative

routes to state certification or licensure program, and that enrolls students receiving Federal

assistance under this Act, shall set annual quantifiable goals for increasing the number of

prospective teachers trained in teacher shortage areas designated by the Secretary or by the state

educational agency, including mathematics, science, special education, and instruction of limited

English proficient students. IHEs that do not have a teacher preparation program in one of more of

the areas listed below can enter NA for the area(S) in which the IHE does not have that program.

Teacher

Shortage Area

Goal for increasing prospective teachers trained

Mathematics

Academic year: 2009-10

Goal: 89

Goal met? Yes

Description of strategies used to achieve goal:

Mathematics Undergraduates – Goal 33 – Yes Met

We Continue to recruit students into the TIME 2000 Program which gives them

reduced tuition. Time 2000 host a conference for high school students which attract

them to our program. We also send out brochures and posting to high schools.

Mathematics – Post Bach – Goal 33 – Yes Met

The reputation of our program increased from the visibility created by the Time 2000

program.

Mathematics – Graduates – Goal 20 – Not Met

We show Post-Bach students how they can get their Master’s Degree at the same time

they go for their Post-Bach Initial Certification.

Description of steps to improve performance in meeting goal or lessons learned

(Cont.)

Mathematics

in meeting goal:

Mathematics – Undergraduates

We have continued to enlist the help of the College in sending out Time 2000

brochures.

Mathematics – Post Bach students

We have continued to enlist the help of the College in advertising our programs.

Mathematics – Graduate students

We have continued to enlist the help of the College in advertising our programs.

Science


Goal: 15 – Both UG & G

Goal met? Yes


Referrals, phone and e-mail outreach.


in meeting goal:

Personal contacts work best.

Special

Education


Goal: 86

Goal met? No


For the early childhood special education program, we are in the process of applying

for a personnel preparation grant from the OSEP that will prepare candidates who will

be working with young children and their families from culturally and linguistically

diverse background in high needs communities and schools.


in meeting goal:

(Cont.)

Special

Education

We are revising our Masters’ and Post Masters Special Education Programs to align

with the new regulations recently issued by the New York State Depart of Education

on preparing teacher for students with disabilities at the secondary level. The new

regulations will allow teacher preparation programs to train generalists for students

with disabilities in grades 7-12.

Instruction of

limited English

proficient

students


Goal: 100

Goal met? Yes


TESOL - Undergraduates – 15-20 – Goal Met

Strong advisement by College Advising Center, financial support for tuition by

Eastern Suffolk BOCES ITI Program.

TESOL - Graduates – 50 – Goal Met

Recommendation by alumni: reputation of program, departmental web site.

TESOL – Post-Masters Advanced Certificate Students – 30 – Goal Met

Recommendation by alumni: reputation of program, departmental web site.


in meeting goal:

TESOL - Undergraduates

We have continued to collaborate with the Eastern Suffolk BOCES ITI Program.

TESOL - Graduates

Excellence of program draws high quality of students.

TESOL – Post-Masters Advanced Certificate Students

Excellence of program draws high quality of students.

Other

Academic year:

Goal:

Goal met?



in meeting goal:

Provide any additional comments, exceptions, and explanations below:

Section II. Assurances

Please indicate whether your institution is in compliance with the following assurances.

Training provided to prospective teachers responds to the identified needs of the local education

agencies or States where the institution’s graduates are likely to teach, based on the past hiring and

recruitment trends.

Yes

Training provided to prospective teachers is closely linked with the needs of schools and

instructional decisions new teachers face in the classroom.

Yes

Prospective special education teachers receive coursework in core academic subjects and receive

training in providing instruction in the core academic subjects.

Yes

General education teachers received training in providing instruction to children with disabilities.

Yes

General education teachers received training in providing instruction to limited English proficient

students.

Yes

General education teachers received training in providing instruction to children from low-income

families.

Yes

Prospective teachers receive training on how to effectively teach in urban and rural schools, as

applicable.

Yes

Describe your institution’s most successful strategies in meeting the assurance listed above:

Adhering to the conceptual framework of the educational unit of Queens College NCATE (National

Council for the Accreditation of Teacher Education) and the individual SPAS (Special Programs

Associations).

Section III. Assessment Rates

Assessment Code - Assessment Name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

State

avg.

pass

rate

State

avg.

scaled

score

031-BEA-French

Evaluation systems group of Pearson

Other enrolled students 1

026 BEA- Haitian Creole



040-BEA-Hebrew


All program completers 2008-09 1

032- BEA Korean



028 - BEA Mandarin


All enrolled students who have completed all

nonclinical courses 1

028 - BEA Mandarin



028 - BEA Mandarin



028 - BEA Mandarin



037 BEA –Polish

Evaluation Systems group of Pearson


024 BEA -Spanish

Evaluation System group of Pearson


nonclinical courses 2 100 252

024 BEA -Spanish


Other enrolled students 3 99 256

024 BEA -Spanish


All program completers, 2009-10 7 99 257

024 BEA -Spanish




Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

State

avg.

pass

rate

State

avg.

scaled

score

024 BEA -Spanish



006 Biology CST



nonclinical courses 12 255 12 100 94 258

006 Biology CST


Other Enrolled Students 8 97 251

006 Biology CST


All program completers, 2009-10 10 257 10 100 99 257

006 Biology CST



006 Biology CST



007 Chemistry CST


Other enrolled students 1 90 252

007 Chemistry CST



007 Chemistry CST



007 Chemistry CST



008 Earth Science CST














Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

State

avg.

pass

rate

State

avg.

scaled

score




090- Elementary ATS-W






Other Enrolled Students 94 251 87 93 98 259




090- Elementary ATS-W Evaluation Systems

group of Pearson -All program completers,

2008-09 380 262 380 100 100 262




003-English Language Arts CST









All program completers, 2009-10

75

238

64

85

91

243







022- ESOL CST




022- ESOL CST



022- ESOL CST




Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

State

avg.

pass

rate

State

avg.

scaled

score

022- ESOL CST



022- ESOL CST



072- Family and Consumer Sciences CST
















012-French CST



012-French CST



012-French CST



013 German CST


All program completers, 2007-08 1

016-Italian CST




016-Italian CST



016-Italian CST




Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

State

avg.

pass

rate

State

avg.

scaled

score

016-Italian CST



016-Italian CST



001-Liberal Arts & Sciences Test (LAST)
















074- Library Media Specialist
















065- Literacy CST E

valuation Systems group of Pearson



065- Literacy CST




Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

State

avg.

pass

rate

State

avg.

scaled

score

065- Literacy CST



065- Literacy CST



065- Literacy CST



018 Mandarin CST



004- Mathematics CST
















002-Multi - Subject CST

















Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

State

avg.

pass

rate

State

avg.

scaled

score

075- Music CST




075- Music CST



075- Music CST



075- Music CST



075- Music CST



076- Physical Education CST
















009- Physics CST




009- Physics CST



009- Physics CST



009- Physics CST




Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

State

avg.

pass

rate

State

avg.

scaled

score

009- Physics CST



091- Secondary ATS-W







091- Secondary ATS-W E

valuation Systems group of Pearson








005- Social Studies CST
















020 Spanish CST




020 Spanish CST



020 Spanish CST




Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

State

avg.

pass

rate

State

avg.

scaled

score

020 Spanish CST



020 Spanish CST



060 Students with Disabilities CST
















079- Visual Arts CST
















Section 111. Summary Rates

Group

Number

Taking

Tests

Number

Passing

Tests

Pass

Rate

(%)

State Average

Pass Rate (%)

All program completers, 2009-10 797 732 92 94

All program completers, 2008-09 879 834 95 97

All program completers 2007-2008 800 769 96 97

Section IV. Low-Performing

Provide the following information about the approval or accreditation of you teacher preparation

program.

Is your teacher preparation program currently approved or accredited?

Yes

If yes, please specify the organization(s) that approved or accredited your program:

State

NCATE

Other (Specify: Specialty Program Associations)

Is your teacher preparation program currently under a designation as “low-performing” by the

date (as per section 207(a) of the HEA of 2008)?

No

Section V. Technology

Does your program prepare teachers to:

Integrate technology effectively into curricula and instruction

o Yes

Use technology effectively to collect data to improve teaching and learning

o Yes

Use technology effectively to manage data to improve teaching and learning

o Yes

Use technology effectively to analyze data to improve teaching and learning

o Yes

Provide a description of how your program prepares teacher to integrate technology effectively into

curricula and instruction, and to use technology effectively to collect, manage, and analyze data in

order to improve teaching and learning for the purpose of increasing student academic

achievement. Include a description of how your program prepares teachers to use principle of

universal design for learning, as applicable. Include planning activities and a timeline if any of the

four elements listed above are not currently in place.

Both the graduate MAT and undergraduate Initial Certification programs require a course on integrating

technology into the curriculum. In addition to the required technology course, the curriculum methods

courses all integrate technology into their course. Via funding from the Queens College student teacher

fee, we have acquired mobile laptop carts that allow all instructors to integrate educational software

programs and content related internet resources into their courses. As a result, faculty can model effective

use of education technology for their students. Each student has access to a laptop during class time,

allowing for hands-on experiences and development of technology-integrated projects.

Our programs collect data samples from all courses and provide them to the assessment coordinator, who

manages the data in an electronic database. The assessment coordinator provides program faculty with

reports on student performance in their classes. This data base system is currently being revised and

updated to allow faculty more direct access to their course data.

Section VI. Teacher Training

Does your program prepare general education teachers to:

Teach students with disabilities effectively

o Yes

Participate as a member of individualized education program teams

o No

Teach students who are limited English proficient effectively

o Yes

Provide a description of how your program prepares general education teachers to teach students

with disabilities effectively, including training related to participation as a member of

individualized education programs teams, as defined in section 614(d)(1)(B) of the Individuals with

Disabilities Education Act, and to effectively teach students who are limited English proficient.

Include planning activities and a timeline if any of the three elements listed above are not currently

in place.

ELEMENTARY & EARLY CHILDHOOD EDUCATION

Our Initial Certificate Programs will include the requirement of three semester house of study in meeting

the needs of students with disabilities for candidates entering programs on or after the Fall 2011 semester.

The three semester hours will include:

Effective practices for planning and designing co-teaching and collaboration with peers

Categories of disabilities

Identification and remediation of disabilities

The special education process and State and federal education laws and regulations

Individual instruction

Applying positive behavioral supports and interventions to address students and classroom

management needs

In addition, students will spend 15 of their 100 pre-student teaching hours with students with disabilities.

SECONDARY EDUCATION

Students are required to take coursework in all of our Initial Education Programs. Students with special

needs are included in our coursework curriculum such as SEYS 201, 221, 350, 536, and 700.

For instance:

Education Psychology

This course gives an overview of developmental and instructional issues in teaching middle childhood

and adolescents. The role of technology in cognition and instruction in diverse learners including those

within the range of disabilities and exceptionalities will be examined. Second language development and

issues related to language acquisition and English language proficiency will also be explored.

Standards-Based Curriculum and Assessment in Teaching

An examination of current standards-based curriculum and assessment strategies and how they can be

transformed into effective classroom practice. This class is co-requisite with another Secondary Education

course so as to enrich the student teacher’s understanding of curriculum and assessment issues within an

actual classroom. Special topics include strategies for preparing students for Standardized Examinations,

ways of integrating innovative curricula and technology in instruction and assessment for diverse student

populations, including those with special needs.

In addition, our Initial Certificate Programs will include the requirement of three semester house of study

in meeting the needs of students with disabilities for candidates entering programs on or after the Fall

2011 semester. The three semester hours will include:

Effective practices for planning and designing co-teaching and collaboration with peers


Identification and remediation of disabilities

The special education process and State and Federal education laws and regulations

Individualized instruction

Applying positive behavioral supports and interventions to address students and classroom

management needs

In addition, students will spend 15 of their 100 pre-student teaching hours with students with disabilities.

DEPARTMENT OF EDUCATION & COMMUNITY SERVICES – SCHOOL PSYCHOLOGY,

COUNSELOR EDUCATION, AND ADMINISTRATION & SUPERVISION PROGRAM

Programs leading to first certification either Initial or Provisional Certification will include the

requirement of three semester house of study in meeting the needs of students with disabilities for

candidates entering programs on or after the Fall 2011 semester. The three semester hours will include:

Effective practices for planning and designing co-teaching ad collaboration with peers


Identification

And remediation of disabilities



Applying positive behavioral supports and interventions to address student and classroom

management needs.

SPECIAL SUBJECT AREAS – MUSIC, PHYSICAL EDUCATION, FAMILY & CONSUMER

SCIENCES, TESOL, SCHOOL LIBRARY MEDIAL SPECIALIST, AND SPEECH & LANGUAGE

PATHOLOGY

If the program leads to the first Initial Certification, the new course will be included in their programs.

The requirement of three semester hours of study in meeting the needs of students with disabilities for

candidates entering programs on or after the fall 2011 semester will be included in the course of study.

The three semester hours will include:

Effective practices for planning and designing co-teaching ad collaboration with peers


Identification

And remediation of disabilities



Applying positive behavioral supports and interventions to address student and classroom

management needs.

Does your program prepare special education teachers to:

Teach students with disabilities effectively

o Yes

Participate as a member of individualized education program teams

o Yes

Teach students who are limited English proficient effectively

o Yes

Provide a description of how your program prepares general education teachers to teach students

with disabilities effectively, including training related to participation as a member of

individualized education programs teams, as defined in section 614(d)(1)(B) of the Individuals with

Disabilities Education Act, and to effectively teach students who are limited English proficient.

Include activities and a timeline if any of the three elements listed above are not currently in place.

As specified by the NYSED candidates for certification as special education teachers must show

competency in all the pedagogical core areas unique in developing comprehensive knowledge,

understanding, and skills for teaching students with mild moderate, and multiple disabilities. These

additional pedagogical areas are:

1. The historical, social, and legal foundations of special education, employment, and independence

for individuals with disabilities.

2. The characteristics of learners with disabilities.

3. Managing behavior students with disabilities and promoting development of positive social

interaction skills.

4. Participating in collaborative partnerships for the benefit of students with disabilities, including

family strengthening partnerships.

5. Assessment, diagnosis, and evaluation of students with disabilities.

6. Curriculum development and research-validated methods of instructing students with disabilities,

including methods of teaching reading and mathematics and methods of enrichment and

remediation in reading and mathematics,

7. Use of assistive instructional technology in the teaching of learning by students with disabilities.

8. Planning and managing teaching and learning environments individual with disabilities, including

planning for and supporting students with disabilities in general education settings.

Our Graduate Programs in Special Education prepare special education teachers to teach students with

disabilities effectively through carefully designed course sequence that address the above mentioned

pedagogical areas.

Section VII. Contextual Information

Please use this space to provide any additional information that describes your teacher preparation

programs(s). You may also attach information to this report card. The U.S. Department of

Education is especially interested in any evaluation plans of interim or final reports that may be

available.

Supporting files:

Section VIII Report Card Certification

Report Card Certification

Please make sure your entire report card is complete and accurate before completing this section.

Once your report card is certified you will not be able to edit your data.

Certification of Submission

I certify that, to the best of my knowledge, the information in this report is accurate and complete

and conforms to the definitions and instruction used in the Higher Education Opportunity Act,

Title II: Reporting Reference and User Manual.

Name of responsible reprehensive for teacher preparation program:

Christine I Howard

Title: Coordinator of Title II for Queens College, CUNY

I certify that, to the best of my knowledge, the information in this report is accurate and complete

and conforms to the definitions and instruction used in the Higher Education Opportunity Act,

Title II: Reporting Reference and User Manual.

Name of reviewer:

Philip M. Anderson

Title: Associate Dean of Education

CUNY Queens College

Alternative, IHE-Based Program

2009-10

Title II, Higher Education Act

OMB Control No.: 1840-0744 (exp. 9/30/2012)

Title II Higher Education Act SUBMIT REPORTS...Contact Name: Ms. Christine Howard Phone:...

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