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 | NA | Yes |
| Fee/Payment | NA | No |
| Transcript | NA | Yes |
| Fingerprint check | NA | No |
| Background check | NA | No |
| Experience in a classroom or working with children | NA | No |
| Minimum number of courses/credites/semester hours completed | NA | No |
| Minimum high school GPA | NA | No |
| Minimum undergraduate GPA | NA | Yes |
| Minimum GPA in content area coursework | NA | No |
| Minimum GPA in professional education coursework | NA | No |
| Minimum ACT score | NA | No |
| Minimum SAT score | NA | No |
| Minimum GRE score | NA | Yes |
| Minimum basic skills test score | NA | Yes |
| Subject area/academic content test or other subject matter verification | NA | Yes |
| Minimum Miller Analogies test score | NA | No |
| Recommendation(s) | NA | Yes |
| Essay or personal statement | NA | No |
| Interview | NA | No |
| Resume | NA | No |
| Bechelor's degree or higher | NA | Yes |
| Job offer from school/district | NA | No |
| Personality test (e.g.,Myers-Briggs Assessment) | NA | No |
| Other (specify: NA ) | NA | No |
Provide a link to your website where additional information about admissions requirements can be found:
http://www.uca.edu/tlt/mat/MAT_Admission_Requirements_021310.pdf
Indicate when students are formally admitted into your initial teacher certification program:
Postgraduate
Does your initial teacher certification program conditionally admit students? No
Please provide any additional about or exceptions to the admissions information provided above:
A. Individuals who are seeking licensure in a secondary (7-12) teaching field, must have thirty semester hours in the content field.
B. Individuals seeking admission to the Master of Arts in Teaching (MAT) program may use the GRE or the Praxis I for admission.
C. Praxis II subject area assessments are required to continue the MAT program, but are not necessary for the first semester of enrollment.
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 2009-10: | 249 |
| Unduplicated number of males enrolled in 2009-10: | 38 |
| Unduplicated number of females enrolled in 2009-10: | 211 |
| 2009-10 | Number enrolled |
|---|---|
| Ethnicity | |
| Hispanic/Latino of any race: | 2 |
| Race | |
| American Indian or Alaska Native: | 4 |
| Asian: | 2 |
| Black or African American: | 16 |
| Native Hawaiian or Other Pacific Islander: | 0 |
| White: | 221 |
| Two or more races: | 2 |
Provide the following information about supervised clinical experience in 2009-10.
| Average number of clock hours required prior to student teaching | 75 |
| Average number of clock hours required for student teaching | 600 |
| Number of full-time equivalent faculty in supervised clinical experience during this academic year | 5 |
| Number of full-time equivalent adjunct faculty in supervised clinical experience during this academic year (IHE and PreK-12 staff) | 85 |
| Number of students in supervised clinical experience during this academic year | 82 |
Please provide any additional information about or descriptions of the supervised clinical experiences:
Provide the number of teachers prepared, by academic major and subject area prepared to teach in 2009-10. (§205(b)(1)(H))
| Academic major | Number prepared |
|---|---|
| Accounting | 2 |
| Animal Science | 1 |
| Anthropology | 1 |
| Art | 2 |
| Athletic Training | 2 |
| Bible Studies | 1 |
| Biology | 5 |
| Business | 6 |
| Business/Economics | 1 |
| Business/Psychology | 1 |
| Communications | 3 |
| Communications/Economic Development | 1 |
| Computer Information Systems | 1 |
| Criminal Justice | 1 |
| Dental Hygiene | 1 |
| Elementary Education | 2 |
| English | 2 |
| Family and Consumer Science | 2 |
| Finance | 2 |
| Forest Management | 1 |
| General Studies | 1 |
| Graphic Design | 2 |
| Health Information Management | 1 |
| History | 3 |
| History/Political Science | 1 |
| Human Development | 1 |
| Human Resource Development | 1 |
| Interior Design | 1 |
| Journalism | 2 |
| Kinesiology | 4 |
| Latin American Studies | 1 |
| Liberal Arts | 2 |
| Management Information Systems | 1 |
| Marketing | 3 |
| Math | 2 |
| Nursing | 1 |
| Poultry Science | 1 |
| Psychology | 6 |
| Psychology/Criminal Justice | 1 |
| Psychology/Spanish | 1 |
| Religion/Philosophy | 1 |
| Social Work | 1 |
| Sociology | 2 |
| Spanish | 1 |
| Speech Pathology | 1 |
| Studio Art | 2 |
| TOTAL | 82 |
| Subject area | Number prepared |
|---|---|
| Art | 4 |
| Business Technology | 2 |
| Early Childhood Education | 36 |
| English | 4 |
| Family and Consumer Science | 1 |
| Life/Earth Science | 3 |
| Mathematics | 5 |
| Middle Childhood Language Arts/Social Studies and Math/Science | 16 |
| Physical Education, Wellness and Leisure | 3 |
| Physical/Earth Science | 2 |
| Social Studies | 5 |
| Spanish | 1 |
| TOTAL | 82 |
Provide the total number of initial teacher certification preparation program completers in each of the following academic years:
2009-10: 82
2008-09: 64
2007-08: 27
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: 2009-10 Goal: 10% Goal met? No Description of strategies used to achieve goal: 1. Recruit persons holding bachelor's degrees, or higher, in mathematics or mathematics related fields of study through attendance at Arkansas Department of Education teacher recruitment events. 2. UCA College of Education website advertisement. 3. The MAT program has proven to be very popular due to its success. Some of the growth in the program is due to "word of mouth" advertising from participants and school administrators who have employed candidates enrolled in the program. Use of current MAT candidates in recruiting events and quality advertising to school administrators will be used to target licensure shortage areas. Description of steps to improve performance in meeting goal or lessons learned in meeting goal: The UCA College of Education is using an on-campus resource with marketing expertise to assist with the development of recruiting materials. |
| Science |
Academic year: 2009-10 Goal: 10% Goal met? Yes Description of strategies used to achieve goal: 1. Recruit persons holding bachelor's degrees, or higher, in mathematics or mathematics related fields of study through attendance at Arkansas Department of Education teacher recruitment events. 2. UCA College of Education website advertisement. 3. The MAT program has proven to be very popular due to its success. Some of the growth in the program is due to "word of mouth" advertising from participants and school administrators who have employed candidates enrolled in the program. Use of current MAT candidates in recruiting events and quality advertising to school administrators will be used to target licensure shortage areas. Description of steps to improve performance in meeting goal or lessons learned in meeting goal: The UCA College of Education is using an on-campus resource with marketing expertise to assist with the development of recruiting materials. |
| Special education |
Academic year: 2009-10 Goal: NA-See explanation below Goal met? No Description of strategies used to achieve goal: NA Description of steps to improve performance in meeting goal or lessons learned in meeting goal: |
| Instruction of limited English proficient students |
Academic year: 2009-10 Goal: NA-See explanation below Goal met? Description of strategies used to achieve goal: Description of steps to improve performance in meeting goal or lessons learned in meeting goal: |
| 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:
Special education is not considered an initial licensure area in Arkansas. Only teachers who hold the initial or standard teaching license (issued upon completion of the Master of Arts in Teaching degree) may add special education. Students who are enrolled in the MAT program may not be assigned to teach special education while on a provisional teaching license. English as a Second Language is an endorsement that may be added to an initial or standard teaching license. Candidates enrolled in the Master of Arts in Teaching program may not be assigned to teach English as a Second Language if working under a provisional license.
In 2008-09, five persons who completed the MAT program were prepared to teach secondary mathematics. Again, in 2009-10, five persons completed the MAT program prepared to teach secondary mathematics; however, there are six candidates currently enrolled who are seeking secondary mathematics licensure. This reflects an increase from the previous two years and assists with the supply of mathematics teachers in the state. UCA does have a strong undergraduate, traditional preparation program in mathematics that, on average, will prepare almost twice the number of teachers for mathematics education per year. The MAT plays a vital role in adding to this pool of licensed mathematics teachers by allowing those who are changing careers to return for a program of study, but not having to enroll full time in an undergraduate teacher preparation program.
The number of MAT completers who were licensed to teach science increased by one in 2009-10 (total of five completed versus four in 2008-09). Additionally, there are seven candidates who are currently enrolled in the MAT who are seeking either Life/Earth Science or Physical/Earth Science licensure. Both the numbers prepared and enrolled equal or exceed that of the traditional undergraduate program, demonstrating some success in recruiting efforts.
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’s 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.
NA
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’s most successful strategies in meeting the assurances listed above:
Each program has designed field-based assignments to ensure that all candidates (including those in online programs) have experiences in a variety of school settings and with: (1) students from at least two ethnic groups; (2) students with exceptionalities; and (3) students who are English language learners. Further, assessment measures throughout the unit require candidates to demonstrate (1) their knowledge of multiple instructional/assessment/intervention strategies for various learning styles; (2) their ability to link to students’ experiences and cultures to learning experiences; (3) capacity to incorporate multiple perspectives in their instruction and planning; and (4) how to make appropriate accommodations/modifications for the students with which they work.
Diversity statistics also are maintained for all of the public schools where candidates are placed for graduate programs and the Office of Candidate Services and Field Experience works with program coordinators to develop a tighter system for ensuring all candidates have experiences with at least two ethnic groups, students with exceptionalities, and English Language Learners. Each of these experiences is now attached to a specific assignment in a specific course. Candidates cannot move forward in the program until they have successfully completed these assignments.
| Assessment code - Assessment name
Test Company Group |
Number taking tests |
Avg. scaled score |
Number passing tests |
Pass rate (%) |
State Average pass rate (%) |
State Average scaled score |
|---|---|---|---|---|---|---|
| ETS0133 -ART CONTENT KNOWLEDGE
Educational Testing Service (ETS) Other enrolled students |
5 | 86 | 168 | |||
| ETS0133 -ART CONTENT KNOWLEDGE
Educational Testing Service (ETS) All program completers, 2009-10 |
4 | |||||
| ETS0132 -ART CONTENT TRAD CRITIC AESTHETICS
Educational Testing Service (ETS) Other enrolled students |
5 | 86 | 147 | |||
| ETS0132 -ART CONTENT TRAD CRITIC AESTHETICS
Educational Testing Service (ETS) All program completers, 2009-10 |
4 | |||||
| ETS0131 -ART MAKING
Educational Testing Service (ETS) Other enrolled students |
4 | 95 | 159 | |||
| ETS0131 -ART MAKING
Educational Testing Service (ETS) All program completers, 2009-10 |
4 | |||||
| ETS0235 -BIOLOGY CONTENT KNOWLEDGE
Educational Testing Service (ETS) All program completers, 2009-10 |
2 | 100 | 155 | |||
| ETS0100 -BUSINESS EDUCATION
Educational Testing Service (ETS) Other enrolled students |
6 | 100 | 651 | |||
| ETS0100 -BUSINESS EDUCATION
Educational Testing Service (ETS) All program completers, 2009-10 |
2 | |||||
| ETS0022 -EARLY CHILDHOOD CONTENT KNOWLEDGE
Educational Testing Service (ETS) Other enrolled students |
55 | 176 | 55 | 100 | 98 | 175 |
| ETS0022 -EARLY CHILDHOOD CONTENT KNOWLEDGE
Educational Testing Service (ETS) All program completers, 2009-10 |
31 | 176 | 31 | 100 | 100 | 177 |
| ETS0571 -EARTH AND SPACE SCIENCES - CONTENT KNOWLEDGE
Educational Testing Service (ETS) Other enrolled students |
5 | 81 | 152 | |||
| ETS0571 -EARTH AND SPACE SCIENCES - CONTENT KNOWLEDGE
Educational Testing Service (ETS) All program completers, 2009-10 |
5 | 100 | 157 | |||
| ETS0021 -EDUCATION OF YOUNG CHILDREN
Educational Testing Service (ETS) Other enrolled students |
2 | |||||
| ETS0021 -EDUCATION OF YOUNG CHILDREN
Educational Testing Service (ETS) All program completers, 2009-10 |
4 | |||||
| ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE
Educational Testing Service (ETS) Other enrolled students |
8 | 100 | 179 | |||
| ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE
Educational Testing Service (ETS) All program completers, 2009-10 |
4 | 100 | 176 | |||
| ETS0042 -ENG LANG LIT COMP ESSAYS
Educational Testing Service (ETS) Other enrolled students |
8 | 87 | 157 | |||
| ETS0042 -ENG LANG LIT COMP ESSAYS
Educational Testing Service (ETS) All program completers, 2009-10 |
4 | 100 | 159 | |||
| ETS0043 -ENG LANG LIT COMP PEDAGOGY
Educational Testing Service (ETS) Other enrolled students |
3 | 91 | 159 | |||
| ETS0043 -ENG LANG LIT COMP PEDAGOGY
Educational Testing Service (ETS) All program completers, 2009-10 |
4 | 100 | 154 | |||
| ETS0120 -FAMILY AND CONSUMER SCIENCES
Educational Testing Service (ETS) All program completers, 2009-10 |
1 | |||||
| ETS0121 -FAMILY AND CONSUMER SCIENCES II
Educational Testing Service (ETS) Other enrolled students |
1 | |||||
| ETS0856 -HEALTH AND PE: CK
Educational Testing Service (ETS) Other enrolled students |
5 | 92 | 156 | |||
| ETS0856 -HEALTH AND PE: CK
Educational Testing Service (ETS) All program completers, 2009-10 |
3 | |||||
| ETS0234 -LIFE SCIENCE: PEDAGOGY
Educational Testing Service (ETS) All program completers, 2009-10 |
3 | 100 | 156 | |||
| ETS0063 -MATH PROOFS MODELS PROBLEMS PART 1
Educational Testing Service (ETS) Other enrolled students |
5 | 100 | 154 | |||
| ETS0063 -MATH PROOFS MODELS PROBLEMS PART 1
Educational Testing Service (ETS) All program completers, 2009-10 |
4 | 100 | 155 | |||
| ETS0065 -MATHEMATICS PEDAGOGY
Educational Testing Service (ETS) Other enrolled students |
1 | |||||
| ETS0065 -MATHEMATICS PEDAGOGY
Educational Testing Service (ETS) All program completers, 2009-10 |
3 | 100 | 149 | |||
| ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE
Educational Testing Service (ETS) Other enrolled students |
5 | 100 | 138 | |||
| ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE
Educational Testing Service (ETS) All program completers, 2009-10 |
3 | 100 | 137 | |||
| ETS0146 -MIDDLE SCHOOL SUBJECTS: CK
Educational Testing Service (ETS) Other enrolled students |
35 | 162 | 34 | 97 | 87 | 159 |
| ETS0146 -MIDDLE SCHOOL SUBJECTS: CK
Educational Testing Service (ETS) All program completers, 2009-10 |
16 | 163 | 16 | 100 | 100 | 162 |
| ETS0112 -MUSIC ANALYSIS
Educational Testing Service (ETS) Other enrolled students |
1 | |||||
| ETS0111 -MUSIC CONCEPTS AND PROCESSES
Educational Testing Service (ETS) Other enrolled students |
1 | |||||
| ETS0113 -MUSIC CONTENT KNOWLEDGE
Educational Testing Service (ETS) Other enrolled students |
1 | |||||
| ETS0092 -PHYSICAL ED ANALYSIS AND DESIGN
Educational Testing Service (ETS) Other enrolled students |
5 | 100 | 160 | |||
| ETS0092 -PHYSICAL ED ANALYSIS AND DESIGN
Educational Testing Service (ETS) All program completers, 2009-10 |
3 | |||||
| ETS0481 -PHYSICAL SCIENCE CONTENT KNOWLEDGE
Educational Testing Service (ETS) Other enrolled students |
2 | |||||
| ETS0481 -PHYSICAL SCIENCE CONTENT KNOWLEDGE
Educational Testing Service (ETS) All program completers, 2009-10 |
2 | |||||
| ETS0483 -PHYSICAL SCIENCE PEDAGOGY
Educational Testing Service (ETS) All program completers, 2009-10 |
2 | |||||
| ETS0730 -PRAXIS I MATHEMATICS
Educational Testing Service (ETS) Other enrolled students |
129 | 180 | 129 | 100 | 99 | 179 |
| ETS0730 -PRAXIS I MATHEMATICS
Educational Testing Service (ETS) All program completers, 2009-10 |
66 | 178 | 66 | 100 | 100 | 179 |
| ETS0710 -PRAXIS I READING
Educational Testing Service (ETS) Other enrolled students |
128 | 181 | 128 | 100 | 99 | 180 |
| ETS0710 -PRAXIS I READING
Educational Testing Service (ETS) All program completers, 2009-10 |
66 | 180 | 66 | 100 | 99 | 180 |
| ETS0720 -PRAXIS I WRITING
Educational Testing Service (ETS) Other enrolled students |
132 | 178 | 132 | 100 | 99 | 177 |
| ETS0720 -PRAXIS I WRITING
Educational Testing Service (ETS) All program completers, 2009-10 |
68 | 177 | 68 | 100 | 100 | 178 |
| ETS0523 -PRINCIPLES LEARNING AND TEACHING 5-9
Educational Testing Service (ETS) Other enrolled students |
8 | 60 | 166 | |||
| ETS0523 -PRINCIPLES LEARNING AND TEACHING 5-9
Educational Testing Service (ETS) All program completers, 2009-10 |
20 | 172 | 20 | 100 | 100 | 173 |
| ETS0524 -PRINCIPLES LEARNING AND TEACHING 7-12
Educational Testing Service (ETS) Other enrolled students |
3 | 78 | 169 | |||
| ETS0524 -PRINCIPLES LEARNING AND TEACHING 7-12
Educational Testing Service (ETS) All program completers, 2009-10 |
8 | 100 | 173 | |||
| ETS0521 -PRINCIPLES LEARNING AND TEACHING EARLY CHILDHOOD
Educational Testing Service (ETS) Other enrolled students |
17 | 178 | 15 | 88 | 89 | 179 |
| ETS0521 -PRINCIPLES LEARNING AND TEACHING EARLY CHILDHOOD
Educational Testing Service (ETS) All program completers, 2009-10 |
39 | 180 | 39 | 100 | 100 | 181 |
| ETS0082 -SOCIAL STUDIES: ANALYTICAL ESSAYS
Educational Testing Service (ETS) Other enrolled students |
7 | 89 | 144 | |||
| ETS0082 -SOCIAL STUDIES: ANALYTICAL ESSAYS
Educational Testing Service (ETS) All program completers, 2009-10 |
5 | 100 | 151 | |||
| ETS0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
Educational Testing Service (ETS) Other enrolled students |
7 | 76 | 159 | |||
| ETS0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE
Educational Testing Service (ETS) All program completers, 2009-10 |
5 | 100 | 172 | |||
| ETS0191 -SPANISH CONTENT KNOWLEDGE
Educational Testing Service (ETS) Other enrolled students |
1 | |||||
| ETS0191 -SPANISH CONTENT KNOWLEDGE
Educational Testing Service (ETS) All program completers, 2009-10 |
1 | |||||
| ETS0192 -SPANISH PRODUCTIVE LANGUAGE SKILLS
Educational Testing Service (ETS) Other enrolled students |
1 | |||||
| ETS0192 -SPANISH PRODUCTIVE LANGUAGE SKILLS
Educational Testing Service (ETS) All program completers, 2009-10 |
1 | |||||
| ETS0194 -SPANISH: PEDAGOGY
Educational Testing Service (ETS) Other enrolled students |
1 | |||||
| ETS0194 -SPANISH: PEDAGOGY
Educational Testing Service (ETS) All program completers, 2009-10 |
1 |
| Group | Number taking tests |
Number passing tests |
Pass rate (%) |
State Average pass rate (%) |
|---|---|---|---|---|
| All program completers, 2009-10 | 82 | 82 | 100 | 99 |
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
Other (specify: Higher Learning Commission/North Central Association)
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.
Candidates are expected to incorporate computer technology in planning, teaching, and/or evaluating instruction in the public school classroom. Proficiencies in technology, based on ITSE standards, are evidenced by the inclusion of artifacts in the exit portfolio. The technology and its incorporation will depend upon the particular internship setting. Candidates use Chalk-n-Wire to upload key assessments, online, throughout the Master of Arts in Teaching program.
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.
The field experiences for the Master of Arts in Teaching program are designed to give candidates a variety of opportunities to observe and engage in teaching experiences so that all are well-prepared to be successful in all settings and with all student populations. Experiences are tracked to ensure that all candidates have worked with English language learners, , multiple ethnicities, and students with exceptionalities. Through these field experiences, candidates have the opportunity to put into practice their textbook knowledge in authentic settings with the guidance of supervisors, mentors, and university faculty.
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.
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.
Title II, Higher Education Act
OMB Control No.: 1840-0744 (exp. 9/30/2012)