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Note: This section is preloaded with the list of programs reported in the prior year’s IPRC.

Note: This section is preloaded from the prior year’s IPRC.

1. Program 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.
2. Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom. 
3. Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects. 
4. Prospective general education teachers are prepared to provide instruction to ¾Ã¾ÃÈÈÊÓƵs with disabilities.
5. Prospective general education teachers are prepared to provide instruction to limited English proficient ¾Ã¾ÃÈÈÊÓƵs.
6. Prospective general education teachers are prepared to provide instruction to ¾Ã¾ÃÈÈÊÓƵs from low-income families.
7. Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable.
8. Describe your institution's most successful strategies in meeting the assurances listed above:

Our program provides general education Early Childhood Education/Primary Education (ECE/PK5) and Middle Childhood Education (MCE) completers with experiences in a variety of school /community settings, including at least three different field placements that serve in various intersections: high poverty populations of children and families, urban populations, rural/suburban populations, and, for some completers, children and families who are english language learners (ELLs). The program, via several school/community partnerships, works closely with the schools and communities to determine shared needs that will impact decisions and commitments that new teachers must consider. These commitments include knowledge of the community and how it serves the needs of children and families; completers are thus required to build awareness of the complexities of needs specific to the community served by their host school, and learn community supports in place to meet those needs. Each faculty member who teaches in the field-based semester makes site visits to host classrooms and communities and so, are prepared to provide completers with strategies and content that support their understanding specific to their site-based experiences. As required by the state of Ohio and our accreditation organization, completers are prepared to provide instruction in core academic subjects through both general education courses provided by the university’s College of Arts and Sciences, and through courses in pedagogy and curriculum--including 12 hours of literacy instruction coursework and courses in math, science, and social studies—provided by departments in the College of Education, Health and Society. Toward preparation to provide instruction to ¾Ã¾ÃÈÈÊÓƵs with disabilities, each general education ECE/MCE completer is required to take two courses provided by the Department of Education Psychology: EDP 201: Human Development and Learning in Social and Educational Contexts; EDP 256: Psychology of the Exceptional Learner; and for ECE ¾Ã¾ÃÈÈÊÓƵs, the additional course EDP 495E: Inclusion and Adaptations for Mild/Moderate and Gifted Needs: Early Childhood. MCE majors take the additional course EDP 301M, Assessment and Evaluation in Educational Settings. We are less effective in preparing our completers to teach ¾Ã¾ÃÈÈÊÓƵs who are english language learners (ELLs). While we actively seek placements for completers in schools that serve children and families who are limited English proficient, not all completers are included that experience. Some required courses include attention to teaching children who are ELLs, however this inclusion depends on who is teaching the course; it is not institutionalized. We are actively revising our ECE program (new program commencing fall 2020) to include a course that is currently an optional course: EDT 323, Teaching English Language Learners (ELL) in PK-12: Theories and Practices. This course provides instructional foundations for teaching ELLs, and includes a field experience, comprehensive case study assignments, enabling teachers to engage in understanding the instructional and assessment concerns facing ELLs and their teachers in schools.

The Adolescent Young Adult (AYA) Education program prepares completers to teach in diverse classroom settings. Our program provides completers with experiences in a variety of school/community settings, including at least three different field placements that serve, in various intersections: urban populations (e.g., Middletown city schools, Hamilton city schools); rural populations (e.g., Talawanda School District); and populations with English Language Learners (ELLs). The program, via several school/community partnerships, works closely with the schools and communities to determine shared needs that will impact decisions and commitments that new teachers must consider. These commitments include knowledge of the community and how it serves the needs of children and families; completers are thus required to build awareness of the complexities of needs specific to the community served by their host school, and learn community supports in place to meet those needs. Each faculty member who teaches in the field- based semester makes site visits to host classrooms and communities and so, are prepared to provide completers with strategies and content that support their understanding specific to their site-based experiences. As required by the state of Ohio and our accreditation organization, completers are prepared to provide instruction in core academic subjects through both general education courses provided by the university’s Colleges of Arts and Sciences, and through courses in pedagogy and curriculum---including 6 hours of literacy-based instruction coursework (EDT 446A---Integrated Literacy Across Content Areas; EDT 323---TELLs Instructional Theories and Practices), and significant content-based coursework in candidates’ chosen area of study (e.g., mathematics, science, social studies [history, geography, psychology], global languages, English)—provided by departments in various colleges across campus. In addition, each AYA program provides coursework that prepares candidates to work meaningfully with ¾Ã¾ÃÈÈÊÓƵs with exceptionalities. In particular, each general education AYA completer is required to take three courses provided by the Department of Education Psychology: EDP 256---Psychology of the Exceptional Learner; EDP 201---Educational Psychology; and EDP 301---Assessment and Evaluation in Education. Each of these courses touches upon topics associated with gifted and special needs ¾Ã¾ÃÈÈÊÓƵs.

**Note, our SEOH graduate program does not provide coursework for ¾Ã¾ÃÈÈÊÓƵs seeking general education licensure

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. In 2018, our ISE program began requiring teacher candidates to obtain dual licensure in moderate to intensive disabilities in addition to mild to moderate disabilities, in response to the identified needs of area educational agencies. These needs were determined during a focus group comprised of local hiring and special education directors, who indicated a significant shortage of candidates qualified to teach young people with moderate to intensive needs. The individuals participating in the focus group also assisted in the revision of Key Assessments required for program completion. Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom. Because of the diversity of service delivery in our field, as of 2018, our ISE teacher candidates spend three semesters in major practica before ¾Ã¾ÃÈÈÊÓƵ teaching, each in three different local districts. These practica require the equivalent of two full days in the classroom each week. Each practicum is carefully aligned with the content of methods courses taken during that semester and supervised by full-time faculty. These faculty collaborate with teachers and administrators to develop assignments aligned with both the needs of schools and the instructional decisions new teachers face in the classroom. Consistency among faculty teaching these courses from year to year have resulted in deeper partnerships that are continuously evolving to meet the needs of both the school and the teacher candidates. One practicum is in general education, one in mild to moderate disabilities, and one in moderate to intensive disabilities, so ¾Ã¾ÃÈÈÊÓƵs are likely to be exposed to co-teaching, inclusion, pull-out, and self-contained settings. Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects. Our ISE program requires two courses in the mathematics department designed to provide a theoretical basis for mathematics instruction in elementary settings. Mathematics methods are also integrated into Methods I and Methods II courses. Four reading courses are required across general and special education, in order to obtain a broader view of reading acquisition and application, both typical and atypical. Four specialized methods courses provide both breadth and depth of knowledge in methods to teach across content area in mild to intensive disabilities, K-
12. The general education practicum that ¾Ã¾ÃÈÈÊÓƵs take during their junior year ensures exposure to general education curriculum and pedagogy in local classroom settings. SEOH ¾Ã¾ÃÈÈÊÓƵs seeking special education licensure without previously meeting reading requirements are required to take 12 hours of reading courses built into the SEOH program. Prospective general education teachers are prepared to provide instruction to ¾Ã¾ÃÈÈÊÓƵs with disabilities. Our Inclusive Special Education Program teaches a core course, EDP 256, Psychology of Learners with Exceptionalities, that every education major is required to take to support future educators in teaching ¾Ã¾ÃÈÈÊÓƵs with disabilities effectively. This comprehensive course prepares our teacher candidates to understand services, trends, issues, laws, procedures, and methods specific to special education, and is aligned with Ohio TAG standards. In addition, all early childhood majors take EDP495e, Inclusion and Adaptations for Mild/Moderate and Gifted Needs: Early Childhood. This course addresses instruction on adapting curriculum, methods, and materials for young children with mild/moderate exceptionalities and/or giftedness in inclusive settings. It also emphasizes adaptations in reading, math, social studies, science, and language arts, as developmentally and culturally appropriate for early childhood (ages 3 - 8). Within this course, the procedure to determine whether a ¾Ã¾ÃÈÈÊÓƵ has a disability, as well as eligibility for services, is addressed. This process involves the general educator's role in the evaluation process and development of an Individualized Education Plan(IEP). The ¾Ã¾ÃÈÈÊÓƵs are exposed to sample IEP's and are able to interpret these documents and the implications for academic adaptations. Prospective general education teachers are prepared to provide instruction to limited English proficient ¾Ã¾ÃÈÈÊÓƵs. Multicultural education and culturally responsive pedagogy is a large focal point and current theme in EDP 256. Additionally, in this course all education majors learn about the needs and characteristics of English language learners and are taught to be able to demonstrate knowledge of general curricula and evidence-based strategies to differentiate instruction for all learners. Courses within the ISE program focus on addressing the needs of all learners including ¾Ã¾ÃÈÈÊÓƵs who have limited English proficiency. These strategies are integrated into methods and assessment courses. Prospective general education teachers are prepared to provide instruction to ¾Ã¾ÃÈÈÊÓƵs from low-income families. In EDP 256, focusing on culturally responsive teaching allows all education majors to identify collaborative methods for working with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of diverse learners. Students are also taught to be able to describe the principles of an individualized, safe, inclusive, culturally responsive learning environment. Lastly, ¾Ã¾ÃÈÈÊÓƵs in EDP 256 critically examine issues and trends in the definition and identification of culturally diverse learners with exceptionalities, including disproportionate representation. Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable. As Miami is situated between rural and urban spaces, our teachers are intentionally placed in districts throughout their practicum experiences to have exposure to a spectrum of school settings. Our ¾Ã¾ÃÈÈÊÓƵs’ general education placement occurs through a partnership with a neighboring urban district, their mild/moderate placement occurs through a partnership with a district who supports both rural and suburban ¾Ã¾ÃÈÈÊÓƵs, their moderate/intensive placement occurs across rural, urban, and suburban placements, and their ¾Ã¾ÃÈÈÊÓƵ teaching placements occur across settings as well. In addition, culturally responsive teaching practices are grounded in the philosophy of our special education program and our ¾Ã¾ÃÈÈÊÓƵs have a key assessment in culturally responsive pedagogy in both ISE and SEOH programs.

Note: This section is preloaded from the prior year’s IPRC.

Report Progress on Last Year’s Goal (2021-22)

1. Did your program prepare teachers in mathematics in 2022-23? Yes.
2. Describe your goal:
   1. Keep our numbers steady at 64 candidates.
   2. Refine the new statistics teaching methods course; revisit current required coursework, specifically STA 301, STA 401, MTH 411, and MTH 421, with math education committee, and work on revising requirements.
3. Did your program meet the goal? Yes.

Review Current Year’s Goal (2022-23)

1. Is your program preparing teachers in mathematics in 2023-24? Yes.
2. Describe your goal: As we work to enhance the quality of our Adolescent Young Adult (AYA) Math Program, it is important that we set measurable goals that reflect our commitment to excellence. While enrollment data has traditionally been used to assess the health of our program, we propose a shift in our focus to a metric that provides more insight into the quality and applicability of our course offerings: ¾Ã¾ÃÈÈÊÓƵ satisfaction. To that end, we propose a new measurable goal for the AYA Math Program that focuses on improving ¾Ã¾ÃÈÈÊÓƵ satisfaction with our program offerings. Specifically, our goal should be to increase the percentage of ¾Ã¾ÃÈÈÊÓƵs who are "extremely satisfied" with the AYA Math Program. To this end, we're planning to distribute a candidate satisfaction survey through the Miami Council of Teachers of Mathematics and the TCE AYA listserv each Fall semester (this will reach all of our AYA Math majors). For the next academic year, our ¾Ã¾ÃÈÈÊÓƵ satisfaction goal is to determine current levels of ¾Ã¾ÃÈÈÊÓƵ satisfaction, then---based on our findings---construct new goals based on ¾Ã¾ÃÈÈÊÓƵ satisfaction and enrollment for the 2024--2025 academic year.. Constructing goals around ¾Ã¾ÃÈÈÊÓƵ satisfaction will require us to focus on the following areas: 1. Curriculum: We will need to ensure that our math courses are rigorous, engaging, and aligned with the Ohio Department of Education's new Math Pathways curriculum. 2. Instruction: We will need to provide our instructors with the support and training they need to deliver high-quality math instruction that meets the needs of all learners. 3. Technology: We will need to integrate technology into our math courses in ways that enhance ¾Ã¾ÃÈÈÊÓƵ learning and engagement. 4. Student Support: We will need to provide our ¾Ã¾ÃÈÈÊÓƵs with the resources they need to succeed in their math courses, including tutoring, academic advising, and career guidance. We've attached a draft ¾Ã¾ÃÈÈÊÓƵ satisfaction survey in an appendix. Each survey item was constructed to address one or more of the 4 aforementioned areas. With this in mind, we propose two goals for the AYA Math Program for the 2023-24 Academic Year: ? Establish a baseline percentage of ¾Ã¾ÃÈÈÊÓƵs who are "satisfied" or "extremely satisfied" with the program by administering the AYA Math Student Satisfaction Survey. ? Maintain stable enrollment in the program over the next two years (note: 59 ¾Ã¾ÃÈÈÊÓƵs were enrolled in the AYA Program in 2022-23

Set Next Year’s Goal (2024-25)

1. Will your program prepare teachers in mathematics in 2023-24? Yes.
2. Describe your goal: Our main focus needs to be on our ¾Ã¾ÃÈÈÊÓƵ success rates for the ¾Ã¾ÃÈÈÊÓƵ teaching data and the EdTPA data. Our ¾Ã¾ÃÈÈÊÓƵs are not performing up the the state and national averages and we need to address these concerns—both in the mathematic education committee and in the AYA committee as a whole.

Note: This section is preloaded from the prior year’s IPRC.

Report Progress on Last Year’s Goal (2022-23)

1. Did your program prepare teachers in science in 2022-23? Yes.
2. Describe your goal:
   1. To revise assessments used in the science methods’ courses for the university’s annual report so as to provide a more robust portrait of the program.
   2. To continue to increase the number of ¾Ã¾ÃÈÈÊÓƵs in the program. Goal is to increase by 25 percent.
3. Did your program meet the goal? Yes.

Review Current Year’s Goal (2023-24) 

1. Is your program preparing teachers in science in 2023-24? Yes. 
2. Describe your goal: To raise the total enrollment by three ¾Ã¾ÃÈÈÊÓƵs, raising it to 12 for the 2024-2025 cohort.

Set Next Year’s Goal (2024-25) 

1. Will your program prepare teachers in science in 2024-25? Yes.
2. Describe your goal: 
   1. Finish revising the assessments that will now include helping my future science teachers use AI effectively and creatively in their science classrooms.
   2. Develop the Integrated Science proposal for our MAT science degree.

Note: This section is preloaded from the prior year’s IPRC.

Report Progress on Last Year’s Goal (2022-23)

1. Did your program prepare teachers in special education in 2022-23? Yes.
2. Describe your goal: GSEP: Recruit and retain a minimum of 25 ¾Ã¾ÃÈÈÊÓƵs per term (spring/fall) Recruit and retain BIPOC candidates to our program. Currently 7 enrolled in spring term. Increase to at least 10 annually. We did not meet our goal for ISE. We have 13 new first year ¾Ã¾ÃÈÈÊÓƵs this year
3. Did your program meet the goal? No.

Review Current Year’s Goal (2023-24) 

1. Is your program preparing teachers in special education in 2023-24? Yes.
2. Describe your goal: ISE: We're planning on keeping our enrollment goal at 20. For GSEP (formerly SEOH) our goal is to enroll 40 new ¾Ã¾ÃÈÈÊÓƵs each school year, with a fall and spring cohort of approximately 20 ¾Ã¾ÃÈÈÊÓƵs. We have sunsetted our ISE major and do not have an incoming cohort this fall.

Set Next Year’s Goal (2024-25) 

1. Will your program prepare teachers in special education in 2024-25? Yes.
2. Describe your goal: To maintain a fall cohort of 30-40 ¾Ã¾ÃÈÈÊÓƵs and increase our recruitment of BIPOC candidates to at least 5 new ¾Ã¾ÃÈÈÊÓƵs each Fall.

The pass rates table is populated from files provided by the testing company or state. The table provides information on the performance of the ¾Ã¾ÃÈÈÊÓƵs in your teacher preparation program on each teacher credential assessment used by your state. In cases where a ¾Ã¾ÃÈÈÊÓƵ has taken a given assessment more than once, the highest score on that test is used. In the case of a teacher preparation program with fewer than 10 scores reported on any single initial teacher credential assessment during an academic year, the program shall collect and publish information with respect to an average pass rate and scaled score on each state credential assessment taken over a three-year period.

Our program prepares teachers to:

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

The College of Education, Health, and Society has its own IT staff who provide a wide variety of technical support services for the benefit of our ¾Ã¾ÃÈÈÊÓƵs, faculty, and staff. Classrooms are equipped with integrated computer and media systems including a projector, Windows computer, VHS/DVD unit, document camera, and Starboard screen. These classroom systems also enable an instructor to use USB jump drives/storage devices and plug their laptop into the system to take advantage of the projector and media system. We continually work to update and enhance our instructional spaces to allow for the highest level of technological integration. The Engaging Technology Lab (ETL) is a state-of-the-art lab used by ¾Ã¾ÃÈÈÊÓƵs and faculty, both independently and collaboratively, to explore how technology can transform teaching and learning. The lab is designed to help ¾Ã¾ÃÈÈÊÓƵs become technology pioneers in their fields and to learn to make games that can make a difference in someone's life. Students and faculty have a wide range of resources for research and digital creation. TeachLIVE is a mixed-reality teaching environment that supports teacher practice in pedagogy and content. In the TLE TeachLivE™ Lab, pre-service and in-service teachers walk into a simulated middle-school classroom where the room is real but the ¾Ã¾ÃÈÈÊÓƵs are digital avatars. The virtual ¾Ã¾ÃÈÈÊÓƵs controlled by real trainers are made to act like typical (or atypical) pre-teens, depending on the objectives of the experience. Each ¾Ã¾ÃÈÈÊÓƵ’s personality is based upon those typically encountered in a middle school classroom. What are the benefits? In the traditional teaching environment, we make use of real ¾Ã¾ÃÈÈÊÓƵs to help novice teachers become better educators. In a virtual teaching environment, novice teachers can make mistakes without impacting real ¾Ã¾ÃÈÈÊÓƵs, and they can repeat the experience until they become effective educators. For teacher candidates who have what it takes but also have plenty to learn about teaching in practice, the TLE TeachLivE™ affords them the perfect environment in which to make mistakes and improve. The Anatomage table offers a unique, life-size virtual dissection table with an unprecedented realistic visualization of 3D anatomy and interactivity. Clinical Professor Dean Smith notes that at this time, EHS has the only Anatomage table in Ohio. “This instrument provides a learning tool rarely available to undergrads outside of medical schools,” notes Smith. METIman is a patient simulator that can be programmed to display a variety of health conditions ranging from allergic reactions, pneumonia, heart conditions and various symptoms of trauma. Students can monitor METIman’s pulse, heartbeat, respirations, pupil dilation and other physiological factors. While METIman is a powerful learning tool for athletic training ¾Ã¾ÃÈÈÊÓƵs, other majors can also benefit from working with the life-like technology. One of the unique features of Meti-Man is that the "patient’s" symptoms can accelerate if a ¾Ã¾ÃÈÈÊÓƵ is not using the correct treatment. The plan is to videotape these ¾Ã¾ÃÈÈÊÓƵ-patient sessions so that ¾Ã¾ÃÈÈÊÓƵs may review what they might have done differently to gain more positive results. This kind of experimentation is invaluable as ¾Ã¾ÃÈÈÊÓƵs prepare for real-world scenarios.

The EHS digital backpack project provides ¾Ã¾ÃÈÈÊÓƵ teachers with access to high-tech equipment such as Smartboards ™ and video cameras to use in classrooms where this technology is not available. The project, introduced in the 2009-10 academic year, has been used successfully in schools throughout Ohio as well as by ¾Ã¾ÃÈÈÊÓƵs doing their ¾Ã¾ÃÈÈÊÓƵ teaching internationally.

The College of Education, Health, and Society seeks accreditation from the Council for the Accreditation of Educator Preparation (CAEP). Accreditation demonstrates that the performance of our teacher candidates has been thoroughly assessed before they are recommended for licensure and that our professional programs meet national standards. The accreditation process typically involves an extensive self-study, followed by an on-site visit by nationally known professionals, and then a decision by the accrediting body as to whether accreditation should be granted.

CAEP Accredited ¾Ã¾ÃÈÈÊÓƵ 2030

• Primary Education (Bachelor of Science)
• Middle Childhood Education (Bachelor of Science)
• Special Education (Bachelor of Science and Master of Education)
• Adolescent and Young Adult Education
  • Integrated Mathematics (Bachelor of Science and Master of Arts in Teaching)
  • Integrated Social Studies (Bachelor of Science and Master of Arts in Teaching)
  • Integrated English Language Arts (Bachelor of Science and Master of Arts in Teaching)
  • Integrated Science (Bachelor of Science)
  • Science Education in Biological Sciences, Chemistry, Earth Sciences, Physical Sciences (Master of Arts in Teaching)
  • Foreign Language Education in Chinese, French German, Latin, Spanish (Bachelor of Science and Master of Arts in Teaching)
• School Psychology (NASP Approved, Education Specialist)
• School Leadership
• Superintendent