Print Report Card · Contact Name: Ms. Christine Howard Phone: 718-997-5413 Email: [email protected] Is your institution a member of a Teacher Quality Enhancement (TQE)

Contact Us - Glossary - Log out

CUNY Queens College

Traditional Program

2010-11

Print Report Card

Program Information

Name of Institution: CUNY Queens College

Institution/Program Type: Traditional

Academic Year: 2010-11

State: New York

Address: 65-30 Kissena Blvd

Flushing, NY, 11367

Contact Name: Ms. Christine Howard

Phone: 718-997-5413

Email: [email protected]

Is your institution a member of a Teacher Quality Enhancement (TQE) partnership grant: No

TQE partnership name or grant number, if applicable:

Section I.a Program Admission

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 Yes Yes

Transcript Yes Yes

Fingerprint check Yes Yes

Background check Yes Yes

https://title2.ed.gov/Title2IPRC/Pages/ContactUs.aspx

https://title2.ed.gov/Title2IPRC/Pages/glossary.aspx

https://title2.ed.gov/Title2IPRC/Logout.aspx

Experience in a classroom or working with children Yes Yes

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 Yes No

Minimum GRE score No No

Minimum basic skills test score Yes No

Subject area/academic content test or other subject matter

verification Yes Yes

Recommendation(s) Yes Yes

Essay or personal statement No Yes

Interview No Yes

Resume No Yes

Bechelor's degree or higher No Yes

Job offer from school/district No No

Personality test No No

Other (specify: OPI ) Yes Yes

Provide a link to your website where additional information about admissions requirements can

be found:

http://qc.cuny.edu

Indicate when students are formally admitted into your initial teacher certification program:

Junior year post graduate

Does your initial teacher certification program conditionally admit students? Yes

Please provide any additional about or exceptions to the admissions information provided above:

Section I.b Program 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 2010-11: 2815

Unduplicated number of males enrolled in 2010-11: 556

Unduplicated number of females enrolled in 2010-11: 2259

2010-11 Number enrolled

Ethnicity

Hispanic/Latino of any race: 265

Race

American Indian or Alaska Native: 0

Asian: 306

Black or African American: 129

Native Hawaiian or Other Pacific Islander: 0

White: 2073

Two or more races: 0

Section I.c Supervised Experience

Provide the following information about supervised clinical experience in 2010-11.

Average number of clock hours required prior to student teaching 120

Average number of clock hours required for student teaching 518

Number of full-time equivalent faculty in supervised clinical experience during this

academic year 82

Number of full-time equivalent adjunct faculty in supervised clinical experience during

this academic year (IHE and PreK-12 staff) 68

Number of students in supervised clinical experience during this academic year 1276

Please provide any additional information about or descriptions of the supervised clinical

experiences:

Section I.d Teachers Prepared by Subject Area

Please provide the number of teachers prepared by subject area for academic year 2010-11. For

the purposes of this section, number prepared means the number of program completers.

"Subject area" refers to the subject area(s) an individual has been prepared to teach. An

individual can be counted in more than one subject area. If no individuals were prepared in a

particular subject area, please leave that cell blank. (§205(b)(1)(H))

Subject Area Number Prepared

Education - General

Teacher Education - Special Education 104

Teacher Education - Early Childhood Education 31

Teacher Education - Elementary Education 192

Teacher Education - Junior High/Intermediate/Middle School Education

Teacher Education - Secondary Education 273

Teacher Education - Multiple Levels 269

Teacher Education - Agriculture

Teacher Education - Art 31

Teacher Education - Business

Teacher Education - English/Language Arts 76

Teacher Education - Foreign Language 23

Teacher Education - Health

Teacher Education - Family and Consumer Sciences/Home Economics 13

Teacher Education - Technology Teacher Education/Industrial Arts

Teacher Education - Mathematics 52

Teacher Education - Music 16

Teacher Education - Physical Education and Coaching 38

Teacher Education - Reading

Teacher Education - Science Teacher Education/General Science

Teacher Education - Social Science

Teacher Education - Social Studies 95

Teacher Education - Technical Education

Teacher Education - Computer Science

Teacher Education - Biology 11

Teacher Education - Chemistry 14

Teacher Education - Drama and Dance

Teacher Education - French 2

Teacher Education - German

Teacher Education- History

Teacher Education - Physics 3

Teacher Education - Spanish 17

Teacher Education - Speech 15

Teacher Education - Geography

Teacher Education - Latin

Teacher Education - Psychology

Teacher Education - Earth Science 4

Teacher Education - English as a Second Language 42

Teacher Education - Bilingual, Multilingual, and Multicultural Education 9

Education - Other

Specify:

Section I.d Teachers Prepared by Academic Major

Please provide the number of teachers prepared by academic major for academic year 2010-11.

For the purposes of this section, number prepared means the number of program completers.

"Academic major" refers to the actual major(s) declared by the program completer. An

individual can be counted in more than one academic major. If no individuals were prepared in a

particular academic major, please leave that cell blank. (§205(b)(1)(H))

Academic Major Number Prepared

Education - General

Teacher Education - Special Education 104

Teacher Education - Early Childhood Education 31

Teacher Education - Elementary Education 192

Teacher Education - Junior High/Intermediate/Middle School Education

Teacher Education - Secondary Education 273

Teacher Education - Agriculture

Teacher Education - Art

Teacher Education - Business

Teacher Education - English/Language Arts 76

Teacher Education - Foreign Language 23

Teacher Education - Health

Teacher Education - Family and Consumer Sciences/Home Economics 13

Teacher Education - Technology Teacher Education/Industrial Arts

Teacher Education - Mathematics 52

Teacher Education - Music 16

Teacher Education - Physical Education and Coaching 38

Teacher Education - Reading

Teacher Education - Science 32

Teacher Education - Social Science

Teacher Education - Social Studies 95

Teacher Education - Technical Education

Teacher Education - Computer Science

Teacher Education - Biology 11

Teacher Education - Chemistry 14

Teacher Education - Drama and Dance

Teacher Education - French 2

Teacher Education - German

Teacher Education - History

Teacher Education - Physics 3

Teacher Education - Spanish 17

Teacher Education - Speech 15

Teacher Education - Geography

Teacher Education - Latin

Teacher Education - Psychology

Teacher Education - Earth Science 4

Teacher Education - English as a Second Language 42

Teacher Education - Bilingual, Multilingual, and Multicultural Education 9

Education - Curriculum and Instruction

Education - Social and Philosophical Foundations of Education

Liberal Arts/Humanities

Psychology

Social Sciences

Anthropology

Economics

Geography and Cartography

Political Science and Government

Sociology

Visual and Performing Arts

History

Foreign Languages

Family and Consumer Sciences/Human Sciences

English Language/Literature

Philosophy and Religious Studies

Agriculture

Communication or Journalism

Engineering

Biology

Mathematics and Statistics

Physical Sciences

Astronomy and Astrophysics

Atmospheric Sciences and Meteorology

Chemistry

Geological and Earth Sciences/Geosciences

Physics

Business/Business Administration/Accounting

Computer and Information Sciences

Other

Specify:

Section I.e Program Completers

Provide the total number of initial teacher certification preparation program completers in each

of the following academic years:

2010-11: 718

2009-10: 1129

2008-09: 928

Section II. Annual Goals

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: 2010-11

Goal: 35UG-30AC-30G

Goal met? Yes

Description of strategies used to achieve goal:

Undergraduate Goal met 30:

The TIME 2000 program sends out brochures to mathematics Assistant

Principals and Guidance Counselors in local schools and offers $1000 per

semester tuition scholarships for students. TIME 2000 also hosts an annual

conference in which 350 high school students who are interested in mathematics

attend. TIME 2000 also advertises on the Web with its own Web site.

_______________________________________________

Advanced Certificate Goal met 33

The program has an excellent reputation which has spread throughout the

metropolitan area.

_______________________________________________

Graduate Degree Goal met 17:

We try to encourage our undergraduates with Scholarships upon graduation.

Description of steps to improve performance in meeting goal or lessons learned

in meeting goal:

Undergraduate:

The TIME 2000 Web site has been redesigned so that it is more easily reached

by different students. We are planning on having a well known keynote speaker

at our annual TIME 2000 Conference which should attract more people. We are

working on the design of a new brochure and are working with undergrad

admissions to get mailing lists of students who have high scores on their

mathematics SAT's.

_______________________________________________Advanced Certificate:

We are planning on offering an MAT Degree along with Initial Certification

which should be very attractive to our students. Also, they will have the

flexibility of taking several modules of study that may be of interest to them.

_______________________________________________

Gradate Degree

We are in the process of registering modular programs with the State that allow

our mathematics education MS ED candidates to take modular units of study that

will give them certification in bilingual Education, Students with Disabilities,

and Literacy

Science Academic year: 2010-11

Goal: Increase Retention

Goal met? Yes


Undergraduate:

Concentrate on helping students in difficult science and math course to improve

retention. Intervene early when students are having problems.

_______________________________________________

Advanced Certificate:

Use technology to enable course flexibility and learning outside of traditional

course time. Increased emphasis on science content, nature of science and

science as inquiry.

_______________________________________________

Masters:

Use technology to differentiate instruction so that students can learn research

techniques and statistics most suited to their particular research projects. Use

technology to enable peer feed back on research projects. Use technology to

make schedule of class more flexible and accessible.


in meeting goal:

Undergraduate:

Increase advising contact hours with students through online interaction, help

students improve study skills and time management in order to improve

retention. Some undergraduates have problems with their introductory science

and math courses and if they get timely help and advising, it can enable them to

succeed and graduate. If they do not receive prompt attention their GPA suffers

and they may not be able to complete the minor and get their science teaching

certification.

_______________________________________________

Advanced Certificate:

Implemented a web-enhanced course outline, screencasing, a learning

management system, and other tools to extend learning outside of normal class

time. Scheduled courses to enable team teaching.

_______________________________________________

Masters:

A Web enhanced course outline was used along with a learning management

system, this helped students meet course requirements and accomplish tasks

better since they are all working as full time teachers. The increased opportunity

for peer feed back definitely improved the quality of the students' research

projects.

Special

education

Academic year: 2010-11

Goal: 86

Goal met? No


For the early childhood special education program, we are in the process of

applying for a personnel preparation grant from OSEP that will prepare

candidates who will be working with young children and their families from

culturally and linguistically diverse background in high needs communities and

schools.


in meeting goal:

We have revised our Master's Special Education Program to align with the new

regulations recently issued by the State Education Department of New York on

preparing teachers for students with disabilities at the secondary level. The new

regulations will allow teacher preparation programs to train generalists for

students with disabilities in grades 7-12.

Instruction of

limited

English

proficient

students

Academic year: 2010-11

Goal: Admit all students

Goal met? Yes


TESOL - Undergraduates - Close cooperation with the Advising Center at

Queens College

_______________________________________________

Graduates

Excellence of programs draws high quality of students


in meeting goal:

TESOL - Undergraduates

Strong departmental advising program for majors

_______________________________________________

TESOL - Graduates

Excellence of programs draws high quality of students

_______________________________________________

TESOL - Post Masters Advanced Certificate Program

Excellence of program draws highly qualified students

NA Academic year: 2010-11

Goal: NA

Goal met?



in meeting goal:

Provide any additional comments, exceptions and explanations below:

Section II. Assurances

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.

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’s most successful strategies in meeting the assurances listed above:

Adhering to the conceptual framework of the education unit of Queens College, NCATE

(National Council For the Accreditation of Teacher Education) and the individual Program SPAS

(Specialty Program Associations).

Music Education:

All Music Education students are required to spend 120 hours in classrooms prior to student

teaching. They are required to write wiki paper on specific disabling conditions. They do in-class

presentations on their assigned condition. They know the basics of the laws addressing learners

with exceptionalities. Many of our students have themselves been limited English proficient. We

spend time in MUS 265 discussing how music can enhance learning for those students with

limited English. All students are required to observe in both urban and suburban schools in MUS

267, 365, and 366. A class is devoted to discussing similarities and differences in these settings,

and what skills and dispositions are desirable in teachers. Readings in urban education are

required in MUS 366.

Section III. Assessment Rates

Assessment code - Assessment name

Test Company

Number

taking

Avg.

scaled

Number

passing

Pass

rate

State

Average

State

Average

Group tests score tests (%) pass

rate

(%)

scaled

score

032 -BEA - KOREAN

Evaluation Systems group of Pearson

All program completers, 2008-09

1

028 -BEA - Mandarin


Other enrolled students

2

028 -BEA - Mandarin



2

028 -BEA - MANDARIN



4

028 -BEA - MANDARIN



2

024 -BEA - Spanish



4 97 258

024 -BEA - SPANISH



7 100 256

024 -BEA - SPANISH



2 98 263

006 -Biology CST


All enrolled students who have completed

all nonclinical courses

2 96 255

006 -Biology CST



10 243 8 80 94 250

006 -Biology CST



16 258 16 100 98 257

006 -BIOLOGY CST



10 257 10 100 100 256

006 -BIOLOGY CST



28 253 28 100 99 257

007 -Chemistry CST




1 100 253

007 -Chemistry CST



3 95 253

007 -CHEMISTRY CST



5 100 255

007 -CHEMISTRY CST



6 99 254

008 -Earth Science CST




1 100 250




2 86 240




4 95 248

008 -EARTH SCIENCE CST



9 99 251

008 -EARTH SCIENCE CST



6 99 248

090 -Elementary ATS-W




114 263 114 100 96 255




357 256 345 97 99 260



274 262 271 99 99 262


090 -ELEMENTARY ATS-W



380 261 379 100 100 262

090 -ELEMENTARY ATS-W



381 262 381 100 100 262

003 -English Language Arts CST




7 87 244




18 235 15 83 87 241




64 240 56 88 92 245

003 -ENGLISH LANGUAGE ARTS

CST



77 240 73 95 94 244

003 -ENGLISH LANGUAGE ARTS

CST



87 237 78 90 95 245

022 -Esol CST




9 93 251

022 -Esol CST



8 94 248

022 -Esol CST



41 250 40 98 97 249

022 -ESOL CST



43 251 42 98 98 250

022 -ESOL CST



24 248 24 100 99 254

072 -Family And Consumer Sciences

CST



4

072 -Family And Consumer Sciences

CST



16 247 15 94 98 253

072 -FAMILY AND CONSUMER

SCIENCES CST



24 256 24 100 100 256

072 -FAMILY AND CONSUMER

SCIENCES CST



27 250 26 96 98 252

012 -French CST



2 77 236

012 -French CST



2 85 239

012 -FRENCH CST



4 95 242

012 -FRENCH CST



2 84 238

016 -Italian CST




2

016 -Italian CST



2 80 251

016 -Italian CST



5 88 241

016 -ITALIAN CST



5 89 236

016 -ITALIAN CST



5 96 240

001 -Liberal Arts & Sciences Test

(LAST)




207 257 203 98 94 251


(LAST)



657 252 612 93 96 256


(LAST)



595 259 589 99 98 258

001 -LIBERAL ARTS & SCIENCES

TEST (LAST)



689 259 682 99 99 258

001 -LIBERAL ARTS & SCIENCES

TEST (LAST)



802 258 795 99 99 259

074 -Library Media Specialist CST




2




5 78 233




19 227 14 74 94 239

074 -LIBRARY MEDIA SPECIALIST

CST



17 234 15 88 85 237

074 -LIBRARY MEDIA SPECIALIST

CST



18 234 16 89 94 237

065 -LITERACY CST



61 255 59 97 99 260

065 -LITERACY CST



31 257 31 100 99 259

018 -Mandarin CST



2 100 279

018 -MANDARIN CST



1 100 290

004 -Mathematics CST




24 258 24 100 95 262




31 260 29 94 94 258




55 263 55 100 97 259

004 -MATHEMATICS CST



40 264 40 100 99 261

004 -MATHEMATICS CST



52 268 52 100 100 260

002 -Multi-Subject CST




72 245 70 97 86 239




256 241 228 89 88 243




184 251 179 97 94 246

002 -MULTI-SUBJECT CST



281 248 267 95 96 248

002 -MULTI-SUBJECT CST



348 247 336 97 98 248

075 -Music CST




1 78 234

075 -Music CST



4 93 248

075 -Music CST



15 246 14 93 95 246

075 -MUSIC CST



19 251 19 100 98 245

075 -MUSIC CST



27 247 27 100 98 248

076 -Physical Education CST




5 82 234




19 237 17 89 83 233




33 239 32 97 88 237

076 -PHYSICAL EDUCATION CST



45 234 41 91 95 238

076 -PHYSICAL EDUCATION CST



32 234 28 88 97 237

009 -Physics CST



1 93 252

009 -Physics CST



1 98 258

009 -PHYSICS CST



1 100 257

009 -PHYSICS CST



5 100 259

091 -Secondary ATS-W




60 257 59 98 98 257




152 253 144 95 98 258




328 256 322 98 99 260

091 -SECONDARY ATS-W



342 258 338 99 100 261

091 -SECONDARY ATS-W



438 257 436 100 100 262

005 -Social Studies CST




13 234 12 92 87 241




37 236 30 81 84 239




95 242 87 92 90 243

005 -SOCIAL STUDIES CST



83 242 73 88 94 244

005 -SOCIAL STUDIES CST



100 241 95 95 95 243

020 -Spanish CST



2 92 256


020 -Spanish CST



19 261 17 89 92 254

020 -Spanish CST



20 264 20 100 90 249

020 -SPANISH CST



14 266 14 100 94 250

020 -SPANISH CST



17 266 17 100 97 253

060 -Students With Disabilities CST




34 234 29 85 81 233




54 236 49 91 85 236




82 244 80 98 93 240

060 -STUDENTS WITH DISABILITIES

CST



78 246 76 97 94 240

060 -STUDENTS WITH DISABILITIES

CST



126 249 126 100 95 240

079 -Visual Arts CST




1 97 241




9 82 240




29 238 26 90 92 242

079 -VISUAL ARTS CST



27 241 26 96 94 242

079 -VISUAL ARTS CST



26 243 24 92 97 243

Section III. Summary Rates

Group

Number

taking

tests

Number

passing

tests

Pass

rate

(%)

State

Average

pass rate

(%)

All program completers, 2010-11 659 615 93 93



Section IV. Low-Performing

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: Specialty Program Associations)

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

Section V. Technology

Does your program prepare teachers to:

integrate technology effectively into curricula and instruction

Yes

use technology effectively to collect data to improve teaching and learning

Yes

use technology effectively to manage data to improve teaching and learning

Yes

use technology effectively to analyze data to improve teaching and learning

Yes

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.

Elementary & Early Childhood Education:

All of our teacher education courses incorporate the regular use of technology as a tool for

curriculum and instruction. Teacher candidates gain knowledge and experience to incorporate

technology into their classroom activities. A wide range of technologies are utilized including

Smartboards, PowerPoint, hybrid and online courses, Blackboard, online surveys, computers,

video flip cameras, tablets, etc. Our programs have supported these technologies by providing

training to full-time and adjunct faculty. In addition to the regular use of these technologies in all

our courses, we continue to provide specialized technology courses that enable our teacher

candidates to delve further into appropriate technology use to support teaching and learning in all

curriculum areas.

Secondary Adolescence Education:

The undergraduate and graduate courses offered by the Secondary Education and Youth Services

Department use technology to enhance the teaching and learning in all our teacher education

programs. Online hybrid courses are offered in the Literacy Education, Art Education, Science

Education and Education Foundations courses. At the unit level, QC:TEAMS is the electronic

system for the collection, management and analysis of data to assess and evaluate the

implemented standards by NCATE for all our teacher education programs. The usage of

QC:TEAMS assessment system and technology enhanced classes builds on the college's mission

and strategic plan to create exceptional quality programs. We prepare students to use the

principle of universal design by focusing on both the unit level with the conceptual framework

and college unit level with the strategic plan. The shared vision of technology at the unit level

with the conceptual framework promotes the active improvements to prepare teacher to use

technology through their general pedagogical, content pedagogical, and research courses across

all our undergraduate and graduate teacher education programs.

Music Education:

We use electronic grading programs in all our classes. Written assignments are submitted

electronically in nearly all music education courses. Rubrics are processed as appropriate and

feedback on assignments is also provided electronically. Students in MUS 267 are required to

use presentation software on a Smartboard for their final presentations. Students in the two pre-

student teaching seminars (MUS 365 and 366) also must demonstrate the use of the Smartboard

and video technologies. All methods classes use video recording for any live performance

teaching demonstrations. these are assessed using rubrics and reflective writing pieces. However,

at present no statistical data manipulation is taught in our courses at the undergraduate level.

Education and Community Programs:

Technology usage for both teaching and data-driven decision-making is a component of almost

every course in the special education graduate programs. Here are the overall competencies in

technology that are built into our programs/courses:

1. Concepts and issues related to the use of technology in education and other aspects of our

society.

. Articulate a personal philosophy and goals for using

technology in special education.

. Use technology-related terminology in written and oral

communication

. Describe legislative mandates and governmental regulations

(e.g. IDEA & ADA) and their implications for technology in

special education

2. Issues in diversity and the use of technology

. Identify and, when possible, operate instructional and

assistive technology hardware

. Provide technology support to students with disabilities

who are receiving instruction in both special and general

education

. Arrange for demonstrations and trial periods with potential

assistive of instructional technologies within their school

setting prior to making purchase decisions

3. Procedures for the organization, management, and security of technology and ergonomic

principles to facilitate the use of technology.

. Evaluate features of technology systems (hardware &

software)

. Use technology to foster social acceptance of students with

disabilities in inclusive settings

. Identify the instructional, curriculum, and task demands

for technology for students with disabilities

4. Procedures for evaluation of computer software and other technology materials for their

potential application in special education and general education environments

. Assist students with disabilities, families, and other

school professionals in clarifying and prioritizing

functional goals to which technology can contribute

. Identify elements of the curriculum for which technology

applications are appropriate and ways they can be

implemented

. Identify and operate assistive technology software

applications that assist in creating access and

participation within the general curriculum for students

with disabilities in a variety of educational environments

5. Use of technology in the assessment, diagnosis, and evaluation of students in special education

and in the development of curricular and instructional modifications and adaptations.

. Match characteristics of individuals with technology

product or software features.

. Use technology to collect, analyze, summarize, and report

student performance data to aid instructional decision-

making

. Identify functional needs, screen for functional

limitations, and determine the need for more comprehensive

assistive or instructional technology evaluations. Monitor

outcomes of technology-based interventions and reevaluate

and adjust these interventions as needed.

. Work with team members (e.g., speech-language pathologists,

occupational therapists) to identify assistive and

instructional technologies that can help individuals meet

the demands placed upon them in their environments

6. Equity, ethnical, legal and human issues related to technology use in special education,

organizations, and publications relevant to the field of technology

. Adhere to copyright laws about duplication of software and

other copyrighted technology materials.

. Participate in activities of professional organizations

relevant to the field of technology

7. Roles that related service personnel fulfill in providing technology services and guidelines for

referring individuals with exceptional learning needs to another professional.

. Collaborate with other team members in planning,

implementing, and evaluating the use of assistive and

adaptive devices

. Instruct others in the operation of technology,

maintenance, warranties, and troubleshooting techniques

. Facilitate student and family involvement and collaboration

in technology decision-making

Section VI. Teacher Training

Does your program prepare general education teachers to:

teach students with disabilities effectively

Yes

participate as a member of individualized education program teams

Yes

teach students who are limited English proficient effectively

Yes

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.

Across our Elementary & Early Childhood Education Program, Secondary Education Programs,

Special Subject Area K-12 Education Programs, and our Education and Community Programs all

subject area are now taking a 3 credit course encompassing the following special subject

information preparing teacher education candidates with the knowledge, skills and dispositions

necessary to provide instruction that will promote the participation and progress of students with

disabilities in the general education curriculum and prepares candidates with competencies to

work collaboratively with colleagues. Teacher education candidates across certification areas and

age-ranges are exposed to research-validated professional practice that result in the creation of

effective instructional environments for all students, with specific focus on those students who

are classified for special education services and supported with mild, moderate, and severe

disabilities. The historical and sociological treatment of people with disabilities, special

education law, adapting curriculum and instruction, understanding Individualized Education

Programs (IEPs), participating in IEP meetings, and advocacy and collaboration are also

addressed. Candidates are provided with multiple opportunities to engage in reflective practice

regarding the implications of course content to their specific educational disciplines in terms of

personalizing instruction and building classroom communities that support the full diversity of

learners. Fifteen hours of field work focusing on meeting the needs of students with disabilities

within candidates' certification area or age-range required.

Does your program prepare special education teachers to:

teach students with disabilities effectively

Yes

participate as a member of individualized education program teams

Yes

teach students who are limited English proficient effectively

Yes

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.

Our Graduate Programs in Special Education prepare special education teachers to teach students

with disabilities effectively through our carefully designed course sequence that address the

above mentioned pedagogical areas. Coarse sequences across 8 of our programs are: Foundations

of Special Education, Language and Literacy - Principles and Practices in each specific area

(Early Childhood Education, Childhood Education, and Adolescent Education), Introduction to

Assessment in each specific area (Early Childhood Education, Childhood Education, and

Adolescent Education), Collaboration with Families and School Based Teams, Applied Behavior

Analysis and Positive Behavioral Support, Curriculum and Instruction in each of the specific

areas (Early Childhood Education, Childhood Education, and Adolescent Education), Trends and

Issues in the Education of Students with Severe Disabilities, Advanced Seminar in each specific

area (Early Childhood Education, Childhood Education, and Adolescent Education), Internship

in Severe Disabilities, Research in Special Education, and Advanced Research in Special

Education.

Section VII. Contextual Information

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.

Supporting Files

CUNY Queens College

Traditional Program

2010-11


Title II, Higher Education Act

OMB Control No.: 1840-0744 (exp. 9/30/2012)





CUNY Queens College

Traditional Program

2010-11

Section VIII Report Card Certification

Comparison with Last Year

Item Last

Year

This

Year Change

Total Enrollment 7665 2815 -63.27%

Male Enrollment 1544 556 -63.99%

Female Enrollment 6121 2259 -63.09%

Hispanic/Latino Enrollment 967 265 -72.60%

American Indian or Alaska Native Enrollment 11 0

Asian Enrollment 630 306 -51.43%

Black or African American Enrollment 376 129 -65.69%

Native Hawaiian or Other Pacific Islander Enrollment 0 0

White Enrollment 3442 2073 -39.77%

Two or more races Enrollment 0 0

Average number of clock hours required prior to student teaching 100 120 20.00%

Average number of clock hours required for student teaching 20 518 2490.00%

Number of full-time equivalent faculty in supervised clinical

experience during this academic year

59 82 38.98%

Number of full-time equivalent adjunct faculty in supervised

clinical experience during this academic year (IHE and PreK-12

staff)

29 68 134.48%

Number of students in supervised clinical experience during this

academic year

1132 1276 12.72%

Total completers for current academic year 1129 718 -36.40%

Total completers for prior academic year 928 1129 21.66%

Total completers for second prior academic year 816 928 13.73%




https://title2.ed.gov/Title2IPRC/Pages/ProgramEnrollment.aspx










https://title2.ed.gov/Title2IPRC/Pages/SupervisedExperience.aspx









https://title2.ed.gov/Title2IPRC/Pages/ProgramCompleters.aspx



Documents

Print Report Card · Contact Name: Ms. Christine Howard Phone: 718-997-5413 Email: [email protected] Is your institution a member of a Teacher Quality Enhancement (TQE)