Teacher Preparation Report

Institution: Ferris State University

Type of Institution: Traditional 

Report of Academic Year: 2017-2018

Program Information: Total Number of Teacher Preparation Programs: 3

Section 1.b Admissions:

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

Does your initial teacher certification program conditionally admit students? Yes

Provide a link to your website where additional information about admissions requirements can be found: ferris.edu/admissions

Please provide any additional comments about or exceptions to the admissions information provided above: Students are admitted to the School of Education at Ferris State University as an entering freshman. During their first two years they are guided through the general education courses and Level 1 teacher education courses. These courses are designed to give students a good introduction to the field of teaching along with the expectations of the profession. Students must pass these courses with a grade "C" or better and may not have more than two repeats for the three Level 1 courses. At the completion of Level 1 courses the students are required to complete a Level II application. This application asks the students to meet with their advisor to develop a plan of study, complete a criminal history form, sign a professional behavior form, review their GPA - which must be at a 2.5 minimum, have completed 35 hours of general education coursework, taken the Professional Readiness Exam, have a clearance from the Department of Human Services showing no problems related to child abuse or neglect, and have demonstrated work with children. Upon successful completion of this application the student is then allowed to register for professional education courses at Level II.

Section 1.b Undergraduate Requirements:

Are there initial teacher certification programs at the undergraduate level? Yes

If yes, for each element below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Undergraduate level.

Element Required for Entry Required for Exit

Transcript

Yes

Yes

Fingerprint Check

No

Yes

Background Check

No

 Yes

Minimum Number of Courses/Credits/semester hours completed

No

Yes

Minimum GPA

Yes

Yes

Minimum GPA in content area coursework

Yes

Yes

Minimum GPA in professional education coursework

Yes

Yes

Minimum ACT score

Yes

No

Minimum SAT score

No

No

Minimum basic skills test score

No

Yes

Subject area/academic content test or other subject matter verification

Yes

Yes

Recommendation(s)

No

No

Essay or personal statement

No

No

Interview

No

No

Other

Data not reported

Data not reported

 What is the minimum GPA required for admission into the program? 2.5

 What was the median GPA of individuals accepted into the program in academic year 2017-  2018? 3.28

 What is the minimum GPA required for completing the program? 2.5

 What was the median GPA of individuals completing the program in academic year 2017-2018?  3.55

Section 1.b Postgraduate Requirements

Are there initial teacher certification programs at the postgraduate level? Yes

If yes, for each element indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Postgraduate level.

 

Element Required for Entry Required for Exit
Transcript Yes Yes
Fingerprint Check No Yes
Background Check No Yes
Minimum number of courses/credits/semester hours completed No Yes
Minimum GPA Yes Yes
Minimum GPA in context area coursework Yes Yes
Minimum GPA in professional education coursework No Yes
Minimum ACT score No No
Minimum SAT score No No
Minimum basic skills test score No Yes
Subject area/academic content test or other subject matter verification Yes Yes
Recommendation(s) No No
Essay or personal statement No No
Interview No No
Other Data not reported Data not reported

 What is the minimum GPA required for admission into the program? 2.5

 What was the median GPA of individuals accepted into the program in academic year 2017-18?  3.28

 What is the minimum GPA required for completing the program? 2.75

 What was the median GPA of individuals completing the program in academic year 2017-18?  3.55

 Section 1.c Enrollment

Total number of students enrolled in 2017-2018 454

Unduplicated number of males enrolled in 2015-2016

123

Unduplicated number of females enrolled in 2015-16

331

 

2017-2018 Number enrolled

Ethnicity

 

Hispanic/Latino of any race

21

Race

 

American Indian or Alaskan Native:

1

Asian:

0
Black or African American: 16
Native Hawaiian or Other Pacific Islander 0
White: 395
Two or more races: 21

 Section 1.d Supervised Clinical Experience 2017-18

Average number of clock hours of supervised clinical experience required prior to student teaching

120

Average number of clock hours for student teaching

450

Average number of clock hours required for mentoring/induction support

450

Number of full-time equivalent faculty supervising clinical experience during this academic year

3

Number of adjunct faculty supervising experience during this academic year (IHE and Pre K-12 staff)

15
Number of students in supervised clinical experience during this academic year 83

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

During this 15 week experience, student teachers receive practical experience under the guidance of supervising teachers in planning for teaching, managing classrooms, and directing teaming activities of pupils. Student teachers are given increasing responsibility for directing the activities of the classroom group to the point of and assuming the responsibility of a lead teacher. Student teaching is assigned at the appropriate levels in elementary or secondary public schools or post-secondary settings, and is supported by regular participation in the online community where innovative instruction and assessment methods, as well as major topics of interest, subject area, classroom management, and pedagogy are discussed.

 Section 1.e Teachers Prepared by Subject Area

 The number of teachers prepared by subject area for academic year 2015-16. For the  purposes of this section, "number prepared" means the number of program completers.  "Subject area" refers to the subject area(s) an individual has been prepared to teach. An  individual can be counted in more than one subject area. 

SUBJECT AREA

NUMBER COMPLETED

Education - General

 

Teacher Education - Special Education

13

Teacher Education - Early Childhood Education

15

Teacher Education - Elementary Education

249

Teacher Education - Junior High/Intermediate/Middle School Education  
Teacher Education - Secondary Education  142
Teacher Education - Multiple Levels  
Teacher Education - Agriculture  
Teacher Education - Art 3
Teacher Education - Business 3
Teacher Education - English/Language Arts 82
Teacher Education - Foreign Language  
Teacher Education - Health  
Teacher Education - Family and Consumer Sciences/Home Economics  
Teacher Education - Technology Teacher Education/Industrial Arts  
Teacher Education - Mathematics 32
Teacher Education - Music  
Teacher Education - Physical Education and Coaching  3
Teacher Education - Reading  
Teacher Education -  Science Teacher Education/General Science  17
Teacher Education - Social Science  
Teacher Education - Social Studies  
Teacher Education - Technical Education 15
Teacher Education - Computer Science  
Teacher Education - Biology 9
Teacher Education - Chemistry 7
Teacher Education - Drama and Dance  
Teacher Education - French  
Teacher Education - German  
Teacher Education - History 6
Teacher Education - Physics  
Teacher Education - Spanish  
Teacher Education - Speech  2
Teacher Education - Geography  
Teacher Education - Latin  
Teacher Education - Psychology  
Teacher Education - Earth Science  
Teacher Education - English as a Second Language  
Teacher Education - Bilingual, Multilingual, and Multicultural Education  
Education - Other - Political Science 2

 Section 1.e Teachers Prepared by Academic Major

 The number of teachers prepared by subject area for academic year 2015-16. For the  purposes of this section, "number prepared" means the number of program completers.  "Subject area" refers to the subject area(s) an individual has been prepared to teach. An  individual can be counted in more than one subject area. 

SUBJECT AREA

NUMBER COMPLETED

Education - General

 

Teacher Education - Special Education

13

Teacher Education - Early Childhood Education

 

Teacher Education - Elementary Education

249

Teacher Education - Junior High/Intermediate/Middle School Education  
Teacher Education - Secondary Education  142
Teacher Education - Multiple Levels  
Teacher Education - Agriculture  
Teacher Education - Art  
Teacher Education - Business  
Teacher Education - English/Language Arts 36
Teacher Education - Foreign Language  
Teacher Education - Health  
Teacher Education - Family and Consumer Sciences/Home Economics  
Teacher Education - Technology Teacher Education/Industrial Arts  
Teacher Education - Mathematics 16
Teacher Education - Music  
Teacher Education - Physical Education and Coaching  
Teacher Education - Reading  
Teacher Education -  Science Teacher Education/General Science  
Teacher Education - Social Science  
Teacher Education - Social Studies 36
Teacher Education - Technical Education 15
Teacher Education - Computer Science  
Teacher Education - Biology 8
Teacher Education - Chemistry 5
Teacher Education - Drama and Dance  
Teacher Education - French  
Teacher Education - German  
Teacher Education - History 6
Teacher Education - Physics  
Teacher Education - Spanish  
Teacher Education - Speech  
Teacher Education - Geography  1
Teacher Education - Latin  
Teacher Education - Psychology  
Teacher Education - Earth Science  
Teacher Education - English as a Second Language  
Teacher Education - Bilingual, Multilingual, and Multicultural Education  
Education - Curriculum and Instruction 5
Education - Social and Philosophical Foundations of Education  
Liberal Arts/Humanities  
Psychology  
Social Sciences  
Anthropology  
Economics  
Geography and Cartography  
Political Science and Government  
Sociology  
Visual and Performing Arts  
History  
Foreign Languages  
Family and Consumer Sciences/Human Sciences  
English Language/Literature  
Philosophy and Religious Studies  
Agriculture  
Communication or Journalism  
Engineering  
Biology  
Mathematics and Statistics  
Physical Sciences  
Astronomy and Astrophysics  
Atmospheric Sciences and Meteorology  
 Chemistry  
Geological and Earth Sciences/Geosciences   
 Physics  
Business/Business Administration/Accounting  
Computer and Information Sciences  
Other: Education Leadership  

Section 1.f Program Completers

2017-2018: 65

2016-2017: 74

2015-2016: 104

Section II Annual Goals - Mathematics

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential 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. 

Information about program's goals to increase the number of prospective teachers in mathematics in each of three academic years.

Academic year 2017-18

Did your program prepare teachers in mathematics in 2017-18? Yes

How many prospective teachers did your program plan to add in mathematics in 2017-18? 5

Did your program meet the goal for prospective teachers set in mathematics in 2017-18? Yes 

Description of strategies to improve performance in meeting goal or lessons learned in meeting goal, if applicable: Maintaining an outside advisory board made up of area school distrcits key people, advising us on what kind of teachers they need in their school districts. We share this information with our students. 

Provide any additional comments, exceptions and explanations below: 

Academic year 2018-19

Is your program preparing teachers in mathematics in 2018-19? Yes

How many prospective teachers did your program plan to add in mathematics in 2018-19? 5

Academic year 2019-20

Is your program preparing teachers in mathematics in 2019-20? Yes

How many prospective teachers did your program plan to add in mathematics in 2019-20? 5

Section II Annual Goals - Science

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential 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. 

Information about program's goals to increase the number of prospective teachers in science in each of three academic years.

Academic year 2017-18

Did your program prepare teachers in science in 2017-18? Yes

How many prospective teachers did your program plan to add in science in 2017-18? 5

Did your program meet the goal for prospective teachers set in science in 2017-18? Yes 

Description of strategies used to achieve goal, if applicable:  Maintaining an outside advisory board made up of area school distrcits key people, advising us on what kind of teachers they need in their school districts. We share this information with our students. The focus of STEM is shared with our students as well as CORE subjects areas.

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable: We have learned to listen to outside advisory board on what the school districts need for teachers and really share this information to the students. This is first hand knowledge of what kinds of jobs are available in the field. Core subjects and STEM or STEAM jobs are what students are getting hiref for right now, we share that with our students, and emphasized the importance of employment after all the hard work of college. 

Provide any additional comments, exceptions and explanations below: 

Academic year 2018-19

Is your program preparing teachers in science in 2018-19? Yes

How many prospective teachers did your program plan to add in science in 2018-19? 5

Academic year 2019-20

Is your program preparing teachers in science in 2019-20? Yes

How many prospective teachers did your program plan to add in science in 2019-20? 5

Section II Annual Goals - Special Education

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential 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. 

Information about program's goals to increase the number of prospective teachers in special education in each of three academic years.

Academic year 2017-18

Did your program prepare teachers in special education in 2017-18? Yes

How many prospective teachers did your program plan to add in special education in 2017-18? 20

Did your program meet the goal for prospective teachers set in special education in 2017-18? No 

Description of strategies to improve performance in meeting goal or lessons learned in meeting goals, if applicable: The number of graduate students has drasatically decreased. Teachers are bno longer required to earn a masters degree or 18 credit hours to advance to their degree, and our Special EDucation prorgam is considered an advanced degree program at the graduate level. There is a shortage of special education teachers in Michigan right now. 

Provide any additional comments, exceptions and explanations below: We are currently working on recruiting students and sharing with them how they can work in the classroom under a special certification while they earn their special education endorsement(s).

Academic year 2018-19

Is your program preparing teachers in special education in 2018-19? Yes

How many prospective teachers did your program plan to add in special education in 2018-19? 5

Academic year 2019-20

Is your program preparing teachers in special education in 2019-20? Yes

How many prospective teachers did your program plan to add in special education in 2019-208? 5

Section II Annual Goals - Instruction of Limited English Proficient Students

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential 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. 

Information about program's goals to increase the number of prospective teachers in limited English proficient students in each of three academic years.

Academic year 2017-18

Did your program prepare teachers in limited English proficient students in 2017-18? No

How many prospective teachers did your program plan to add in limited English proficient students in 2017-18? N/A

Did your program meet the goal for prospective teachers set in science in 2017-18? N/A 

Description of strategies to improve performance in meeting goal or lessons learned in meeting goal, if applicable: N/A 

Provide any additional comments, exceptions and explanations below: 

Academic year 2018-19

Is your program preparing teachers in limited English proficient students in 2018-19? No

How many prospective teachers did your program plan to add in limited English proficient students in 2018-19? N/A

Academic year 2019-2020

Is your program preparing teachers in science in 2019-20? No

How many prospective teachers did your program plan to add in science in 2019-20? N/A

Section II Assurances

Please certify that your institution is in compliance with the following assurances.

Preparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and recruitment trends. Yes

Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom. Yes

Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects. Yes

Prospective general education teachers are prepared to provide instruction to students with disabilities. Yes

Prospective general education teachers are prepared to provide instruction to limited English proficient students. Yes

Prospective general education teachers are prepared to provide instruction to students from low-income families. Yes

Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable. Yes

Describe your institution's most successful strategies in meeting the assurances listed above:

Strategies used: We are working with the Honors program to encourage high performing students to enter teacher education in high needs areas. We have developed a "fast track" for these students that could allow them to complete the program in less time than a typical student. Ferris State University hosts 10 admissions related events per year. Faculty who attend meet and greet potential students. At these events students and parents are informed of the teaching filed and specifically the high needs areas.

Section III Assessment Pass Rates

No assessment pass rates have been reported. 

Section III Summary Pass Rates

No summary pass rates have been reported.

Section IV Low-Performing

Is your teacher preparation program currently approved or accredited? Yes

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

Is your teacher preparation program currently under a designation as "low-performing" by the state? No

Section V Use of Technology

Does your program prepare teachers to:

  • Integrate technology effectively into curricula and instruction? Yes
  • Use technology effectively to collect data to improve teaching and learning? Yes
  • Use technology effectively to manage data to improve teaching and learning? Yes
  • Use technology effectively to analyze data to improve teaching and learning? Yes

Students are introduced to technology in the Level I courses. Students are required to maintain an e-portfolio throughout their program. Students must include in lesson plans technology for both teaching and learning. Students are also taught how to use a variety of technologies for teaching and learning including electronic white boards, visualizers, as well as appropriate software for grading and data analysis.

Section VI Teacher Training

Does your program prepare general education teachers to:

  • Teach students with disabilities effectively? Yes
  • Participate as a member of individualized education program teams? Yes
  • Teach students who are limited English proficient effectively? Yes

Students are required to take a course which covers special education law, disability categories, teaching strategies, response to intervention requirements and techniques, preparing for IEP meetings and their role, etc. Students also must observe for a minimum of 15 hours in a special education classroom. Students must also modify lesson plans to include modifications for students with disabilities and limited English proficiency in other course work. As a response to student and teachers in the field, we have made changes to course sequencing to ensure that occurs. 

Does your program prepare special education teachers to:

  • Teach students with disabilities effectively? Yes
  • Participate as a member of individualized education program teams? Yes
  • Teach students who are limited English proficient effectively? Yes

Students in special education programs take a wide variety of coursework including how to communicate with families and other professionals; writing IEP goals and objectives; assessing students; working with behavioral issues; understanding their role in all areas of special education including the IEP meeting., working as a consultant, team teacher or self contained teacher. Students also receive in-depth instruction related to the specific disability area for the endorsement they are seeking.

Section VII Contextual Information

Developed an assessment system in conjunction with accepted TEAC upon completion of their review process approval to provide further evidence of required program improvement.