|
Name
of Institution: |
Western New Mexico University |
|
Institution/Program
Type: |
Traditional |
|
Academic
Year: |
2008-09 |
|
State: |
New Mexico |
|
|
|
|
Address: |
1000 W. College Avenue |
|
|
|
|
Silver City, NM, 88062 |
|
|
|
|
|
Contact Name: |
Dr. Patricia Manzanares-Gonzales |
|
Phone: |
575-538-6427 |
|
Email: |
manzanaresgonzalesp@wnmu.edu |
Is your institution a member of a Teacher Quality
Enhancement (TQE) partnership grant: No
For each element listed below, check if it is
required for
admission into any of your initial teacher certification program(s) at
either
the undergraduate or postgraduate level.
|
Element |
Undergraduate |
Postgraduate |
|
Application |
Yes |
Yes |
|
Fee/Payment |
No |
No |
|
Transcript |
Yes |
Yes |
|
Fingerprint check |
Yes |
Yes |
|
Background check |
Yes |
Yes |
|
Experience in a classroom or working with
children |
No |
No |
|
Minimum number of courses/credites/semester hours
completed |
Yes |
Yes |
|
Minimum high school GPA |
No |
No |
|
Minimum undergraduate GPA |
Yes |
Yes |
|
Minimum GPA in content area
coursework |
Yes |
Yes |
|
Minimum GPA in professional education
coursework |
Yes |
Yes |
|
Minimum ACT score |
No |
No |
|
Minimum SAT score |
No |
No |
|
Minimum GRE score |
No |
Yes |
|
Minimum basic skills test score |
Yes |
Yes |
|
Subject area/academic content test or other
subject matter
verification |
No |
No |
|
Minimum Miller Analogies test
score |
No |
No |
|
Recommendation(s) |
Yes |
Yes |
|
Essay or personal statement |
Yes |
Yes |
|
Interview |
Yes |
Yes |
|
Resume |
Yes |
Yes |
|
Bechelor's degree or higher |
No |
Yes |
|
Job offer from school/district |
No |
No |
|
Personality test (e.g.,Myers-Briggs
Assessment) |
No |
No |
|
Other (specify: 1. Completion of EDUC 311 Found. of Educ.
w/ a C or better, Complete degree plan, Complete PB&D Surv ) |
Yes |
Yes |
Provide the number of students in the teacher
preparation
program in the following categories. Note that you must report on the number of
students by ethnicity and race separately. Individuals who are
non-Hispanic/Latino will be reported in one of the race categories. Also
note
that individuals can belong to one or more racial groups, so the sum of
the
members of each racial category may not necessarily add up to the total
number
of students enrolled.
|
Total number of
students
enrolled in 2008-09: |
75 |
|
Unduplicated number of males
enrolled in 2008-09: |
19 |
|
Unduplicated
number of
females enrolled in 2008-09: |
56 |
|
2008-09 |
Number
enrolled |
|
Ethnicity |
|
|
Hispanic/Latino of
any race: |
25 |
|
Race |
|
|
American Indian or
Alaska
Native: |
0 |
|
Asian: |
2 |
|
Black or African
American: |
0 |
|
Native Hawaiian or
Other
Pacific Islander: |
0 |
|
White: |
49 |
|
Two or more
races: |
0 |
Provide the following information about supervised clinical
experience in 2008-09.
|
Average number of clock hours required prior to student
teaching |
135 |
|
Average number of clock hours required for
student
teaching |
680 |
|
Number of full-time equivalent faculty in supervised
clinical experience during this academic year |
13 |
|
Number of full-time equivalent adjunct faculty in
supervised clinical experience during this academic year (IHE and =
PreK-12
staff) |
98 |
|
Number of students in supervised clinical experience
during this academic year |
98 |
Please provide any additional information about or
descriptions of the supervised clinical experiences:
Our students start their supervised clinical experiences with the following:
1. Field One and Two Experiences - Between 117 and 153 hours,
dependent upon
the program. The number entered above is an average.
2. Field Three Experiences - A minimum of 680 hours.
Provide the number of students who have been
certified or
licensed as teachers, by subject and area of certification or
licensure.
|
Teaching
subject/area |
Number
certified/ licensed 2008-09 |
Number
certified/ licensed 2007-08 |
Number
certified/ licensed 2006-07 |
|
TOTAL (all areas/subjects) |
|
|
|
|
We cannot obtain this information from the Public
Education Department (PED). |
0 |
0 |
0 |
|
We cannot obtain this information from the Public
Education Department (PED). |
0 |
0 |
0 |
Provide the total number of initial teacher
certification
preparation program completers in each of the following academic years:
2008-09: 95
2007-08: 103
2006-07: 92
Each institution of higher education (IHE) that conducts a
traditional teacher preparation program (including programs that offer
any
ongoing professional development programs) or alternative routes to
state
certification or licensure program, and that enrolls students receiving
Federal
assistance under this Act, shall set annual quantifiable goals for
increasing
the number of prospective teachers trained in teacher shortage areas
designated
by the Secretary or by the state educational agency, including
mathematics,
science, special education, and instruction of limited English
proficient
students. IHEs that do not have a teacher preparation program in one or
more of
the areas listed below can enter NA for the area(s) in which the IHE
does not
have that program.
|
Teacher shortage
area |
Goal for
increasing prospective teachers trained |
|
Mathematics |
Academic year: 2008-09 Goal: 3 Goal met? Yes Description of strategies used to achieve goal: Aggressive recruitment, School of Education scholarships, and
financial
aid packages. Description of steps to improve performance in
meeting
goal or lessons learned in meeting goal: Advisement and support are critical. We have a strong tutoring
program and
a laptop lending program in the School of Education for our
students. |
|
Science |
Academic year: 2008-09 Goal: 6 Goal met? Yes Description of strategies used to achieve
goal: Aggressive recruitment, School of Education scholarships, and
financial
aid packages. Description of steps to improve performance in =
meeting
goal or lessons learned in meeting goal: Advisement and support are critical. We have a strong tutoring
program and
a laptop lending program in the School of Education for our
students. |
|
Special education |
Academic year: 2008-09 Goal: 10 Goal met? Yes Description of strategies used to achieve
goal: A full-time faculty was hired, providing stability to the SPED
program.
Aggressive recruitment, School of Education scholarships, and
financial aid
packages. Description of steps to improve performance in =
meeting
goal or lessons learned in meeting goal: Advisement and support are critical. We have a strong tutoring
program and
a laptop lending program in the School of Education for our
students. |
|
Instruction of limited English proficient
students |
Academic year: 2008-09 Goal: 16 Goal met? Yes Description of strategies used to achieve
goal: A full-time faculty was hired, providing stability to the SPED
program.
Aggressive recruitment, School of Education scholarships, and
financial aid
packages. Description of steps to improve performance in
meeting
goal or lessons learned in meeting goal: Advisement and support are critical. We have a strong tutoring
program and
a laptop lending program in the School of Education for our
students. |
|
Other |
Academic year: Goal: Goal met? Description of strategies used to achieve
goal: Description of steps to improve performance in
meeting
goal or lessons learned in meeting goal: |
Provide any additional comments, exceptions and
explanations
below:
Please indicate whether your institution is in
compliance
with the following assurances.
Training provided to prospective teachers
responds to
the identified needs of the local educational agencies or States where
the
institution=C3=A2=E2=82=AC=E2=84=A2s graduates are likely to teach,
based on past hiring
and recruitment trends.
Yes
Training provided to prospective teachers is
closely
linked with the needs of schools and the instructional decisions new
teachers
face in the classroom.
Yes
Prospective special education teachers receive
coursework in core academic subjects and receive training in providing
instruction in core academic subjects.
Yes
General education teachers receive training in
providing instruction to children with disabilities.
Yes
General education teachers receive training in
providing instruction to limited English proficient students.
Yes
General education teachers receive training in
providing instruction to children from low-income families.
Yes
Prospective teachers receive training on how
to
effectively teach in urban and rural schools, as applicable.
Yes
Describe your institution=C3=A2=E2=82=AC=E2=84=A2s
most successful
strategies in meeting the assurances listed above:
Assurance #1: The Dean and Gallup Chair meet with Superintendents;
survey
their needs, as does the Director of Field Experiences at both the
Gallup and
Silver City sites. The Dean is in constant communication via email with
the
area superintendents and their associate superintendents. The employer
and
graduated student surveys as well as EBI surveys all help us to
determine and
address the identified needs of the students we serve.
Assurance #2: Effective 2007, the SOE Silver faculty became the Lead
Clinical Faculty or University supervisors of student teachers/practice
teachers. Since that period, there is a much closer alignment between
needs of
the schools and the instructional decisions new teachers face in the
classroom
and what faculty are teaching in their courses. The theory and praxis
are more
closely aligned and faculty continue to address competencies. The
faculty in
Gallup have been supervising the student teachers since
2000.
Assurance #3: Our prospective special education teachers must
graduate with
a minimum of two endorsement areas, one of which is in Language Arts and
the
other of their choice in Mathematics, Social Studies, or Science. They
graduate
with a minimum of 30-36 hours in the endorsement area with a minimum of
12
credit hours at the 300-400 level for certification purposes.
Assurance #4: Our general education teachers receive training in
providing instruction
to children with disabilities at both the undergraduate and graduate
level.
Everyone is required to take SPED 408/508: Introduction to Special
Education in
the Contextual Knowledge core and SPED 428/528: Curriculum and Methods
in
Special Education in the Application and Reinforcement
core.
Assurance #5: Our general education teachers receive training in
providing
instruction to limited English proficient students in a minimum of two
mandatory classes: BLED 414/514: Multicultural Education and BLED
445/545: ESL
Methods for Content Literacy.
Assurance #6: Our general education teachers receive training in
providing
instruction to children from low-income families by addressing the SOE
Program
Outcomes and the State Competencies in all of their coursework. These
competencies are: Classroom Management and the Learning Environment,
Student
Development and Advocacy, Diversity and Quality of Life, Family,
School/Community Interaction and Communication Skills. Furthermore,
their Unit
plans must accommodate these student differences.
Assurance #7: Our prospective teachers receive training on how to
effectively teach in urban and rural schools, as applicable. Although,
the
majority of the schools and students we serve are in rural areas,
faculty
prepare the students for both geographic areas. In our teacher
preparation
programs, we also address the rural indigenous populations we are
serving in
the states of NM and Arizona.
|
Assessment code
- Assessment name |
Number |
Avg. |
Number |
Pass |
State |
State |
|
1 -Basic Skills |
66 |
|
65 |
98 |
|
|
|
1 -Basic Skills |
63 |
|
61 |
97 |
|
|
|
35 -Educational Administrator |
8 |
|
|
|
|
|
|
35 -Educational Administrator |
7 |
|
|
|
|
|
|
11 -Elementary Ed |
25 |
|
25 |
100 |
|
|
|
11 -Elementary Ed |
28 |
|
28 |
100 |
|
|
|
28 -Health Education |
1 |
|
|
|
|
|
|
16 -History Geo. Econ. Civics Govt.
|
1 |
|
|
|
|
|
|
16 -History Geo. Econ. Civics Govt. =
|
4 |
|
|
|
|
|
|
12 -Language Arts |
5 |
|
|
|
|
|
|
12 -Language Arts |
2 |
|
|
|
|
|
|
14 -Mathematics |
3 |
|
|
|
|
|
|
14 -Mathematics |
1 |
|
|
|
|
|
|
29 -Physical Education |
2 |
|
|
|
|
|
|
29 -Physical Education |
2 |
|
|
|
|
|
|
34 -School Counselor |
3 |
|
|
|
|
|
|
34 -School Counselor |
5 |
|
|
|
|
|
|
15 -Science |
6 |
|
|
|
|
|
|
15 -Science |
4 |
|
|
|
|
|
|
20 -Spanish |
1 |
|
|
|
|
|
|
20 -Spanish |
3 |
|
|
|
|
|
|
32 -Special Education |
6 |
|
|
|
|
|
|
32 -Special Education |
5 |
|
|
|
|
|
|
5 -Teacher Competency-Early Childhood =
|
4 |
|
|
|
|
|
|
3 -Teacher Competency-Elementary |
33 |
|
33 |
100 |
|
|
|
3 -Teacher Competency-Elementary |
35 |
|
35 |
100 |
|
|
|
4 -Teacher Competency-Secondary |
25 |
|
25 |
100 |
|
|
|
4 -Teacher Competency-Secondary |
19 |
|
19 |
100 |
|
|
|
31 -TESOL |
1 |
|
|
|
|
|
|
22 -Visual Arts |
1 |
|
|
|
|
|
|
Academic Year |
Number taking
one or |
Number passing |
Pass Rate |
Statewide
average |
|
All program completers,
2008-09 |
81 |
80 |
99 |
|
|
All program completers, 2007-08 |
78 |
74 |
95 |
|
Provide the following information about the =
approval or
accreditation of your teacher preparation program.
Is your teacher preparation program currently =
approved
or accredited?
Yes
If yes, please specify the organization(s) =
that
approved or accredited your program:
State
NCATE
Is your teacher preparation program currently =
under a
designation as "low-performing" by the state (as per section =
207(a)
of the HEA of 2008)?
No
Does your program prepare teachers to:
Provide a description of how your program prepares
teachers
to integrate technology effectively into curricula and instruction, and
to use
technology effectively to collect, manage, and analyze data in order to
improve
teaching and learning for the purpose of increasing student academic
achievement. Include a description of how your program prepares teachers
to use
the principles of universal design for learning, as applicable. Include
planning activities and a timeline if any of the four elements listed
above are
not currently in place.
A.) The WNMU SOE prepares pre-service and in-service teachers to
integrate
technology effectively into curricula and instruction by requiring all
undergraduate and graduate students take EDUC 402: Computers in the
Classroom
and EDUC 534: Integration of Technology into Curriculum. These courses
are
taught by a full-time tenure track faculty with public school
experience.
Furthermore, our TEP (Teacher Education Program) outcomes align with the
state
Technology competencies which are aligned with ISTE
standards.
B. C. and D.) The WNMU SOE prepares pre-service and in-service =
teachers to
use technology effectively to collect, manage, and analyze data to
improve
teaching and learning by requiring all students in the undergraduate and
graduate programs to take the following depending on their program of study:
Early Childhood ECED
225 and ECED 325 Assessment
of Children & Evaluation of Programs I and II.
Elem. Educ. EDUC
414/514
Elementary Instructional Planning and Assessment
Movement Sciences K-12
Pedagogy (Physical
Education EDUC 474: Classroom Assessment and
MVSC 408:
Assessment in Movement Sciences
Sec. Educ. - EDUC 474/574: Classroom
Assessment
SPED SPED 454/554:
Evaluation and Assessment of
Exceptional Children
RDG RDG 411/511:
Corrective Reading Instruction;
RDG 412/512: Diagnosis and Prescription of Reading to Diverse Learners;
and RDG
415/515: Remedial Reading.
Universal Design for Learning: All of the faculty have had
professional
development in UDL. This is very appropriate given the high number of
ELL/SPED/rural poor students our students will be serving or are
currently
serving. They incorporate the following principles in their Curriculum
classes:
Identify the essential course content. Clearly express the essential
content
and any feedback given to the student. Integrate natural supports for
learning.
Use a variety of instructional methods when presenting material. Allow
for
multiple methods of demonstrating understanding of essential course
content.
Use technology to increase accessibility. (CAST: NATIONAL CENTER ON
UNIVERSAL
DESIGN FOR LEARNING).
Does your program prepare general
education
teachers to:
Provide a description of how your program prepares
general
education teachers to teach students with disabilities
effectively,
including training related to participation as a member of
individualized
education program teams, as defined in section 614(d)(1)(B) of the
Individuals
with Disabilities Education Act, and to effectively teach students
who are
limited English proficient. Include planning activities and a timeline
if any
of the three elements listed above are not currently in
place.
I. Our program prepares our general education teachers in providing
instruction to children with disabilities at both the undergraduate and
graduate level. Everyone is required to take SPED 408/508: Introduction
to
Special Education in the Contextual Knowledge core and SPED 428/528:
Curriculum
and Methods in Special Education in the Application and Reinforcement
core. Our
faculty teach differentiated instructional strategies, incorporate UDL
principles in their curriculum classes, and address the TEP (Teacher
Education
Program) and PED (Public Education Department) competencies. Our general
education teachers receive training in providing instruction to limited
English
proficient students in a minimum of two mandatory classes: BLED 414/514:
Multicultural Education and BLED 445/545: ESL Methods for Content
Literacy.
Does your program
prepare special
education teachers
to:
Provide a description of how your program prepares
special
education teachers to teach students with disabilities
effectively,
including training related to participation as a member of
individualized
education program teams, as defined in section 614(d)(1)(B) of the
Individuals
with Disabilities Education Act, and to effectively teach students
who are
limited English proficient. Include planning activities and a timeline
if any
of the three elements listed above are not currently in
place.
II. Our program prepares special education teachers to teach students
with
disabilities, prepares them to be a part of the IEP team, and to
effectively teach ELL students in the following:
RDG/SPED 412/512. Diagnosis and Prescription of Reading for Diverse
Learners. This course identifies theoretical and practical aspects of
using
formal and informal diagnostic procedures; selecting appropriate test
batteries, prescribing instructional materials, and using appropriate
teaching
techniques based upon individual diagnosis will be emphasized. Writing Intensive.
SPED 428/528. Curriculum and Methods in Special Education. Provides
teachers
of students with disabilities with basic background in methods,
materials, IEP,
and curriculum development; emphasizes the analysis and selection of
curricula,
instructional methods, and the use of materials in the educational
process for
children with
disabilities; 30 hours of field work are required during this course.
Writing Intensive.
SPED 452/552. Families, School, Community Relations and the
Exceptional
Child. Prepares special education teachers to work effectively with the
parents
of children with special needs by providing information on a variety of
issues
dealing with parent-teacher relationships. Some of the issues are:
collaboration and system coordination, conferencing skills,
assertiveness
training, problem solving, establishing open communications, working
with
community agencies, discipline and legality.
Writing Intensive.
SPED 456/556. Culturally Diverse Exceptional Children. Theory and
practice
in bilingual/multicultural special education, with emphasis on language,
culture, assessment practices, and learning styles of exceptional
bilingual
children. Writing Intensive.
SPED 470/570. Nature and Needs of Persons with Learning Disabilities.
This
course provides teachers with information which will assist them to
understand
the nature of learning disabilities from an interdisciplinary
perspective. The
focus will be on the identification, characteristics, and education of
children
with learning disabilities. Writing Intensive.
III. Our special education teachers receive training in providing
instruction to limited English proficient students in a minimum of three
mandatory
classes: BLED 445/545: ESL Methods for Content Literacy; RDG/SPED
412/512.
Diagnosis and Prescription of Reading for Diverse Learners; SPED =
456/556.
Culturally Diverse Exceptional Children. Theory and practice in
bilingual/multicultural special education, with emphasis on language,
culture,
assessment practices, and learning styles of exceptional bilingual =
children.
Please use this space to provide any additional
information
that describes your teacher preparation program(s). You may also attach
information to this report card. The U.S. Department of Education is
especially
interested in any evaluation plans or interim or final reports that may
be
available.
University Mission: Western New Mexico University (WNMU) is an open
admissions institution serving the multicultural populations of New
Mexico,
other states and other nations as a regional comprehensive university
with an
additional community college role. While research and public service are
important undertakings of the institution; teaching and learning are
preeminent
at WNMU. We are a University that believes in the promise of every
student, and
together we work to create an educational community of diverse
backgrounds,
perspectives and talents that instills the values and develops the
knowledge
and skills necessary to prepare our students for the challenges of a
changing
world. Western New Mexico University, a Hispanic-serving institution has
a long
history of teacher preparation going back to its inception as a Normal
School
in 1893 and has continued to remain a catalyst for teacher education in
the
southwest. School Mission: The purpose of the School of Education (SOE)
is to
ignite and nurture a spirit of learning for both educator and student.
This
purpose is based on a five-part philosophy, which stresses the
following: 1.
Educators recognize, accept, value, and promote diverse ideas,
languages, and
cultures. 2. Educators stress quality programs that are aligned with
professional and state standards that produce exemplary results. 3.
Educators
integrate theoretical knowledge into the world of practice through
field-based
experiences and reflection. 4. Educators possess the skills and
knowledge to
effectively collaborate with parents, professionals both within and
across
schools and agencies, and community stakeholders. 5. Educators advocate
for
equitable access to and model thoughtful, effective, integrated use of
technology resources. The School of Education offers undergraduate and
graduate
degrees and programs in teacher education at the initial level in: Early
Childhood Education; Elementary Education; Secondary Education Movement
Science
K-12 Pedagogy; Career and Technical Teacher Education; Special Education
and
Double Major Degrees in: Elementary Education and Music; Secondary
Education
and Art; Secondary Education and Math; Secondary Education and Music;
Secondary
Education and Science with Biology and/or Physical Science
Concentrations and
at the advanced level in: Elementary, Secondary, Special Education,
Reading,
Counseling, Educational Leadership, and School Psychology. All of our
programs
are state and nationally NCATE accredited and we have received national
recognition. We received the American Association of Colleges for
Teacher
Education (AACTE) Best Practice Award in Support of Teacher Education
Quality
and Accountability. We are scheduled for our state and national NCATE
reaccreditation visits in April 2011 and chose to pilot the NCATE
Continuous
Improvement Track. The Institutional Report for Pilot Visits following
the
Continuous Improvement option and the electronic documents room will be
ready
for review by the NCATE BOE (Board of Examiners) by October 30, 2010.
The WNMU
School of Education is concerned about the discrepancies or inaccuracies
in the
pass rates uploaded by Westat as provided by our state. Section 1.D.
Provide
the number of students who have been certified or licensed as teachers,
by
subject and area of certification or licensure. WNMU's SOE could not
obtain
this information from the Public Education Department
(PED).
Western
New Mexico
University
Traditional Program
2008-09