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Potential ways of responding to questions of 7/26/2012Context To provide context for the data we were able to provide with our Institutional Report, please recognize:Our Transformation Initiative, first submitted in fall, 2009 (subsequently revised and resubmitted 2010 and 2011) was not reviewed until Spring, 2012. As one of the early Transformation Initiative institutions, we were provided little structure or feedback related to our efforts. We were not fully implementing because we did not have information as to how the Initiative had been perceived.Our IR was uploaded in April 2012 as required; data for 2012 and the summer are in the process of being summarized and analyzed.Evidence in some situations (such as the Teacher Performance Assessment) are not under our control.We will do our best to respond to any data needs or requests as quickly as possible. We have continued to hone our data collection and analysis, and with the change in our web-based assessment tool (now Qualtrics) we are able to more quickly respond to requests.Question: 82.7% of school-based diversity was reported as unknownOur initial data collection system of mentor (school-based faculty) qualifications did not include race. The demographics form provided by NCATE related to faculty demographics indicates “include school-based faculty if possible”. The data reported were those provided voluntarily in response to a request to university supervisors. Recognizing the issues related to this incomplete data and our challenges to provide a diverse experience for our candidates, we revised our data collection system and implemented a direct survey at the end of Fall 2011. These are the data from the most recent survey:Ohio general population: 11.5% black, 1.9 Latino, Asian <1%Hamilton County Public School Teacher Statistics: 93.8% white, 5% black. .6% Latino, .1% American Indian or Alaskan Native, .2% multiracial or did not specifyMentor Teacher DemographicsResponse%7-12 English/Language Arts268%7-12 Social Studies289%7-12 Mathematics299%7-12 Sciences268%Multiage Foreign Language83%Early Childhood Education3110%Middle Level Education237%Intervention Specialist: Mild/Moderate4314%Intervention Specialist: Moderate/Intense248%Multiage Art217%Multiage Music00%Elementary Education8227%Other6120%?License: ?Professional23878%Permanent (certificate)5418%Lead Professional Educator103%Senior Professional Educator31%?Education:??Masters24581%Additional graduate work5217%Doctorate52%Total302100%Please indicate all that apply to you:?National Board Certified1914%Resident Educator Mentor or District Mentor4835%Teacher Leader Endorsement3223%Other awards or recognitions7554%Race:?Latino of any race31%Black or African American3311%American Indian or Alaskan Native00%Asian52%Native Hawaiian or Pacific Islander00%White26387%Total304100%Question: Data from current pilot of the focused dispositions assessment were not availableData collection was still underway when the IR was submitted. The spring pilot of the focused dispositions form yielded these data (items highlighted in yellow are areas for fall discussion with programs):2012 Pilot of Detailed Dispositions Form for Urban TeachersPlease indicate the focus or foci of this observation. You will then be directed to a specific set of indicators.?#%??Rapport and relationships with students5645%??Communication and classroom language3931%??Motivating students2419%??Learning environment2318%??Instructional management4133%??Instruction4133%??Assessment1814%??Initiative3427%??Reflection3427%??Differentiating instruction1714%??Culturally responsive instruction2419%??Rapport and relationships with studentsStrengthObserved sometimes or emergingPoint for discussionResponsesI-Thou Interaction - interacts with each student at a person to person level 2914144Calls students by name2815144Greets students at the door1032143Makes personal conversation with students with more than superficial knowledge2417243Smiles377044Makes eye contact393143Active listening - reflects back the emotion in a clarifying statement2913143Gives evidence of having heard the student by reflecting the idea of feelings of the student2615142Jokes to relieve tension2022143Asks questions and makes comments that demonstrate personal interest3013144Show humor2518043Provides praise and reprimand without producing student embarrassment2519044Show respect and give compliments395044Encourages attendance and enthusiastically personally attends extra curricular activities1716639Communication and classroom languageStrengthObserved sometimes or emergingPoint for discussionResponsesWelcoming tone of voice247031Reflects a calm visage254029Clarifies understanding, recognizing that they may be responsible for the lack of understanding1711129Paraphrases and expands on student ideas1613130Provides support (e.g., "I appreciate how difficult this seems.")1713131Varies pitch, volume, and inflection1511430Nods and gestures to encourage and demonstrate enthusiasm219131Motivating studentsStrengthObserved sometimes or emergingPoint for discussionResponsesEncouraging feedback, such as complimenting sincerely154120Praises the accomplishment/achievement154120Challenges students to think, problem solve, take up the challenge108321Asks questions that intrigue students514120Relates to students experiences in their community, as a class, as members of a school 910120Provides a rationale for the lesson, concept, skill that is accepted by students812020Allows students to make some decisions146020Involves students in discussion, activity, or teaching182020Enforces classroom routines116017Uses cooperative/collaborative learning structures119020Praises the accomplishment/achievement163120Learning EnvironmentStrengthObserved sometimes or emergingPoint for discussionResponsesWritten communication is legible, clear, and attractive164020Books readily available in the room67417Relevant posters, changed frequently115218Pictures of the class/students56415Computers/software available and in use for reinforcing instruction67417Videos used as instructional media104216Arranges the classroom to facilitate interaction67417Instructional ManagementStrengthObserved sometimes or emergingPoint for discussionResponsesClarifies how the student might use feelings constructively1018028Manages classrooms through clear procedures which are verbalized and reviewed1319234Provides opportunities to make decisions about procedures1418032Refrains from using negative judgments (e.g. should never, everybody ought, any fifth grader would understand this)274031Uses explicit reprimands (In this room people are quiet while others are talking. Please keep quiet for our speaker).1319032Makes statements regarding self-management and personal responsibility rather than relying on teacher presence and control1515030Moves around the classroom264333Assumes role of learner, listener, supportive adult as needed266032Provides clear rules and procedures1417132Actively teaches rules and procedures1516031Consistent with rules/procedures2012032Reminds students of rules1318031Provides nonverbal signals that behaviors need to change1217130Consistently and fairly provides natural consequences720128Uses the least intense correction possible2010030Ignore minor issues when students continue to be engaged; picks battles238031Use rationale rather than power arguments1612028Respond positively to justified criticism236029Provides redundant cues - visual and verbal; kinesthetic and verbal; written and spoken1215128Appropriate flexibility in applying rules1714031Makes rules together with students616224InstructionStrengthObserved sometimes or emergingPoint for discussionResponsesFrequent and varied testing717630Provides adequate wait time1216533Changes tack when lesson is lagging822333Probe for students' background, beliefs, and interests1914134Explain the reason for activities1220234Uses content specific pedagogy2112033 AssessmentStrengthObserved sometimes or emergingPoint for discussionResponsesEngages students in evaluating their own work77014Engages students in reviewing their progress59014Varies assessments using:66113learning logs35210performances67013portfolios/work samples66012post-test/pre-test45211questioning85013students as teachers37010InitiativeStrengthObserved sometimes or emergingPoint for discussionResponsesSeeks or accepts new tasks225128Acquires resources for teaching179127Identifies a mentor or model teacher who is active, positive, and engaged128020Generates new ideas, relationships, applications, products156425Seeks out and uses data and strategies to address classroom concerns1111224Consciously modifies behavior toward students to obtain desirable results1012022Makes predictions about the effort of one's behavior on students and tests those predictions138122 ReflectionStrengthObserved sometimes or emergingPoint for discussionResponsesSeparates one's opinions from data185124Verbalizes that conditions or events can improve197026Uses data as opposed to acting on impulse1312025Analyzes own behavior206026Believes students are capable of liking him or her243027Differentiating InstructionStrengthObserved sometimes or emergingPoint for discussionResponsesAnalyzes student work and reteaches83011Implements IEP identified accommodations and adaptations36211Adaptive technology45110Alternative activities4509Inclusive instruction84012Independent study3418Learning contracts3519One on one121013Peer support74011Small groups93012Varied assignments and activities; no single activity/assignment longer than 20 minutes without movement or change 85013Varied texts74112Culturally Responsive InstructionStrengthObserved sometimes or emergingPoint for discussionResponsesPersevere despite challenges that may arise124016Demonstrate commitment to carrying out all objectives, activities, and projects to promote high standards142016Describe challenges through multiple lenses124016Demonstrate unique paths to problem solving113014Hold high expectations160016Emphasize strengths rather than deficits141015Demonstrates self-examination regarding relationships114015Creates learning opportunities adapted to diverse populations113014Ardently interested123116Persistence142016Value of children's learning151016Putting ideas into practice123015Approach to at-risk students124016Professional/personal orientation to students123015Professional/personal orientation to bureaucracy105015Professional/personal orientation to fallibility114015Strong planning and organization114116Question: The off-site team was not able to verify any data from these assignments of reflection within an early field experience, if data are ready at this pointEarly field experiences are being implemented with the change to semesters in Fall 2012; data are not yet available. Assessments for the assignments in these field experiences are available at: : Half of the advanced candidates’ race/ethnicity reported as unknownOur data warehouse has recently recoded student data in view of the new federal guidelines. We still have a number of candidates who prefer to indicate “unknown.” In that this is self-reported data it is voluntary, and we have no way to clarify or change the “unknown” race and ethnicity. With the recoding, and pulling data from the 2011-2012 academic year, we were able to derive these data for our advanced candidates:Race/Ethnicity#PercentAmerican Indian or Alaskan Native10.14%Asian-Pacific Islander50.71%Black, Non-Hispanic689.70%Latino111.60%Non-Resident Alien30.40%White 53976.90%Mixed Race685.00%Unknown 689.70%?701?Question: Can’t determine specifics for diversity in schools within which candidates do field experiences and frequency of schools usedBecause of our large number of field experiences, NCATE required evidence is at the district level (see the directions for the data chart provided by NCATE). We have provided those data at 4.4.g. In an effort to provide more thorough evidence, however, we have provided data for the initial program which indicates the number of schools used in each district and the number of placements in those schools. We have also provided the individual school data with number of placements for schools in Hamilton County, where all but a few placements are made. Advanced program placements are used by only one or two students each year, so we did not break down those data in that way. 4.4.g Data table on demographics of p-12 students in schools used for clinical practice 2011-2012Initial Program School DistrictsHispanic/Any RaceNative AmericanAsian African AmericanWhiteTwo or More RacesPoverty LevelEnglish Language LearnersStudents with DisabilitiesNumber of schools usedNumber of placementsBatavia Local2.3%?0.8%2.5%89.2%5.0%?0.5%13.9%11Tuslaw Local School District????97.8%0.9%??14.0%11Bond Hill Academy???94.2%?2.9%??18.6%11Bridgeport Schools???5.8%91.1%2.6%50.5%?22.0%11Centerville City Schools1.8%0.3%7.4%5.3%81.1%4.2%?1.7%11.8%22Lakota Local Schools3.9%0.1%5.6%10.0%76.1%??4.9%9.7%1228Cincinnati Public Schools2.6%0.1%1.0%66.9%24.2%5.3%69.7%3.7%21.0%44318Clermont North East 1.0%???96.3%1.8%42.6%?19.8%11Covington Independent Public Schools4.0%??29.0%56.0%?87.0%2.0%20.0%25Fairfield City Schools5.7%0.2%2.3%13.9%73.0%4.9%29.4%3.9%13.2%11Fayetteville Perry HS????96.7%1.8%34.0%?? 610Forest Hills Schools1.5%?2.1%1.5%91.7%3.1%10.8%0.5%10.3%725Goshen Schools2.1%??0.7%94.5%2.2%47.8%?19.0%22Hamilton City Schools8.1%?0.7%10.7%75.4%5.1%69.2%4.1%16.6%515Hamilton County Department of Developmental Disabilities Other data are not available100.0%?100.0%445Indian Hill Exempted Village2.1%?7.5%3.6%83.8%2.9%5.1%0.9%8.7%33Dayton Public Schools3.2%?0.4%67.1%25.2%4.1%92.5%3.2%19.8%22Kings Local High School4.2%?2.0%1.6%89.1%3.0%17.1%2.0%13.3%37Newport Independent Schools2.0%??12.0%75.0%?85.0%2.0%16.0%18North College Hill City Schools???74.5%17.9%6.5%68.8%0.8%19.1%15Norwood Special Learning Center1.2%?0.6%8.9%89.0%?72.1%?100.0%22Kenton County Schools (KY)1.3%40.0%1.4%2.3%95.5%???11.0%33Advanced Program School DistrictsHispanic/Any RaceNative AmericanAsian African AmericanWhiteTwo or More RacesPoverty LevelEnglish Language LearnersStudents with DisabilitiesAshtabula Area City School District10.60%?0.40%8.80%69.20%10.90%71.30%4.70%19.90%Bethel Local School District 2.30%???95.20%?12.60%2.10%8.90%Brunswick City Schools1.70%?1.30%1.50%92.70%2.70%23.50%0.70%10.50%Cincinnati Public Schools2.60%0.10%1.00%66.90%24.20%5.30%69.70%3.70%21.00%Claymont City Schools0.80%??0.70%95.30%3.00%61.00%?22.00%Cleveland Metropolitan School District13.20%0.20%0.70%68.20%14.60%3.00%100.00%6.10%22.90%Columbus City Schools6.80%0.20%2.10%58.90%27.00%5.10%81.90%9.70%17.10%Deer Park Schools3.00%?2.50%7.00%80.80%6.70%40.90%1.60%14.60%Fairfield City Schools5.70%0.20%2.30%13.90%73.00%4.90%29.40%3.90%13.20%Forest Hills Schools1.50%?2.10%1.50%91.70%3.10%10.80%0.50%10.30%Hamilton City Schools8.10%?0.70%10.70%75.40%5.10%69.20%4.10%16.60%Hilliard City Schools4.80%0.20%6.00%5.70%78.70%4.70%22.40%7.30%11.40%Lakota Local 3.90%0.10%5.60%10.00%76.10%4.30%14.60%4.90%9.70%Lighthouse Community???100%????85%Mad River Schools5.00%0.40%2.30%8.40%78.30%5.70%51.90%0.80%13.00%Mariemont City Schools1.00%?1.20%2.10%93.20%2.40%8.20%?10.10%Martins Ferry Schools0.90%??5.40%87.90%5.40%56.20%?20.10%Mason city Schools3.30%0.10%14.10%3.50%75.30%3.60%6.40%2.40%9.10%Middletown City6.60%?0.30%16.20%67.10%9.70%71.50%4.20%16.80%Monroe Local Schools 4.30%?1.40%3.70%87.30%3.20%25.20%2.80%11.30%New Albany-Plain Local School District2.90%?10.30%6.10%76.70%4.00%7.00%1.90%11.30%Nordonia Hills City School District1.60%?3.40%12.40%79.90%2.50%21.30%1.00%10.20%North Olmsted City Schools3.40%?3.10%2.60%86.90%4.00%38.60%6.60%14.20%Northwest School District1.70%?1.50%24.70%64.90%7.20%45.10%2.10%14.50%Norwood City Schools8.20%?0.60%9.60%77.80%3.40%60.40%5.50%16.10%Olentangy Local School District2.30%0.10%7.20%4.00%82.70%3.70%7.40%1.70%11.10%Pickerington Schools4.40%0.20%3.30%17.90%66.60%7.70%16.60%2.70%12.40%South-Western City Schools District10.30%0.20%2.00%12.10%71.00%4.40%54.60%10.90%14.50%Springboro Community Schools1.20%?3.10%1.60%91.40%2.60%6.30%0.40%12.30%Sycamore Schools3.30%?11.80%7.70%71.60%5.60%16.00%3.70%10.50%Upper Arlington Schools0.90%?6.10%0.80%89.60%2.50%1.40%1.10%8.80%West Clermont Schools1.40%0.10%1.30%1.20%93.70%2.40%31.40%1.10%14.00%Individual School Data for Hamilton County (in the format provided by the state):Organization# Place-mentsRaceEconomic Disadvantage FlagLimited English Proficiency Flag (Enrollment)2010-2011 School Year2011-2012EnrollmentPct of Total EnrollmentAcademy for Multilingual Immersion Studies?Black, Non-HispanicNNo 32 11.1%1YYes 45 21.7%?No 216 76.0%?HispanicYYes 143 69.2%?No 16 5.6%?MultiracialYNo 11 3.9%Academy Of World Languages Elementary School?AsianYYes 33 14.6%?Black, Non-HispanicNNo 41 12.0%1YYes 115 51.0%?No 270 78.5%?HispanicYYes 48 21.3%?White, Non-HispanicYYes 16 7.2%Aiken College and Career High School?Black, Non-HispanicNNo 148 22.0%10YNo 480 71.4%?MultiracialYNo 16 2.3%?White, Non-HispanicNNo 12 1.8%Carson Elementary School?Black, Non-HispanicNNo 29 4.3%?YNo 320 47.7%4HispanicYYes 21 81.5%?MultiracialYNo 49 7.3%?White, Non-HispanicNNo 31 4.5%?YNo 233 34.8%Chase Elementary School?Black, Non-HispanicNNo 14 4.2%?YNo 270 82.6%1MultiracialYNo 14 4.4%?White, Non-HispanicYNo 22 6.6%Cheviot Elementary School?Black, Non-HispanicNNo 17 2.9%?YNo 154 27.4%4MultiracialYNo 42 7.4%?White, Non-HispanicNNo 73 12.9%?YNo 263 46.7%Clark Montessori High School?Black, Non-HispanicNNo 171 25.3%?YNo 166 24.6%?MultiracialNNo 30 4.4%2YNo 12 1.8%?White, Non-HispanicNNo 249 36.9%?YNo 32 4.8%College Hill Fundamental Academy?Black, Non-HispanicNNo 94 19.4%?YNo 349 72.2%5MultiracialYNo 15 3.2%?White, Non-HispanicYNo 17 3.4%Covedale Elementary School?Black, Non-HispanicNNo 38 6.7%?YNo 130 22.7%3MultiracialNNo 19 3.4%?YNo 25 4.4%?White, Non-HispanicNNo 197 34.4%?YNo 152 26.7%Ethel M. Taylor Academy?Black, Non-HispanicNNo 62 16.1%1YNo 296 76.7%?MultiracialYNo 18 4.7%Evanston Academy Elementary School?Black, Non-HispanicNNo 31 7.8%3YNo 349 87.0%Fairview-Clifton German Language School?AsianNNo 26 3.8%?Black, Non-HispanicNNo 67 9.9%13YNo 97 14.3%?MultiracialNNo 39 5.7%?White, Non-HispanicNNo 393 57.7%?YNo 38 5.6%Gilbert A. Dater High School?Black, Non-HispanicNNo 113 14.8%?YNo 280 36.8%11MultiracialNNo 10 1.4%?YNo 20 2.7%?White, Non-HispanicNNo 180 23.7%?YNo 150 19.7%Hartwell Elementary School?Black, Non-HispanicNNo 31 8.2%?YNo 164 43.8%?HispanicYYes 33 79.9%1MultiracialYNo 22 6.0%?White, Non-HispanicNNo 32 8.4%?YNo 111 29.6%Hughes Center High School?Black, Non-HispanicNNo 83 21.2%?YNo 250 64.0%13White, Non-HispanicNNo 31 7.9%?YNo 17 4.3%Hughes STEM High School?Black, Non-HispanicNNo 86 17.0%?YNo 354 69.8%?MultiracialYNo 14 2.7%63White, Non-HispanicNNo 25 4.9%?YNo 21 4.1%James N. Gamble Montessori High School?Black, Non-HispanicNNo 72 24.6%?YNo 120 40.7%1MultiracialNNo 13 4.3%?White, Non-HispanicNNo 52 17.6%?YNo 28 9.6%John P Parker Elementary School?Black, Non-HispanicNNo 46 10.3%?YNo 348 77.9%3MultiracialYNo 17 3.9%?White, Non-HispanicNNo 10 2.2%?YNo 15 3.5%Midway Elementary School?Black, Non-HispanicNNo 41 7.1%?YYes 25 47.5%?No 300 52.3%2HispanicYYes 19 35.8%?MultiracialYNo 49 8.6%?White, Non-HispanicNNo 33 5.8%?YNo 139 24.2%Mt. Airy Elementary School?Black, Non-HispanicNNo 40 6.9%?YYes 14 69.5%5No 488 83.8%?MultiracialYNo 25 4.3%?White, Non-HispanicYNo 16 2.8%Mt. Washington Elementary School?Black, Non-HispanicNNo 30 7.0%?YNo 89 20.6%?MultiracialNNo 12 2.9%9YNo 24 5.6%?White, Non-HispanicNNo 113 26.0%?YNo 156 36.0%North Avondale Montessori Elementary School?Black, Non-HispanicNNo 148 30.1%?YNo 187 37.8%1MultiracialNNo 29 5.9%?YNo 10 2.0%?White, Non-HispanicNNo 89 18.1%?YNo 14 2.7%Oyler School?Black, Non-HispanicNNo 21 3.4%?YNo 142 22.8%13HispanicYNo 13 2.1%?MultiracialYNo 25 4.0%?White, Non-HispanicNNo 67 10.8%?YNo 352 56.6%Pleasant Hill Elementary School?Black, Non-HispanicNNo 62 9.2%2YNo 570 85.1%?MultiracialYNo 19 2.9%Riverview East Academy?Black, Non-HispanicNNo 41 8.8%?YNo 159 33.9%1MultiracialYNo 20 4.4%?White, Non-HispanicNNo 58 12.5%?YNo 181 38.6%Robert A. Taft Information Technology High School?Black, Non-HispanicNNo 114 22.4%4YNo 355 70.1%?White, Non-HispanicNNo 23 4.5%Roberts Academy: A Paideia Learning Community?Black, Non-HispanicNNo 24 4.7%?YNo 365 71.2%?HispanicYYes 140>95%1No 14 2.7%?MultiracialYNo 43 8.4%?White, Non-HispanicNNo 12 2.3%?YNo 49 9.5%Rockdale Academy Elementary School?Black, Non-HispanicNNo 29 6.8%3YNo 345 82.8%?MultiracialYNo 29 7.0%Roll Hill School?Black, Non-HispanicNNo 42 7.9%1YNo 458 85.7%?MultiracialYNo 18 3.3%?White, Non-HispanicYNo 12 2.2%Roselawn Condon Elementary School?Black, Non-HispanicNNo 56 13.0%4YNo 352 80.9%?MultiracialYNo 13 3.0%Rothenberg Preparatory Academy43Black, Non-HispanicNNo 13 3.9%?YNo 300 93.1%Sands Montessori Elementary School?AsianNNo 10 1.6%?Black, Non-HispanicNNo 43 6.9%?YNo 84 13.4%2MultiracialNNo 39 6.2%?YNo 16 2.5%?White, Non-HispanicNNo 355 56.7%?YNo 70 11.3%Sayler Park Elementary School?Black, Non-HispanicYNo 20 6.3%?MultiracialYNo 17 5.4%7White, Non-HispanicNNo 39 12.4%?YNo 233 73.1%School For Creat & Perf Arts High School?Black, Non-HispanicNNo 283 20.4%?YNo 536 38.6%?MultiracialNNo 45 3.2%9YNo 61 4.4%?White, Non-HispanicNNo 341 24.6%?YNo 102 7.4%Shroder Paideia High School?Black, Non-HispanicNNo 163 22.9%?YNo 487 68.6%?MultiracialNNo 10 1.5%5YNo 11 1.6%?White, Non-HispanicNNo 22 3.1%?YNo 12 1.7%Silverton Paideia Elementary School?Black, Non-HispanicNNo 45 13.3%?YNo 243 71.7%3MultiracialYNo 22 6.5%?White, Non-HispanicNNo 11 3.1%?YNo 11 3.3%South Avondale Elementary School?Black, Non-HispanicNNo 27 5.2%3YNo 470 91.2%?MultiracialYNo 13 2.5%Walnut Hills High School?AsianNNo 53 2.5%?Black, Non-HispanicNNo 420 19.6%?YNo 286 13.3%?HispanicNNo 20 .9%6YNo 13 .6%?MultiracialNNo 93 4.3%?YNo 24 1.1%?White, Non-HispanicNNo 1,133 52.8%?YNo 96 4.5%Western Hills University High School?Black, Non-HispanicNNo 114 17.4%?YNo 399 61.1%5MultiracialYNo 35 5.4%?White, Non-HispanicNNo 42 6.4%?YNo 50 7.7%Westwood Elementary School?Black, Non-HispanicNNo 22 7.1%?YYes 12 78.9%?No 241 76.4%9MultiracialYNo 18 5.7%?White, Non-HispanicNNo 10 3.2%?YNo 16 5.2%William H Taft Elementary School?Black, Non-HispanicNNo 10 3.4%4YNo 258 85.6%?MultiracialYNo 19 6.3%Winton Hills Academy Elementary School?Black, Non-HispanicNNo 15 3.4%8YNo 376 86.5%?MultiracialYNo 29 6.6%Withrow University High School?Black, Non-HispanicNNo 228 28.9%?YNo 514 65.3%8MultiracialYNo 11 1.4%?White, Non-HispanicNNo 21 2.6%Woodward Career Technical High School?Black, Non-HispanicNNo 207 21.1%3YNo 713 72.6%?MultiracialYNo 15 1.6%?White, Non-HispanicNNo 25 2.6%?YNo 15 1.5%Deer Park Jr/Sr High School?Black, Non-HispanicNNo 13 2.1%?YNo 37 6.1%2MultiracialNNo 15 2.5%?YNo 23 3.7%?White, Non-HispanicNNo 340 55.6%?YNo 163 26.7%Finneytown Secondary Campus?Black, Non-HispanicNNo 144 18.2%?YNo 172 21.8%?MultiracialNNo 21 2.6%?YNo 12 1.5%?White, Non-HispanicNNo 370 46.9%?YNo 58 7.3%Anderson High School?AsianNNo 16 1.3%?Black, Non-HispanicNNo 16 1.3%8YNo 11 .9%?HispanicNNo 15 1.2%?MultiracialNNo 32 2.5%?White, Non-HispanicNNo 1,073 83.8%?YNo 104 8.1%Ayer Elementary School?AsianNNo 21 3.4%1MultiracialNNo 14 2.2%?White, Non-HispanicNNo 535 83.9%?YNo 41 6.5%Maddux Elementary School?MultiracialNNo 18 3.0%2White, Non-HispanicNNo 439 75.8%?YNo 88 15.2%Mercer Elementary School?AsianNNo 11 1.5%?MultiracialNNo 20 2.8%1White, Non-HispanicNNo 568 76.6%?YNo 117 15.8%Nagel Middle School?AsianNNo 23 2.1%?HispanicNNo 13 1.1%4MultiracialNNo 32 2.8%?White, Non-HispanicNNo 934 81.9%?YNo 110 9.6%Summit Elementary School?AsianNNo 12 2.2%2MultiracialNNo 21 3.7%?White, Non-HispanicNNo 449 81.7%?YNo 49 8.9%Turpin High School?AsianNNo 21 1.8%?HispanicNNo 10 .8%8MultiracialNNo 18 1.5%?White, Non-HispanicNNo 1,044 88.3%?YNo 68 5.8%Wilson Elementary School?AsianNNo 16 2.5%?MultiracialNNo 23 3.4%1White, Non-HispanicNNo 586 89.9%?YNo 13 2.0%Indian Hill Elementary School?AsianNNo 33 7.5%?MultiracialNNo 12 2.7%1White, Non-HispanicNNo 354 79.5%?YNo 16 3.6%Indian Hill Middle School?AsianNNo 34 6.5%?HispanicNNo 14 2.6%3White, Non-HispanicNNo 427 82.0%?YNo 16 3.0%Madeira Elementary School?AsianNNo 15 3.2%?HispanicNNo 12 2.6%6MultiracialNNo 11 2.4%?White, Non-HispanicNNo 379 81.8%?YNo 32 6.9%Madeira High School?AsianNNo 12 2.5%3White, Non-HispanicNNo 403 85.7%?YNo 25 5.3%Mt Healthy High School?Black, Non-HispanicNNo 215 22.7%?YNo 432 45.5%?HispanicYNo 16 1.7%?MultiracialNNo 21 2.2%4YNo 49 5.2%?White, Non-HispanicNNo 125 13.1%?YNo 79 8.3%North Elementary School?Black, Non-HispanicNNo 88 8.8%?YNo 562 56.4%?HispanicYYes 16 51.5%1No 24 2.4%?MultiracialNNo 21 2.1%?YNo 57 5.7%?White, Non-HispanicNNo 77 7.7%?YNo 150 15.1%South Elementary School?Black, Non-HispanicNNo 72 7.1%?YNo 685 67.6%1HispanicYNo 15 1.5%?MultiracialYNo 49 4.8%?White, Non-HispanicNNo 64 6.3%?YNo 109 10.7%North College Hill Elementary School?Black, Non-HispanicNNo 90 14.7%?YNo 342 55.9%?MultiracialNNo 15 2.5%2YNo 36 5.8%?White, Non-HispanicNNo 54 8.8%?YNo 69 11.3%Bevis Elementary School?Black, Non-HispanicNNo 27 6.9%?YNo 61 15.8%4MultiracialYNo 19 4.9%?White, Non-HispanicNNo 121 31.4%?YNo 141 36.5%Colerain Elementary School?Black, Non-HispanicNNo 32 4.3%?YNo 101 13.5%?MultiracialNNo 36 4.8%2YNo 38 5.1%?White, Non-HispanicNNo 374 49.7%?YNo 166 22.0%Colerain High School?Black, Non-HispanicNNo 172 8.2%?YNo 277 13.1%10MultiracialNNo 52 2.5%?YNo 54 2.6%?White, Non-HispanicNNo 1,160 55.1%?YNo 362 17.2%Colerain Middle School?Black, Non-HispanicNNo 50 8.0%?YNo 97 15.4%?MultiracialNNo 18 2.8%1YNo 14 2.2%?White, Non-HispanicNNo 304 48.1%?YNo 142 22.4%Monfort Heights Elementary School?Black, Non-HispanicNNo 19 3.4%?YNo 30 5.2%?MultiracialNNo 11 2.0%1YNo 13 2.3%?White, Non-HispanicNNo 322 56.8%?YNo 160 28.2%Northwest High School?AsianNNo 11 1.1%?Black, Non-HispanicNNo 142 13.9%7YNo 202 19.7%?MultiracialNNo 33 3.3%?YNo 32 3.2%?White, Non-HispanicNNo 393 38.3%?YNo 193 18.9%Pleasant Run Elementary School?Black, Non-HispanicNNo 63 16.6%?YNo 113 30.0%?MultiracialNNo 17 4.5%2YNo 26 7.0%?White, Non-HispanicNNo 107 28.3%?YNo 41 10.8%Pleasant Run Middle School?Black, Non-HispanicNNo 113 14.6%?YNo 179 23.0%?MultiracialNNo 22 2.9%1YNo 35 4.5%?White, Non-HispanicNNo 212 27.2%?YNo 195 25.1%Norwood High School?Black, Non-HispanicNNo 11 1.8%?YNo 38 6.2%?HispanicYNo 13 2.1%2MultiracialNNo 10 1.6%?YNo 13 2.1%?White, Non-HispanicNNo 315 51.4%?YNo 196 31.9%Norwood Middle School?Black, Non-HispanicYNo 29 9.6%1White, Non-HispanicNNo 106 34.5%?YNo 154 50.1%Bridgetown Middle School?AsianNNo 11 1.8%?Black, Non-HispanicNNo 11 1.9%2MultiracialNNo 11 1.9%?White, Non-HispanicNNo 558 93.8%Delshire Elementary School?MultiracialYNo 19 3.9%?White, Non-HispanicNNo 183 37.7%?YNo 242 49.8%John Foster Dulles Elementary School2MultiracialNNo 16 2.2%?White, Non-HispanicNNo 671 95.0%Oak Hills High School?AsianNNo 36 1.3%?Black, Non-HispanicNNo 36 1.4%17HispanicNNo 18 .7%?MultiracialNNo 62 2.3%?White, Non-HispanicNNo 2,505 93.8%Rapid Run Middle School?MultiracialNNo 13 2.1%1White, Non-HispanicNNo 582 94.9%Heritage Hill Elementary School?Black, Non-HispanicYYes 14 8.4%?No 62 46.8%3HispanicYYes 126 76.3%?MultiracialYNo 11 8.3%?White, Non-HispanicNNo 11 8.3%?YNo 25 18.9%Lincoln Heights Elementary School2Black, Non-HispanicNNo 20 8.2%?YNo 212 88.7%Princeton Community Middle School?Black, Non-HispanicNNo 164 15.4%?YNo 388 36.5%?HispanicYYes 48 67.4%30No 26 2.4%?MultiracialNNo 27 2.5%?YNo 31 2.9%?White, Non-HispanicNNo 262 24.6%?YNo 140 13.2%Princeton High School?AsianNNo 21 1.4%?YYes 12 13.5%?No 11 .7%?Black, Non-HispanicNNo 337 21.5%?YNo 562 35.9%25HispanicNNo 18 1.2%?YYes 43 48.5%?No 34 2.2%?MultiracialNNo 34 2.2%?YNo 27 1.7%?White, Non-HispanicNNo 378 24.2%?YNo 141 9.0%Sharonville Elementary School?Black, Non-HispanicNNo 17 5.3%?YNo 80 25.3%?HispanicYYes 52 70.6%3MultiracialYNo 17 5.4%?White, Non-HispanicNNo 111 34.9%?YNo 75 23.5%Springdale Elementary School?Black, Non-HispanicNNo 93 24.0%?YNo 84 21.6%?HispanicYYes 17 59.2%4MultiracialNNo 21 5.4%?YNo 15 4.0%?White, Non-HispanicNNo 86 22.2%?YNo 69 17.9%Stewart Elementary School?AsianNNo 11 3.3%?Black, Non-HispanicNNo 23 6.7%?YNo 22 6.2%1HispanicYYes 65 72.6%?No 15 4.3%?MultiracialNNo 19 5.5%?YNo 15 4.3%?White, Non-HispanicNNo 131 37.5%?YNo 106 30.2%Woodlawn Elementary School?Black, Non-HispanicNNo 36 20.5%8YNo 110 63.1%?MultiracialYNo 18 10.2%Hilltop Community Elementary School?MultiracialNNo 11 2.7%3YNo 14 3.4%?White, Non-HispanicNNo 282 68.3%?YNo 87 21.1%Reading Community High School?Black, Non-HispanicNNo 16 3.5%3White, Non-HispanicNNo 303 66.4%?YNo 117 25.6%St Bernard Elementary School?Black, Non-HispanicYNo 65 22.9%1MultiracialYNo 14 5.0%?White, Non-HispanicNNo 65 23.0%?YNo 123 43.4%Taylor High School1White, Non-HispanicNNo 430 71.6%?YNo 140 23.3%Winton Woods Elementary School?Black, Non-HispanicNNo 93 21.1%?YNo 219 49.7%?HispanicYYes 25 45.9%3MultiracialNNo 30 6.7%?YNo 20 4.5%?White, Non-HispanicNNo 32 7.3%?YNo 38 8.6%Winton Woods High School?AsianNNo 12 1.1%?Black, Non-HispanicNNo 378 34.6%?YYes 11 29.0%?No 402 36.8%11HispanicYYes 17 45.0%?No 22 2.1%?MultiracialNNo 57 5.2%?YNo 41 3.8%?White, Non-HispanicNNo 118 10.8%?YNo 45 4.1%Winton Woods Intermediate School?Black, Non-HispanicNNo 116 23.5%?YNo 237 47.9%?HispanicYYes 15 59.5%6MultiracialNNo 22 4.4%?YNo 27 5.5%?White, Non-HispanicNNo 43 8.6%?YNo 32 6.4%Winton Woods Middle School?Black, Non-HispanicNNo 140 28.5%?YNo 218 44.3%?HispanicYNo 15 3.1%5MultiracialNNo 14 2.8%?YNo 16 3.2%?White, Non-HispanicNNo 47 9.5%?YNo 36 7.2%Question: Do all candidates take the two courses identified as requiring field experiences? What about advanced candidates? Field experiences are described in 3.4.e Descriptions of requirements for field experiences and clinical practice in programs for initial and advanced teacher candidates and other school professionals available both in the IR and on our web page. In terms of the courses with embedded field experiences, all candidates in those programs do take those courses. For example, in Reading in the Content Areas for the special education initial program, all candidates have related field experiences at Hughes STEM High School and the course is taught on sight. Supervisors are available on site throughout the day to provide support and consultation.Question: The offsite team was not able to review any current items related to embedded field experiences such as a developed list of courses/schedules for the quarter change, how programs are being marketed, progress of changes to syllabi, consistent changes to include urban field experiences. Full implementation of TPA, and any new formative and summative measures.These questions all appear to address our transformation initiative. The revised courses are available in each program through aims. Recognizing that these are difficult, we are in the process of providing more detailed alignments and descriptions for our candidates. We did not describe any efforts at marketing, and are unable to provide any information in that marketing was not part of the transformation initiative and we didn’t foresee an interest in marketing as related to the standards. Our syllabi have indeed changed, and we are now using this format:Course Name and Number:Description:Credit Hours:Required or Elective:Faculty Members who Teach the course:Prerequisites:Textbook(s):Other Resource Materials:Marker Assignments:Marker assignments are those assignments essential to the candidate outcomes for the course. These assignments are performance assessments aligned with program and unit standards that are required of all course instructors. In most cases the data are then submitted to the Office for Assessment and Continuous Improvement for aggregation and reporting. Learning Outcomes:Upon completion of this course, the candidate will be able to:The candidate will be able to:As measured by:Alignment with Transformation Initiative:In view of this conceptual framework and our urban mission, the goal for our Transformation Initiative is to improve the performance of students in high needs schools by preparing educators who recognize the moral imperative to meet the needs of each student. We will prepare educators who are committed to each student, caring about each individual, and competent in evidence-based and data driven instruction. (Describe the application of the conceptual framework in this course)Alignment with Conceptual Framework: Describe how the course addresses institutional standardsAlignment with Specialized Program Association:Alignment with Ohio Standards for the Teaching Profession:Alignment with State Requirements: Attendance Policies: Students are expected to attend all required class sessions, to actively participate in class and in the Blackboard learning environment, and to complete all assignments in a timely manner. Infrequent and inconsistent attendance, participation, and work completion will negatively influence the benefits that may be obtained from the course as well as lead to a lower grade. If it is necessary for you to miss class due to extenuating circumstances, it is your responsibility to obtain class notes, assignments, and/or handouts from Blackboard and/or from a classmate as well as to become aware of any announcements that were made in class. You do not need to report your absence to the instructor; it is your responsibility to determine what was addressed in the class. Academic Integrity Policy The University Rules, including the Student Code of Conduct, and other policies of the department, college, and university related to academic integrity will be enforced. Any violation of these regulations, including acts of plagiarism, cheating, or falsifying field work will be dealt with according to the severity of the misconduct. Dishonesty in any form may result in a failing grade in a course and/or suspension or dismissal from a program (e.g., graduate or undergraduate).Diversity: The University of Cincinnati embraces diversity and inclusion as core values that empower individuals to transform their lives and achieve their highest potential. This course offers a challenging, yet nurturing intellectual climate with a respect for the spectrum of diversity and a genuine understanding of its many components — including race, ethnicity, gender, gender identity and expression, age, socio-economic status, family structure, national origin, sexual orientation, disability and religion — that enrich us as a vibrant, public, urban research university. This course is energized by the spirit of pluralism — the quest to celebrate differences within an intellectually stimulating environment, to seek understanding across social, economic and cultural barriers, to pursue transformation through sustained interaction with others, and to empower all members of the University of Cincinnati community. You are invited to explore your own diversity!Social Networking Statement: Please be aware of photos, comments, or group memberships on Facebook or other internet sites that could be embarrassing to the school or employer in which you are to be placed may be grounds for removal from that placement. These include photos of you or others pictured on your site engaged in drinking, doing drugs, acting in a manner that might be considered lewd or sexually suggestive, or acting in a way that the school, district, or students' parents would find objectionable. Please recognize that this is true even if your friends have posted and labeled photos of you on their sites. Parents, students and district personnel frequently look at Facebook pages and search for names of teachers. You are considered a role model for students, and your behavior must be exemplary at all times.?Granting access to any Pre-K – 12 students to your personal social media pages is not advisable in any instance.?Pictures and posts on such social networking sites are available to the public, regardless of how you may set your privacy settings.?Your position in cohort and in your student teaching placements may be in jeopardy if the college or the school determines misconduct is present due to posts or pictures available through the web.Electronic Communication Policy; Grading: Course Schedule:Week1234567891011121314Exam WeekAll programs will implement the Teacher Performance Assessment in Fall 2012. Data for the pilot and field studies for the 2011-2012 academic year are provided here:Teacher Performance Data Field Test Data (All submissions through May 17, 2012)The following tables present the number of candidates who were rated at each level for each of the 13 rubrics of the Teacher Performance Assessment Field Tests (Spring 2012). We are still working on formatting the data in ways that are useful for the programs.All participants (April and June Data, 125 submissions)12345Other1211374132a33037252b6265933139316021B,E,F,G45405720B,E,G5122370172E61259512E71259512E8153947221E9455587E1010615131110534418121053499ESecondary English Language Arts - AYA Candidates (5)RubricsRatings at Each Level12345Other152a11212b131314411353263272381112911310221112312221Elementary Mathemantics - ECE Candidates (56)RubricsRatings at Each Level12345Other14232722a733142b72324135525192451429162B, E5216277E649375E772721E8717229E9325261E103321921142618812424225EElementary Literacy - MDL Candidates (10)RubricsRatings at Each Level12345Other11272a2712b12731251413325135622517145813519541102351134312226Elementary Math - MDL Candidates (25)RubricsRatings at Each Level12345Other114127D2a2101032b291313210103427124510105625153711688381049110122103111111113911221391Secondary English Language Arts - MDL Students (3)RubricsRatings at Each Level12345Other132a32b1113134215123612711183911110311211221Secondary Social Sciences - MDL Candidates (9)RubricsRatings at Each Level12345Other1722a1532b2732614234513562511736821329261104411143212531Secondary Mathematics - MDL Candidates (9)RubricsRatings at Each Level12345Other1722a5312b432323441251F54416125174581332945101621111712134ESecondary Science - MDL Candidates (8)RubricsRatings at Each Level12345Other1712a3412b13313233422452246223171158521943110123211123212251If a scorer is unable to assign a score a condition code is assigned. The TPA Field Test Condition Codes are:Planning rubric is unscorableVideo technical issues: unplayableVideo technical issues: audio unintelligibleVideo exceed length requirements by fieldMissing/duplicate artifactsMaterials unreadable, wrong artifact, blank filesMaterials unrelatedNot in EnglishThe following charts depict all participant ratings, then participant ratings by field handbook.Other baseline data are not yet fully collected, aggregated, or analyzed. ................
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