Checklist of Procedures for Program Evaluation

ATTACHMENT I

CHECKLIST OF PROCEDURES FOR PROGRAM EVALUATION

Name of Institution:

Program Director:

Attachment II

PRELIMINARY REPORT

Name of Institution: Date:

List all of the institution’s administrative units responsible for the teacher preparation program for students who are deaf and hard of hearing and the name and title of the head of each:

Provide contact information for the director of the teacher preparation program for students who deaf and hard of hearing.

Name:

Academic Rank and Title:

Street and building address:

E-mail address:

Telephone:

Fax:

PROGRAM DATA (Part of Attachment II)

1. In what year wasthe program was established?

2. Fill in the table below with the following column headings:

(a) What degree is granted upon completion of the program?

(b) What is the average length in semesters of the program?

(c) What is the number of graduates for each of the previous three years?

(d) What is the number of full-time candidates currently enrolled in the program?

(e) What is the number of part-time candidates currently enrolled in the program?

3. Provide a one paragraph summary of the program, including educational settings or which students are prepared, the programs’ general communication philosophy and the communication settings for which students are prepared. [This paragraph will also be available on the CED website].

Form #1

PRACTICUMCENTERS AND PERSONNEL

(for observations, participation, student teaching, internships, recreational activities)

Please complete a separate sheet for each practicum facility used

Name of practicum setting:

What is the nature of the setting (e.g primarily a day class, day school, residential school, itinerant program, resource room, hospital or clinic, or other?

Communication approach(es) of the practicum setting(s)

How many candidates have been placed at this facility during the present school year?

Which types of experience does the program usually seek at this facility: observations, student teaching, tutoring, teacher aiding, non-academic experiences, or other (please specify)?

How many of the cooperating teachers have state licensure to teach students who are deaf or hard of hearing?

How many have CED Certification

How many of the cooperating teachers have a master’s degree or higher?

Form #1.1

Cooperating Teacher Report Form

List the names of all of the cooperating teachers the program used in the previous three years. For each, provide (1) their highest academic degree, (2) the areas in which they are certified or licensed to teach, and (3) their number of years of teaching experience with students who are deaf or hard of hearing.

Form #1.2

Practicum/Field Experience Form

Form #2

PROFESSIONAL PERSONNEL DATA

Complete the following three-page form and append a vita for each person who teaches required courses or supervises practicum or student teaching or has direct administrative responsibilities in the preparation program for teachers of students who are deaf and hard of hearing.

Name: Title:

Academic Rank: Date of Appointment:

Faculty Member’s Teaching Certification and Licensure:

Faculty Member’s Earned Degrees:

Faculty Member’s Professional Experience:

Faculty member’s typical workload within the program for each academic term. Include courses, supervision, and administration. For each, indicate the semester.

List recent publications.

List memberships in professional associations or professional service.

List current research, writing, or other professional projects.

Form #3

ADMISSION PROCEDURES AND CRITERIA

Institution:

Part I. Selection Procedures and Criteria: In the following matrix check all procedures and criteria the program uses to select its candidates.

FORM # 4

Schedule of Course Offerings and Faculty Responsibilities for the Past Two Years

Create a matrix showing faculty teaching and supervision responsibilities and loads for the past two years. The vertical axis (rows) should list all of the program’s courses and practicum experiences. The horizontal axis (columns) should list each academic term for the past two years (e.g., Fall 10, Spring 11). Within each cell, place the initials of the faculty member who was responsible for the course or supervision in the corresponding academic term.

Below the matrix, provide a key to the initials, showing the faculty member’s name, title, and full-time-equivalent commitment to the preparation program for teachers of students who are deaf or hard of hearing.

FORM # 5

Report on Graduates for Prior Two-Year Period

Indicate the numbers of graduates for the previous two years in each of the following categories:

FORM #7

Candidate Information

Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master’s, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary.

[1] NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements.