Iowa State University
University Teacher Education Program
Institutional Report
Practitioner Preparation Program
October 2005
The C³ Teacher
Dr. Veronica Stalker, Associate Director
University Teacher Education Program
Office of Teacher Education
E105 Lagomarcino
Ames, Iowa 50011-3188
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Table of Contents:
Chapter 1 ...... 7
Chapter 2 ...... 16
Conceptual Framework …………………………………………………….…...17
Supporting Bibliography………………………………………………………...19
Chapter 3 ...... 20
79.10(1) …………………………………………………………………………20
79.10(2) …………………………………………………………………………28
79.10(3) …………………………………………………………………………29
79.10(4) …………………………………………………………………………35
79.10(5) …………………………………………………………………………36
79.10(6) …………………………………………………………………………36
79.10(7) …………………………………………………………………………40
Chapter 4 ...... 46
79.11(1) …………………………………………………………………………46
79.11(2) …………………………………………………………………………46
79.11(3) …………………………………………………………………………55
79.11(4) …………………………………………………………………………66
Chapter 5 ...... 71
79.12(1) …………………………………………………………………………75
79.12(2) …………………………………………………………………………79
79.12(3) …………………………………………………………………………79
79.12(4) …………………………………………………………………………80
79.12(5) …………………………………………………………………………83
79.12(6) …………………………………………………………………………83
79.12(7) …………………………………………………………………………84
79.12(8) …………………………………………………………………………85
Chapter 6 ...... 88
79.13(1) …………………………………………………………………………88
79.13(2) …………………………………………………………………………91
79.13(3) …………………………………………………………………………93
79.13(4) …………………………………………………………………………94
79.13(5) …………………………………………………………………………94
79.13(6) …………………………………………………………………………96
79.13(7) …………………………………………………………………………97
79.13(8) …………………………………………………………………………98
79.13(9) ………………………………………………………………………..100
79.13(10) ………………………………………………………………………101
Chapter 7 ...... 102
79.14(1)a ………………………………………………………………………102
79.14(1)b ………………………………………………………………………102
79.14(1)c ………………………………………………………………………102
79.14(1)d ………………………………………………………………………104
79.14(1)e ………………………………………………………………………105
79.14(1)f ……………………………………………………………………….122
79.14(1)g ………………………………………………………………………122
79.14(1)h ………………………………………………………………………123
79.14(1)i ………………………………………………………….……………124
79.14(1)j ………………………………………………………….……………130
79.14(1)k ………………………………………………………………………132
Chapter 8 ...... 134
79.14(2)a ………………………………………………………………….……134
79.14(2)b ………………………………………………………………….……136
79.14(2)c ………………………………………………………………….……137
79.14(2)d ………………………………………………………………….……137
79.14(2)e ………………………………………………………………….……138
79.14(2)f …………………………………………………………….…….…....138
79.14(2)g(1) ……………………………………………………………………141
79.14(2)g(2) ……………………………………………………………………147
79.14(2)g(3)1 ……………………………………………………………..……149
79.14(2)g(3)2 …………………………………………………………..………149
79.14(2)g(3)3 …………………………………………………………..………150
79.14(2)g(3)4 …………………………………………………………..………154
79.14(2)g(3)5 …………………………………………………………..………155
79.14(2)g(3)6 …………………………………………………………..………155
79.14(2)g(4)1 …………………………………………………………..………159
79.14(2)g(4)2 …………………………………………………………..………159
79.14(2)g(5) ……………………………………………………………………160
79.14(2)g(6) ……………………………………………………………………161
79.14(2)g(7) ……………………………………………………………………163
79.14(2)h ………………………………………………………………….....…164
References ……………………………………………………………………...167
Chapter 9 ...... 169
Acronyms ...... 170
List of Exhibits ………………………………………………………………………………..171
Tables and Figures:
Chapter 1
Figure 1-1: Institutional Organizational Chart …………………………………………………..11
Table 1-1: Enrollment in Teacher Education and Iowa State University ……………………….12
Table 1-2: Number of Candidates Applying for Licensure by Endorsement Area (Fall 1999-
Spring 2005) ……………………………………………………………………………..13
Table 1-3: Number of Full-Time and Part-Time Faculty, 2000-2004…………………………...15
Chapter 3
Figure 3-1: Organization Chart-University Teacher Education and
Educator Licensure Program …………………………………………………………….22
Table 3-1: Teacher Education Faculty as of Fall 2005 …………………………………………..25
Table 3-2: University Teacher Education Program Committee Action
Summary 2004-2005 …………………………………………………………………….27
Table 3-3: Amount of Support for Presenting at Conferences Provided by Department and
College for Faculty in Teacher Education Departments ………………………………...31
Table 3-4: Department of Curriculum and Instruction Hiring and Evaluation of Lecturer and
Clinical Faculty Governance Document 8.1 …………………………………………….38
Table 3-5: Mean Course Evaluations for Lecturers and All Instructors in CI Undergraduate
Courses, 2002-2005 ……………………………………………………………………..39
Table 3-6: Office of Teacher Education Proposed Budget, 2005-2006 ………………………...40
Table 3-7: Selected Department and College Characteristics related to Support, Fall 2002 and
Fiscal Year 2003 Data …………………………………………………………………..43
Figure 3-2: Student Credit Hours/Full Time Equivalent Faculty in Teacher Education
Departments and Colleges ……………………………………………………………....44
Figure 3-3: Department and College Funding/ Student Credit Hour …………………………...44
Figure 3-4: Departmental Funding Per Full Time Equivalent Faculty Member …………..……45
Figure 3-5: Number of Majors Per Full Time Equivalent Faculty Member ………………….…45
Chapter 4
Table 4-1: Number and Percentage of Iowa Students by Sex and Racial/Ethnic Background,
1999-2004 ………………………………………………………………………………49
Table 4-2: 1999-2004 Number and Percent of Students by Sex, Racial/Ethnic Background and
Residency for Students in Early Childhood Education, Elementary Education, Agricultural Education and Family and Consumer Science Education …………………50
Table 4-3: Demographic Profile of George Washington Carver
Teacher Education Students …………………………………………………………….54
Table 4-4: Gender and Ethnic/Racial Background of Tenure Track
Teacher Education Hires, 1999-2005 …………………………………………………...58
Table 4-5: Number of Iowa State Students Participating in International Student Teaching Since
Academic Year 2000-2005 ………………………………………………………..……61
Table 4-6: Dean’s Leadership Seminar, Participation by Academic Year ……………….…….62
Table 4-7: Visiting Scholars in Teacher Education Departments,
Academic Years 2002-2006 …………………………………………………………….63
Chapter 5
Table 5-1: Iowa State University, University Teacher Education Faculty, Collaborative Teaching
Experience Policy ………………………………………………………………………72
Table 5-2: Lecturers/Clinicians in Teacher Education, Fall 2002-Spring 2005 ……..…………74
Table 5-3: Iowa State University Teacher Education Faculty:
Major and Supportive Expressions ……………………………………………………..77
Table 5-4: Iowa State University Teacher Education Faculty:
Research Proposals and Awards ………………………………………………..………78
Table 5-5: Compliance with 40 Hour Requirement …………………………………….………86
Chapter 6
Table 6-1: Required Number of Hours of Pre-Admission Field Experience
for Each Program Option ……………………………………………………….………89
Table 6-2: Required Post-Admission Field Experience Prior to Student Teaching ……………90
Table 6-3: Summary of Student Teaching Placements for the Various
Teaching Major Options ………………………………………………….………….…92
Table 6-4: Assessment Courses Listed on Filed Exhibit Sheets ………………………….….…95
Chapter 7
Table 7-1: Consistency of ISU UTEP with National Standards ………………………………103
Table 7-2: Mapping of the ISU (INTASC) Standards to the
Iowa Teaching Quality Standards ………………………………………….………….103
Table 7-3: Coverage of State Professional Core in ISU TE Curriculum ……………...………104
Table 7-4: Master’s Core in Education (Curriculum and Instruction) …………………...……133
Chapter 8
Table 8-1: Planned Schedule of Follow-Up Assessments of Graduates ………………………139
Table 8-2: Examples of DPI Assignments ………………………………………………….…151
Figure 8-1: Checkpoints for Teacher Education Program ………………………………….…153
Table 8-3: Schedule for Bringing Performance Standards and Designated
Performance Indicators On-Line …………………………………………………..…155
Chapter 1:
An Overview of Iowa State University
Iowa State University of Science and Technology (ISU) is one of the nation’s premier land-grant universities. It has embraced the four founding land-grant principles throughout its 137-year history:
· Access regardless of race, creed, gender or economic background;
· Integration of practical and liberal education programs;
· Respect for applied and basic research, and;
· Service to the state’s citizens.
ISU is one of only 34 public universities to be invited to join the American Association of Research Universities and is a Carnegie Doctoral/Research-Extensive University. The University’s mission directly influences its teacher education program and for that reason the mission is quoted in its entirety from (Exhibit 1-1).[1] The 2005-2010 mission statement is presented below.[2] The statement emphasizes quality undergraduate and graduate education, knowledge-creation and knowledge-sharing, and diversity in the university community.
Mission Statement (2005-2010 Strategic Plan)
Create, share, and apply knowledge to make Iowa and the world a better place.
· Create knowledge through excellent scholarship in teaching, research, and creative endeavors.
· Share knowledge through outstanding, learning-centered undergraduate, graduate, professional, and outreach programs.
· Apply knowledge to improve the quality of life for current and future generations.
In carrying out its mission, Iowa State will increase and support diversity in the university community. Diversity enlivens the exchange of ideas, broadens scholarship, and prepares students for lifelong, productive participation in society (Exhibit 1-2).
The university’s mission statement sets the parameters within which the University Teacher Education Program (UTEP) operates. Faculty and staff in the Program produce research and exemplary practices for both licensure candidates and practitioners; they share their work across the state as well as with broader audiences; they apply their research by working with educators in the field and by modifying their own instructional practices; and they address areas of state need that also fit the university’s mission. In addition, as a research-extensive institution, faculty devote a significant portion of their time to discovery and scholarship. Scholarship includes mentoring graduate students, generating discovery and seeking external funding to deepen their understanding of education and learning. As befits a land-grant institution, much of that scholarship involves collaborative partnerships and involvement with birth to grade 12 (B-12) schools. The combination of scholarship, community engagement, and teaching produces synergies that enhance both the learning experiences of our students and the quality of the scholarship of our faculty.
Iowa State was originally chartered as the Iowa Agricultural College (IAC) and Model Farm. Iowa was the first state to accept the terms of the 1862 Morrill Act, and IAC consequently became the nation’s first land-grant college. When the IAC opened in 1868 it offered courses representing the core disciplines and professional pursuits available to students: mechanical arts, agriculture, arts and science, and normal studies (teacher education). President Welch, the first president, established the normal studies program himself and actually taught pedagogy courses for 18 years. Although the other three areas eventually became departments, normal studies did not. Nonetheless, the normal studies program that Welch created may well have been the first four-year teacher preparation program in the country. The program enjoyed great popularity, as evidenced by an 1884 survey indicating that nearly 90% of the IAC students supported themselves by teaching in nearby schools while they completed their degrees.
President Beardshear followed Welch’s lead and also taught normal studies. He wanted to expand the program. However, advocates for the newly established Iowa State Normal School in Cedar Falls argued that primary teacher preparation responsibility should be their domain. Despite objections, Beardshear succeeded in expanding enrollment and faculty positions in the normal school program (Exhibit 1-3)[3].
In 1898 IAC was renamed the Iowa State College of Agriculture and Mechanical Arts (ISC). During the next 25 years, several departments established their own teacher preparation programs: 1911, Agricultural Ed; 1919, Vocational Education; 1924, Home Economics Vocational Education; and in the mid 1920’s, men’s and women’s Physical Education. There were earlier attempts to consolidate all teacher education programs, but opponents felt such a move would infringe upon the mission of the Iowa State Normal College. Teacher preparation at ISC thus historically evolved as a decentralized model composed of faculty from four colleges led by a Director of Teacher Education (Exhibit 1-3). (A detailed organization chart for the newly reorganized University Teacher Education and Educator Licensure Program is included in Chapter 3).
In addition, as the conceptual framework illustrates in Chapter 2, the university now offers a single and aligned program for its licensure area candidates that meets the principles of the Teacher Education Accreditation Council (TEAC) as well as the State of Iowa Quality Teaching Standards and Model Criteria.
ISC became Iowa State University of Science and Technology (ISU) in 1959. By this time the substantial number of teacher education candidates dictated a more formal organization. Virgil Lagomarcino led efforts to establish a College of Education and in 1968 became the newly created college’s first dean. Several departments, elementary education, secondary education, physical education and industrial education, were housed in the new college. Other programs remained in their respective colleges. Some secondary education faculty members had split appointments in the College of Education and in their subject-area departmental tenure home, e.g., Agricultural Education and Studies and Foreign Languages and Literatures.
Today, the ISU UTEP is offered through three colleges but is directed by the Dean of the College of Human Sciences. See Figure 1-1 for the Institutional Organizational Chart. The Associate Director of the Teacher Education Program (a newly re-defined position as of Spring ’05) carries out the policy and operations aspects of the program and chairs the University Teacher Education Program Committee (UTEPC). The UTEPC is the executive committee for the program faculty. Colleges offering teacher licensure areas currently include: Agriculture, Design,[4] Human Sciences, and Liberal Arts and Sciences.
The Program has sponsored student- teaching sites on every continent except Antarctica, in metropolitan inner-city schools—an outgrowth of the innovative Cooperative Urban Teacher Education Program (CUTE)—and across the state of Iowa.
Enrollment and endorsement information is summarized in Table 1-1 and Table 1-2. Table 1-3 conveys the number of full-time and part-time faculty for ISU and UTE.
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Table 1-1:Enrollment in Teacher Education and Iowa State UniversityYear / Total ISU Enrollment / Total Teacher Education Enrollment
2000-01 / 26,845 / 810
2001-02 / 27,823 / 898
2002-03 / 28,898 / 861
2003-04 / 27,380 / 865
2004-05 / 26,380 / 799
Year / Total ISU Graduates / UTEP Graduates / Percentage
Of
TE
Graduates
2000-01 / 4,019 / 340 / 8.5
2001-02 / 4,163 / 339 / 8.1
2002-03 / 4,481 / 349 / 7.8
2003-04 / 4,523 / 343 / 7.6
2004-05 / 4,047 / *342 / 8.4
*Does not include Summer 2005 UTEP Graduates
Table 1-2:
Number of Candidates Applying for Licensure by Endorsement Area,
Fall 1999-Spring 2005
LICENSURE AREA / ACADEMIC YEARS
Endorsement / Description / Level / 99-00 / 00-01 / 01-02 / 02-03 / 03-04 / 04-
05
100 / Teacher-PreK-3 w/Special Ed / PK-3 / 25 / 49 / 48 / 56 / 57 / 27
101 / Athletic Coach / K-12 / 5 / 10 / 8 / 1 / 0 / 3
102 / Elementary / K-6 / 130 / 152 / 140 / 169 / 170 / 56
103 / PK-Kindergarten / PK-K / 1 / 0 / 0 / 0 / 0 / 0
104 / English/Second Language / K-12 / 3 / 0 / 2 / 8 / 6 / 2
106 / Early Childhood Education / PK-3 / 2 / 1 / 0 / 0 / 0 / 0
112 / Agriculture / 7-12 / 23 / 22 / 29 / 22 / 18 / 4
113 / Art / K-6 / 9 / 2 / 4 / 5 / 5 / 0
114 / Art / 7-12 / 9 / 2 / 4 / 5 / 5 / 0
119 / English/Language Arts / K-6 / 19 / 25 / 17 / 37 / 36 / 10
120 / English/Language Arts / 7-12 / 16 / 28 / 21 / 22 / 26 / 5
123 / French / K-6 / 1 / 0 / 0 / 1 / 4 / 1
124 / French / 7-12 / 0 / 3 / 0 / 2 / 1 / 1
125 / German / K-6 / 0 / 0 / 0 / 0 / 0 / 1
126 / German / 7-12 / 2 / 0 / 1 / 0 / 0 / 0
129 / Latin / K-6 / 0 / 0 / 0 / 0 / 0 / 0
130 / Latin / 7-12 / 0 / 0 / 0 / 0 / 0 / 0
131 / Russian / K-6 / 0 / 0 / 0 / 0 / 0 / 0
132 / Russian / 7-12 / 0 / 0 / 1 / 0 / 0 / 0
133 / Spanish / K-6 / 15 / 10 / 8 / 8 / 12 / 5
134 / Spanish / 7-12 / 9 / 6 / 7 / 8 / 7 / 1
136 / Language (Greek/Portuguese) / 7-12 / 0 / 0 / 0 / 0 / 0 / 0
138 / Health / 7-12 / 1 / 2 / 2 / 4 / 2 / 3
139 / Home Economics- General / 7-12 / 9 / 11 / 14 / 12 / 18 / 12
142 / Mathematics / K-6 / 8 / 10 / 14 / 11 / 21 / 8
143 / Mathematics / 7-12 / 13 / 7 / 8 / 9 / 12 / 4
144 / Music / K-6 / 9 / 12 / 14 / 10 / 7 / 6
145 / Music / 7-12 / 9 / 12 / 13 / 10 / 7 / 6
146 / Physical Education / K-6 / 4 / 12 / 12 / 13 / 9 / 6
147 / Physical Education / 7-12 / 7 / 14 / 13 / 18 / 10 / 6
148 / Reading / K-6 / 6 / 8 / 11 / 21 / 26 / 12
149 / Reading / 7-12 / 0 / 1 / 1 / 2 / 1 / 0
150 / Science- Basic / K-6 / 18 / 22 / 25 / 21 / 21 / 5
151 / Biological Science / 7-12 / 10 / 13 / 10 / 13 / 11 / 0
152 / Chemistry / 7-12 / 3 / 3 / 7 / 5 / 5 / 0
153 / Earth Science / 7-12 / 1 / 1 / 1 / 2 / 2 / 0