SUBMIT REPORTS. Print Report Card. Program Information. Contact Us - Glossary - Log out. Na m e of In st it u t ion : A u bu r n Un iv er sity

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1 SUBMIT REPORTS Contact Us - Glossary - Log out Print Report Card Aubur n U ni v er si ty Tr adi ti onal Pr ogr am Program Information Na m e of In st it u t ion : A u bu r n Un iv er sity In st it u t ion /Progra m T y pe: Tr a dition a l A ca dem ic Yea r: St a t e: A la ba m a A ddress: A u bu r n Un iv er sity - Colleg e Of Edu ca tion Ha ley Cen ter A u bu r n, A L, Con t a ct Na m e: Dr. Len n y Lock Ph on e: Em a il: u bu r n.edu Is y ou r in st it u t ion a m em ber of a T ea ch er Qu a lit y En h a n cem en t (T QE) pa rt n ersh ip gra n t : 1/21

2 No T QE pa rt n ersh ip n a m e or gra n t n u m ber, if a pplica ble: Section I.a Program Admission For ea ch elem en t list ed below, ch eck if it is requ ired for a dm ission in t o a n y of y ou r in it ia l t ea ch er cert ifica t ion progra m (s) a t eit h er t h e u n dergra du a t e or post gra du a t e lev el. Elem en t Un dergra du a t e Post gra du a t e A pplica tion NA Fee/Pa y m en t No NA Tr a n scr ipt No NA Fin g er pr in t ch eck NA Ba ckg r ou n d ch eck NA Ex per ien ce in a cla ssr oom or w or kin g w ith ch ildr en NA Min im u m n u m ber of cou r ses/cr edites/sem ester h ou r s com pleted NA Min im u m h ig h sch ool GPA No NA Min im u m u n der g r a du a te GPA NA Min im u m GPA in con ten t a r ea cou r sew or k NA Min im u m GPA in pr ofession a l edu ca tion cou r sew or k NA Min im u m A CT scor e No NA Min im u m SA T scor e No NA Min im u m GRE scor e No NA Min im u m ba sic skills test scor e NA Su bject a r ea /a ca dem ic con ten t test or oth er su bject m a tter v er ifica tion No NA Min im u m Miller A n a log ies test scor e No NA Recom m en da tion (s) No NA 2/21

3 Essa y or per son a l sta tem en t NA In ter v iew NA Resu m e No NA Ba ch elor 's deg r ee or h ig h er No NA Job offer fr om sch ool/distr ict No NA Per son a lity test No NA Oth er (specify : NA ) No NA Prov ide a lin k t o y ou r websit e wh ere a ddit ion a l in form a t ion a bou t a dm ission s requ irem en t s ca n be fou n d: h ttp://w w w.edu ca tion.a u bu r n.edu /edu stu den ts/a dm ission s/in dex.h tm l In dica t e wh en st u den t s a re form a lly a dm it t ed in t o y ou r in it ia l t ea ch er cert ifica t ion progra m : Soph om or e y ea r NA Does y ou r in it ia l t ea ch er cert ifica t ion progra m con dit ion a lly a dm it st u den t s? No Plea se prov ide a n y a ddit ion a l a bou t or except ion s t o t h e a dm ission s in form a t ion prov ided a bov e: Th e A la ba m a Pr ospectiv e Tea ch er Testin g Pr og r a m is com pr ised of tw o com pon en ts: Ba sic Skills A ssessm en ts a n d Pr a x is II. Both com pon en ts a r e r equ ir ed for cer tifica tion. We h a v e em bedded ea ch com pon en t a t a specific tr a n sition poin t w ith in ou r tr a dition a l tea ch er edu ca tion pr og r a m s. A pa ssin g scor e on ea ch of th e th r ee com pon en ts of th e A CT -Wor kkey s A ssessm en t "Ba sic Skills A ssessm en ts" is a cr iter ion for a dm ission to a ll tr a dition a l tea ch er edu ca tion pr og r a m s. Th e testin g in clu des A pplied Ma th em a tics, Rea din g for In for m a tion, a n d Wr itin g. A u bu r n Un iv er sity 's pa ss r a te on a ll th r ee tests w a s 1 00% in (N=2 2 7 ), (N=2 6 0), a n d (N=2 5 0). A pa ssin g scor e on th e a ppr opr ia te Pr a x is II a ssessm en t is r equ ir ed for a dm ission to in ter n sh ip. Section I.b Program Enrollment Prov ide t h e n u m ber of st u den t s in t h e t ea ch er prepa ra t ion progra m in t h e followin g ca t egories. Not e t h a t y ou m u st report on t h e n u m ber of st u den t s by et h n icit y a n d ra ce 3/21

4 sepa ra t ely. In div idu a ls wh o a re n on -Hispa n ic/la t in o will be report ed in on e of t h e ra ce ca t egories. A lso n ot e t h a t in div idu a ls ca n belon g t o on e or m ore ra cia l grou ps, so t h e su m of t h e m em bers of ea ch ra cia l ca t egory m a y n ot n ecessa rily a dd u p t o t h e t ot a l n u m ber of st u den t s en rolled. Tota l n u m ber of stu den ts en r olled in : Un du plica ted n u m ber of m a les en r olled in : 6 3 Un du plica ted n u m ber of fem a les en r olled in : Nu m ber en rolled Ethnicity Hispa n ic/la tin o of a n y r a ce: 3 Race A m er ica n In dia n or A la ska Na tiv e: 1 A sia n : 2 Bla ck or A fr ica n A m er ica n : 1 2 Na tiv e Ha w a iia n or Oth er Pa cific Isla n der : 1 Wh ite: Tw o or m or e r a ces: 2 Section I.c Supervised Experience Prov ide t h e followin g in form a t ion a bou t su perv ised clin ica l experien ce in A v er a g e n u m ber of clock h ou r s of su per v ised clin ica l ex per ien ce r equ ir ed pr ior to stu den t tea ch in g A v er a g e n u m ber of clock h ou r s r equ ir ed for stu den t tea ch in g Nu m ber of fu ll-tim e equ iv a len t fa cu lty su per v isin g clin ica l ex per ien ce du r in g th is a ca dem ic y ea r 2 8 Nu m ber of a dju n ct fa cu lty su per v isin g clin ica l ex per ien ce du r in g th is a ca dem ic y ea r (IHE /21

5 a n d Pr ek-1 2 sta ff) Nu m ber of stu den ts in su per v ised clin ica l ex per ien ce du r in g th is a ca dem ic y ea r Plea se prov ide a n y a ddit ion a l in form a t ion a bou t or descript ion s of t h e su perv ised clin ica l exper ien ces: Th e da ta ba se w a s lim ited to ca n dida tes in stu den t tea ch in g du e to th e str u ctu r e of th e da ta ba se. Th is y ea r 's da ta ba se a n d r epor tin g ( ) in clu de stu den ts in a ll clin ica l ex per ien ces. Section I.d Teachers Prepared Prov ide t h e n u m ber of t ea ch ers prepa red, by a ca dem ic m a jor a n d su bject a rea prepa red t o t ea ch in ( 205(b)(1)(H)) A ca dem ic m a jor Nu m ber prepa red A g r iscien ce Edu ca tion 4 Biolog y 5 Bu sin ess a n d Ma r ketin g Edu ca tion 2 Colla bor a tiv e Tea ch er Specia l Edu ca tion 1 3 Ea r ly Ch ildh ood Edu ca tion 6 5 Ea r ly Ch ildh ood Specia l Edu ca tion 1 1 Elem en ta r y Edu ca tion 7 6 En g lish 4 En g lish La n g u a g e A r ts Edu ca tion 4 Fr en ch 2 Fr en ch Edu ca tion 2 Gen er a l Scien ce Edu ca tion 5 Gen er a l Socia l Scien ce Edu ca tion 2 3 Histor y 2 3 Ma th em a tics /21

6 Ma th em a tics Edu ca tion (6-1 2 ) 1 7 Mu sic 1 3 Mu sic Edu ca tion - In str u m en ta l 5 Mu sic Edu ca tion - V oca l 8 Ph y sica l Edu ca tion -Tea ch er Edu ca tion 1 3 Spa n ish 2 Spa n ish Edu ca tion 2 TOTA L Su bject a rea Nu m ber prepa red A g r iscien ce Edu ca tion 4 Bu sin ess-ma r ketin g Edu ca tion 2 Colla bor a tiv e Specia l Edu ca tion Tea ch er (6-1 2 ) 1 3 Colla bor a tiv e Specia l Edu ca tion Tea ch er (K -6 ) 1 3 Ea r ly Ch ildh ood Edu ca tion 6 5 Ea r ly Ch ildh ood Specia l Edu ca tion Tea ch er (B -8 ) 1 1 Elem en ta r y Edu ca tion 7 6 En g lish La n g u a g e A r ts 4 Fr en ch 2 Gen er a l Scien ce 5 Gen er a l Socia l Scien ce 2 3 Ma th em a tics 1 7 Mu sic, Ch or a l 8 Mu sic, In str u m en tr a l 5 Ph y sica l Edu ca tion 1 3 Spa n ish 2 6/21

7 TOTA L Section I.e Program Completers Prov ide t h e t ot a l n u m ber of t ea ch er prepa ra t ion progra m com plet ers in ea ch of t h e followin g a ca dem ic y ea rs: : : : Section II. Annual Goals Ea ch in st it u t ion of h igh er edu ca t ion (IHE) t h a t con du ct s a t ra dit ion a l t ea ch er prepa ra t ion progra m (in clu din g progra m s t h a t offer a n y on goin g profession a l dev elopm en t progra m s) or a lt ern a t iv e rou t es t o st a t e cert ifica t ion or licen su re progra m, a n d t h a t en rolls st u den t s receiv in g Federa l a ssist a n ce u n der t h is A ct, sh a ll set a n n u a l qu a n t ifia ble goa ls for in crea sin g t h e n u m ber of prospect iv e t ea ch ers t ra in ed in t ea ch er sh ort a ge a rea s design a t ed by t h e Secret a ry or by t h e st a t e edu ca t ion a l a gen cy, in clu din g m a t h em a t ics, scien ce, specia l edu ca t ion, a n d in st ru ct ion of lim it ed En glish proficien t st u den t s. IHEs t h a t do n ot h a v e a t ea ch er prepa ra t ion progra m in on e or m ore of t h e a rea s list ed below ca n en t er NA for t h e a rea (s) in wh ich t h e IHE does n ot h a v e t h a t progra m. T ea ch er sh ort a ge a rea Ma th em a tics A ca dem ic y ea r: Goa l for in crea sin g prospect iv e t ea ch ers t ra in ed Goa l: 1 7 pr og r a m com pleter s Goa l m et? Descript ion of st ra t egies u sed t o a ch iev e goa l: 1. Don or ba sed sch ola r sh ips desig n a ted for u n der g r a du a te m a th em a tics edu ca tion m a jor s. 7/21

8 2. Pa r ticipa tion in feder a lly -fu n ded TEA CH g r a n t pr og r a m for cr itica l n eed a r ea s. 3. Pa r ticipa tion in u n iv er sity -w ide r ecr u itm en t effor ts a n d h ig h sch ool fu n ction s w h en possible th a t en a ble u s to ta lk to poten tia l m a th em a tics edu ca tion ca n dida tes. 4. Ma x im izin g en r ollm en t in u n der g r a du a te m eth ods cou r ses. 5. A dv isin g th a t en cou r a g es ca n dida tes to com plete th e pr og r a m in a tim ely m a n n er. 6. Colla bor a tion w ith fa cu lty in tea ch in g field, in clu din g in itia tiv es r ela ted to STEM (Scien ce, Tech n olog y, En g in eer in g, a n d Ma th em a tics) a n d SMTI (Scien ce & Ma th em a tics Tea ch er Im per a tiv e). Descript ion of st eps t o im prov e perform a n ce in m eet in g goa l or lesson s lea rn ed in m eet in g goa l: 1. En su r e th a t stu den ts h a v e com pleted a ll cou r ses oth er th a n th e in ter n sh ip a n d th e m a n a g em en t cou r se befor e th ey in ter n so th a t th ey com plete th eir pr og r a m a t th e en d of th eir in ter n sh ip. A ddition a l in for m a tion : Beca u se w e a r e a lr ea dy r u n n in g ou r m eth ods cou r ses a t n ea r ca pa city, it w ill be difficu lt to su bsta n tia lly r a ise th e n u m ber of stu den ts w ith ou t in cr ea sin g th e n u m ber of section s offer ed, w h ich is n ot possible g iv en th e n u m ber of fa cu lty m em ber s for secon da r y m a th em a tics edu ca tion. Scien ce A ca dem ic y ea r: Goa l: 7 pr og r a m com pleter s Goa l m et? No Descript ion of st ra t egies u sed t o a ch iev e goa l: 1. Don or ba sed sch ola r sh ips desig n a ted for u n der g r a du a te m a jor s. 2. Pa r ticipa tion in feder a lly fu n ded TEA CH g r a n t pr og r a m for cr itica l n eed a r ea s 3. Pa r ticipa tion in r ecr u itm en t sem in a r s a t loca l h ig h sch ools in A la ba m a a n d n eig h bor in g a r ea s. 8/21

9 4. Pr oa ctiv e a dv isem en t session s (la r g e g r ou p a n d in div idu a l) to fa cilita te in keepin g stu den ts on tr a ck to g r a du a te in a tim ely m a n n er. 5. Con ta ct w ith COSA M fa cu lty to deter m in e stu den ts in ter ested in ch a n g in g to edu ca tion m a jor s. 6. In cr ea sed offer in g s for cor e m eth ods cou r se to fa cilita te w ith keepin g stu den ts on tr a ck tow a r ds g r a du a tin g in a tim ely m a n n er. 7. Colla bor a tion w ith fa cu lty in tea ch in g field a n d STEM r ela ted in itia tiv es (SMTI Scien ce a n d Ma th em a tics Tea ch er Im per a tiv e). Descript ion of st eps t o im prov e perform a n ce in m eet in g goa l or lesson s lea rn ed in m eet in g goa l: 1. Met w ith fa cu lty a n d a dm in istr a tor s fr om COSA M a n d COE fa cu lty to discu ss secon d m a jor s for scien ce edu ca tion stu den ts in ph y sics or ch em istr y. Cu r r en tly biolog y is th e on ly option. 2. A dded on e fa cu lty m em ber to th e pr og r a m w h ich fa cilita ted im pr ov ed a dv isem en t of stu den ts (on e fa cu lty m em ber fr om in cr ea sed to tw o pr og r a m fa cu lty ). Specia l edu ca tion A ca dem ic y ea r: Goa l: 2 3 pr og r a m com pleter s Goa l m et? Descript ion of st ra t egies u sed t o a ch iev e goa l: 1. Don or -ba sed sch ola r sh ips desig n ed for u n der g r a du a te specia l edu ca tion m a jor s. 2. Pa r ticipa tion in feder a lly -fu n ded TEA CH g r a n t pr og r a m for cr itica l n eeds a r ea s. 3. Pa r ticipa tion in A la ba m a Sta te Depa r tm en t of Edu ca tion, Specia l Edu ca tion Ser v ices, con sor tiu m g r a n t to r ecr u it n ew stu den ts in to th e field of specia l edu ca tion. 4. Recr u itm en t of specia l edu ca tion ca n dida tes in th e RSED cou r se th a t a ll u n der g r a du a te edu ca tion m a jor s ta ke. (A ctiv ely r ecr u it g en er a l edu ca tion stu den ts w h o dem on str a te a n in ter est in a n d com m itm en t to specia l edu ca tion in to ou r specia l 9/21

10 edu ca tion pr og r a m. Ev er y y ea r w e h a v e sev er a l stu den ts w h o sw itch th eir m a jor to specia l edu ca tion.) 5. Recr u itm en t of in div idu a ls w h om fa cu lty h a v e h a d con ta ct w ith in th e sch ools w h ile su per v isin g stu den ts or w h o pa r ticipa te in pr og r a m s su ppor tin g stu den ts w ith disa bilities, like th e A u bu r n Pa r ks a n d Recr ea tion Th er a peu tic pr og r a m. Th ese in clu de pa r a edu ca tor s a s w ell a s h ig h sch ool stu den ts. Descript ion of st eps t o im prov e perform a n ce in m eet in g goa l or lesson s lea rn ed in m eet in g goa l: 1. Cen tr a lize u n der g r a du a te a dv isin g to in cr ea se con sisten cy in a dv isin g, w h ich w ill im pa ct stu den t r eten tion a n d g r a du a tion. 2. A lig n field ex per ien ces w ith cou r sew or k. 3. Pr om ote colla bor a tion w ith tea ch er ca n dida te peer s in g en er a l edu ca tion. 4. Meet w ith loca l tea ch er s a n d a dm in istr a tor s to dev elop a pr og r a m for h ig h sch ool stu den ts in ter ested in specia l edu ca tion. In str u ction of lim ited En g lish pr oficien t stu den ts A ca dem ic y ea r: Goa l: NA Goa l m et? No Descript ion of st ra t egies u sed t o a ch iev e goa l: NA Descript ion of st eps t o im prov e perform a n ce in m eet in g goa l or lesson s lea rn ed in m eet in g goa l: NA NA A ca dem ic y ea r: Goa l: NA 10/21

11 Goa l m et? Descript ion of st ra t egies u sed t o a ch iev e goa l: NA Descript ion of st eps t o im prov e perform a n ce in m eet in g goa l or lesson s lea rn ed in m eet in g goa l: NA Prov ide a n y a ddit ion a l com m en t s, except ion s a n d expla n a t ion s below: Section II. Assurances Plea se cert ify t h a t y ou r in st it u t ion is in com plia n ce wit h t h e followin g a ssu ra n ces. ( 205(a ) (1)(A )(iii), 206(b)) Not e: Be prepa red t o prov ide docu m en t a t ion a n d ev iden ce for y ou r respon ses, wh en requ est ed, t o su pport t h e followin g a ssu ra n ces. Prepa ra t ion respon ds t o t h e iden t ified n eeds of t h e loca l edu ca t ion a l a gen cies or St a t es wh ere t h e progra m com plet ers a re likely t o t ea ch, ba sed on pa st h irin g a n d recru it m en t t ren ds. Prepa ra t ion is closely lin ked wit h t h e n eeds of sch ools a n d t h e in st ru ct ion a l decision s n ew t ea ch ers fa ce in t h e cla ssroom. Prospect iv e specia l edu ca t ion t ea ch ers a re prepa red in core a ca dem ic su bject s a n d t o in st ru ct in core a ca dem ic su bject s. Prospect iv e gen era l edu ca t ion t ea ch ers a re prepa red t o prov ide in st ru ct ion t o st u den t s wit h disa bilit ies. Prospect iv e gen era l edu ca t ion t ea ch ers a re prepa red t o prov ide in st ru ct ion t o lim it ed En glish proficien t st u den t s. 11/21

12 Prospect iv e gen era l edu ca t ion t ea ch ers a re prepa red t o prov ide in st ru ct ion t o st u den t s from low-in com e fa m ilies. Prospect iv e t ea ch ers a re prepa red t o effect iv ely t ea ch in u rba n a n d ru ra l sch ools, a s a pplica ble. Describe y ou r in st it u t ion s m ost su ccessfu l st ra t egies in m eet in g t h e a ssu ra n ces list ed a bov e: (1 ) Ex ten siv e clin ica l ex per ien ces in div er se settin g s; (2 ) Str on g pa r tn er sh ips w ith sch ool sy stem s in clu din g pla n n in g of ex per ien ces a n d a ssig n m en ts; (3 ) Colla bor a tion a m on g g en er a l edu ca tion a n d specia l edu ca tion fa cu lty r eg a r din g cu r r icu lu m dev elopm en t; (4 ) In cr ea sed focu s on cla ssr oom m a n a g em en t; (5 ) Em ph a sis on r eflection /a n a ly sis of tea ch in g w ith focu s on stu den t lea r n in g. Section III. Assessment Rates A ssessm en t code - A ssessm en t n a m e T est Com pa n y Grou p Nu m ber t a kin g t est s A v g. sca led score Nu m ber pa ssin g t est s Pa ss ra t e (%) St a t e A v era ge pa ss ra t e (%) St a t e A v era ge sca led score ETS A GRICULTURE ETS A GRICULTURE ETS A GRICULTURE A ll pr og r a m com pleter s, ETS A GRICULTURE A ll pr og r a m com pleter s, /21

13 ETS BUSINESS EDUCA TION ETS BUSINESS EDUCA TION ETS BUSINESS EDUCA TION A ll pr og r a m com pleter s, ETS BUSINESS EDUCA TION A ll pr og r a m com pleter s, ETS ELEMENTA RY ED CONTENT ETS ELEMENTA RY ED CONTENT ETS ELEMENTA RY ED CONTENT A ll pr og r a m com pleter s, ETS ELEMENTA RY ED CONTENT A ll pr og r a m com pleter s, ETS ENG LA NG LIT COMP CONTENT /21

14 ETS ENG LA NG LIT COMP CONTENT ETS ENG LA NG LIT COMP CONTENT A ll pr og r a m com pleter s, ETS ENG LA NG LIT COMP CONTENT A ll pr og r a m com pleter s, ETS FRENCH CONTENT ETS FRENCH CONTENT ETS GENERA L SCI CONTENT ETS GENERA L SCI CONTENT ETS GENERA L SCI CONTENT A ll pr og r a m com pleter s, ETS GENERA L SCI CONTENT /21

15 A ll pr og r a m com pleter s, ETS MA THEMA TICS: CONTENT ETS MA THEMA TICS: CONTENT ETS MA THEMA TICS: CONTENT A ll pr og r a m com pleter s, ETS MA THEMA TICS: CONTENT A ll pr og r a m com pleter s, ETS MUSIC CONTENT ETS MUSIC CONTENT ETS MUSIC CONTENT A ll pr og r a m com pleter s, ETS MUSIC CONTENT A ll pr og r a m com pleter s, ETS PHYSICA L ED: CONTENT /21

16 ETS PHYSICA L ED: CONTENT ETS PHYSICA L ED: CONTENT A ll pr og r a m com pleter s, ETS PHYSICA L ED: CONTENT A ll pr og r a m com pleter s, ETS SOCIA L STUDIES: CONTENT ETS SOCIA L STUDIES: CONTENT ETS SOCIA L STUDIES: CONTENT A ll pr og r a m com pleter s, ETS SOCIA L STUDIES: CONTENT A ll pr og r a m com pleter s, ETS SPA NISH CONTENT /21

17 ETS SPA NISH CONTENT ETS SPA NISH CONTENT A ll pr og r a m com pleter s, Section III. Summary Rates Grou p Nu m ber t a kin g t est s Nu m ber pa ssin g t est s Pa ss ra t e (%) St a t e A v era ge pa ss ra t e (%) A ll pr og r a m com pleter s, A ll pr og r a m com pleter s, Section IV. Low-Performing Prov ide t h e followin g in form a t ion a bou t t h e a pprov a l or a ccredit a t ion of y ou r t ea ch er prepa ra t ion progra m. Is y ou r t ea ch er prepa ra t ion progra m cu rren t ly a pprov ed or a ccredit ed? If y es, plea se specify t h e orga n iza t ion (s) t h a t a pprov ed or a ccredit ed y ou r progra m : Sta te NCA TE Is y ou r t ea ch er prepa ra t ion progra m cu rren t ly u n der a design a t ion a s "low-perform in g" by t h e st a t e (a s per sect ion 207(a ) of t h e HEA of 2008)? No Section V. Technology 17/21

18 Prov ide t h e followin g in form a t ion a bou t t h e u se of t ech n ology in y ou r t ea ch er prepa ra t ion progra m. Plea se n ot e t h a t ch oosin g 'y es' in dica t es t h a t y ou r t ea ch er prepa ra t ion progra m wou ld be a ble t o prov ide ev iden ce u pon requ est. Does y ou r progra m prepa re t ea ch ers t o: in t egra t e t ech n ology effect iv ely in t o cu rricu la a n d in st ru ct ion u se t ech n ology effect iv ely t o collect da t a t o im prov e t ea ch in g a n d lea rn in g u se t ech n ology effect iv ely t o m a n a ge da t a t o im prov e t ea ch in g a n d lea rn in g u se t ech n ology effect iv ely t o a n a ly ze da t a t o im prov e t ea ch in g a n d lea rn in g Prov ide a descript ion of t h e ev iden ce t h a t y ou r progra m u ses t o sh ow t h a t it prepa res t ea ch ers t o in t egra t e t ech n ology effect iv ely in t o cu rricu la a n d in st ru ct ion, a n d t o u se t ech n ology effect iv ely t o collect, m a n a ge, a n d a n a ly ze da t a in order t o im prov e t ea ch in g a n d lea rn in g for t h e pu rpose of in crea sin g st u den t a ca dem ic a ch iev em en t. In clu de a descript ion of t h e ev iden ce y ou r progra m u ses t o sh ow t h a t it prepa res t ea ch ers t o u se t h e prin ciples of u n iv ersa l design for lea rn in g, a s a pplica ble. In clu de pla n n in g a ct iv it ies a n d a t im elin e if a n y of t h e fou r elem en t s list ed a bov e a re n ot cu rren t ly in pla ce. A ll tr a dition a l pr og r a m s h a v e been a lig n ed w ith tech n olog y sta n da r ds delin ea ted by th e A la ba m a Sta te Depa r tm en t of Edu ca tion a n d in clu de a cou r se specifica lly desig n ed to m eet th ese tech n olog y sta n da r ds. In a ddition, m eth ods cou r ses, pr a ctica, a n d in ter n sh ips r equ ir e ca n dida tes to u tilize tech n olog y in th eir in str u ction a l pla n n in g a n d a n a ly sis of stu den t lea r n in g. Th e pr in ciples of u n iv er sa l desig n for lea r n in g (UDL) a r e in fu sed in to th e m a jor ity of ou r cou r ses. Cu r r icu lu m a n d in str u ction cla sses a r e a ppr oa ch ed fr om th e per spectiv e th a t tea ch er s m u st desig n in str u ction con sider in g m u ltiple a ppr oa ch es to m eet th e n eeds of div er se lea r n er s. Th e ben efits a n d ty pes of tech n olog y th a t ca n a ssist w ith th is a r e ta u g h t a n d stu den ts u se th ese tech n olog ies in pr a cticu m a n d in ter n sh ip settin g s. A ssessm en t cla sses a lso a ddr ess UDL, h ig h lig h tin g pr og r a m s a n d r esou r ces th a t a ssist tea ch er s w ith m on itor in g th e pr og r ess of a ll stu den ts a n d th a t a llow m u ltiple m ea n s of ex pr ession to dem on str a te kn ow ledg e. 18/21

19 Section VI. Teacher Training Prov ide t h e followin g in form a t ion a bou t y ou r t ea ch er prepa ra t ion progra m. Plea se n ot e t h a t ch oosin g 'y es' in dica t es t h a t y ou r t ea ch er prepa ra t ion progra m wou ld be a ble t o prov ide ev iden ce u pon requ est. Does y ou r progra m prepa re gen era l edu ca t ion t ea ch ers t o: t ea ch st u den t s wit h disa bilit ies effect iv ely pa rt icipa t e a s a m em ber of in div idu a lized edu ca t ion progra m t ea m s t ea ch st u den t s wh o a re lim it ed En glish proficien t effect iv ely Prov ide a descript ion of t h e ev iden ce y ou r progra m u ses t o sh ow t h a t it prepa res gen era l edu ca t ion t ea ch ers t o t ea ch st u den t s wit h disa bilit ies effect iv ely, in clu din g t ra in in g rela t ed t o pa rt icipa t ion a s a m em ber of in div idu a lized edu ca t ion progra m t ea m s, a s defin ed in sect ion 614(d)(1)(B) of t h e Individuals with Disabilities Education A ct, a n d t o effect iv ely t ea ch st u den t s wh o a re lim it ed En glish proficien t. In clu de pla n n in g a ct iv it ies a n d a t im elin e if a n y of t h e t h ree elem en t s list ed a bov e a re n ot cu rren t ly in pla ce. A ll tr a dition a l g en er a l edu ca tion pr og r a m s h a v e been a lig n ed w ith sta n da r ds r ela ted to w or kin g w ith specia l n eeds stu den ts delin ea ted by th e A la ba m a Sta te Depa r tm en t of Edu ca tion a n d in clu de a cou r se specifica lly desig n ed to m eet th ese sta n da r ds. In a ddition, m eth ods cou r ses, pr a ctica, a n d in ter n sh ip pr ov ide ca n dida tes m u ltiple oppor tu n ities to colla bor a tiv ely pla n a n d r eflect on lesson s th a t a ddr ess specia l n eeds. Th e tea ch in g of stu den ts w h o a r e lim ited En g lish pr oficien t r em a in s a n a r ea of con tin u ou s pr og r a m im pr ov em en t for Does y ou r progra m prepa re specia l edu ca t ion t ea ch ers t o: t ea ch st u den t s wit h disa bilit ies effect iv ely 19/21

20 pa rt icipa t e a s a m em ber of in div idu a lized edu ca t ion progra m t ea m s t ea ch st u den t s wh o a re lim it ed En glish proficien t effect iv ely Prov ide a descript ion of t h e ev iden ce y ou r progra m u ses t o sh ow t h a t it prepa res specia l edu ca t ion t ea ch ers t o t ea ch st u den t s wit h disa bilit ies effect iv ely, in clu din g t ra in in g rela t ed t o pa rt icipa t ion a s a m em ber of in div idu a lized edu ca t ion progra m t ea m s, a s defin ed in sect ion 614(d)(1)(B) of t h e Individuals with Disabilities Education A ct, a n d t o effect iv ely t ea ch st u den t s wh o a re lim it ed En glish proficien t. In clu de pla n n in g a ct iv it ies a n d a t im elin e if a n y of t h e t h ree elem en t s list ed a bov e a re n ot cu rren t ly in pla ce. A ll tr a dition a l specia l edu ca tion pr og r a m s fea tu r e sequ en tia l cou r se w or k a lig n ed w ith specia l edu ca tion sta n da r ds delin ea ted by th e A la ba m a Sta te Depa r tm en t of Edu ca tion. Meth ods cou r ses, pr a ctica, a n d in ter n sh ip pr ov ide ca n dida tes m u ltiple oppor tu n ities to colla bor a tiv ely pla n a n d r eflect on lesson s th a t a ddr ess specia l n eeds. Th e tea ch in g of stu den ts w h o a r e lim ited En g lish pr oficien t r em a in s a n a r ea of con tin u ou s pr og r a m im pr ov em en t for Section VII. Contextual Information Plea se u se t h is spa ce t o prov ide a n y a ddit ion a l in form a t ion t h a t describes y ou r t ea ch er prepa ra t ion progra m (s). You m a y a lso a t t a ch in form a t ion t o t h is report ca rd. T h e U.S. Depa rt m en t of Edu ca t ion is especia lly in t erest ed in a n y ev a lu a t ion pla n s or in t erim or fin a l report s t h a t m a y be a v a ila ble. Supporting Files Aubur n U ni v er si ty Tr adi ti onal Pr ogr am Contact Us - Glossary - Log out Title II, Higher Education Act OMB Control No.: (exp. 12/31/2015) 20/21

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