2. Office of Professional Preparation and Licensure (OPPL) Annual Report

3. ACTIVITY

4. OPPL ANNUAL REPORTS www.education.purdue.edu/oppl/2002.htm

5. 2004-05 Exit Survey Responses to the Question 13 by School Levels 13. I was competent to address the needs of students for whom English was not a first language. Response Categories School Levels Strongly Agree AgreeUndecidedDisagree Strongly Disagree Non-responseTotals Elementary14 (12.0%)35 (29.9%)44 (37.6%)16 (13.7%)7 (6.0%)1 (0.9%)117 (45.9%) Secondary11 (8.0%)28 (20.3%)52 (37.7%)34 (24.6%)13 (9.4%)0 (0.0%)138 (54.1%) Combined Totals 25 (9.8%)63 (24.7%)96 (37.6%)50 (19.6%)20 (7.8%)1 (0.4%)255 (100.0%) 2005-06 Exit Survey Responses to the Question 13 by School Levels 13. I was competent to address the needs of students for whom English was not a first language. Response Categories School Levels Strongly Agree AgreeUndecidedDisagree Strongly Disagree Non-responseTotals Elementary9 (10.3%)27 (31.0%)34 (39.1%)12 (13.8%)2 (2.3%)3 (3.4%)87 (42.6%) Secondary10 (8.5%)36 (30.8%)32 (27.4%)24 (20.5%)14 (12.0%)1 (0.9%)117 (57.4%) Combined Totals 19 (9.3%)63 (30.9%)66 (32.4%)36 (17.6%)16 (7.8%)4 (2.0%)204 (100.0%) Responses to Question 13 by School Levels

7. Teacher Education Program (TEP) Exit Survey 2005-06 Response Rate 45% 449 Fall/Spring Student Teachers 204 responses received 43% - Elementary Education Majors

8. Teacher Education Program (TEP) Exit Survey 2005-06 Faculty assistance needed! There are holes!

9. Survey Web Page http://www.education.purdue.edu/oppl/Surveys-TJ/web_chart_final.htm http://www.education.purdue.edu/oppl/Surveys-TJ/web_chart_final.htm

10. NCATE STANDARDS

11. Standard 2: Assessment System and Unit Evaluation The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs.

12. Areas for Improvement 1.The unit assessment plan does not specify the timeline points at which each data source will be analyzed, nor does it specify who is responsible for analysis, interpretation, and application of the data for program improvement. 2.The unit does not specify clear criteria for performance in all programs at the initial and advanced levels. 3.Plans are not in place for assuring the accuracy, fairness, and consistency of assessment procedures and other key assessments.

13. Program Reviews 1. State licensure examinations of content knowledge 2. At least one additional assessment of content knowledge 3. An assessment of candidate ability to plan instruction, or (for non- teaching fields) to fulfill identified professional responsibilities 4. The evaluation of clinical practice (student teaching or internship assessment) 5. An assessment that demonstrates candidate effect on student learning, (or for non-teaching fields) the ability to create supportive learning environments Assessments #6, 7, and 8 are determined by program faculty

14. Operational Assessment/ Decision System Chart

15. Communication and Leadership

16. Purdue Candidates Impact on P-12 Student Learning