| Evaluation: CU-Boulder's School of Education has restructured
and reallocated resources in recent years to achieve a dramatic increase
in the integration of the teacher preparation curriculum and experiences
in a variety of K-12 schools. With faculty each already spending an average
of over 200 hours in K-12 settings per year, our emphasis in the future
is on fine-tuning existing programs. |
| 9B1 |
Offers programs for preparation and professional development of principals |
No; this is not within the CU-Boulder School of Education mission. |
| 9B2 |
Demonstrates successful and/or improving elementary and secondary educator preparation and professional
development through pre-service and in-service programs. By direction of
CCHE this is measured by 9B2a-g. Also note that, as reported in state-requested
indicator 1, 96% of 500 CU-Boulder examinees passed the PLACE teacher
licensure exam in 1996-97. |
| B2a |
FTE faculty members assigned to the institution's initial teacher preparation program |
26.8 FTE faculty were assigned to initial teacher preparation programs in AY96-97 |
| B2b |
Total hours per year spent in K-12 school settings by those faculty members. |
Faculty spent 5,452 hours in K-12 school settings in AY96-97 |
| B2c |
Average number of hours per year spent in K12 settings per FTE faculty member assigned
to the initial teacher preparation program, computed from the two preceding measures. |
Faculty assigned to initial teacher preparation programs spent an average of
203 hours in K-12 settings per faculty FTE in AY96-97. |
| B2d |
Number of undergraduate and post-baccalaureate program completers, reported separately. |
In AY96-97 CU-Boulder had
- 74 undergraduate completers
- 147 post-baccalaureate completers, including 48 receiving masters degrees as well
|
| B2e |
Average number of faculty hours per year spent in K-12 settings per program completer
eligible for licensure, reported separately for undergraduate and post-baccalaureate programs. |
Faculty spent an average of 24.7 hours per completer in K-12 settings for both undergraduate
and post-baccalaureate levels in AY96-97 |
| B2f |
Distribution (number and percent) of the year's field experiences for pre-service teachers
across urban, suburban, and rural schools. If a student has multiple field experiences, each one counts. |
The 860 CU-Boulder students with field experience in 1996-97 were in schools distributed as follows:
- Large city - 64 (7%)
- Mid-size city - 422 (49%)
- Large city fringe - 202 (23%)
- Mid-size city fringe - 0 (0%)
- Large town - 66 (8%)
- Small town - 97 (11%)
- Rural - 9 (1%)
|
| B2g |
Distribution (number and percent) of the year's field experiences for pre-service teachers across schools whose
student populations are characterized by free lunch eligibility data as having high, moderate, or low socioeconomic status. If a student has multiple
field experiences, each one counts. |
The 860 CU-Boulder students with field experience in 1996-97 were in schools distributed as follows:
- High SES - 437 (51%)
- Medium SES - 198 (23%)
- Low SES- 225 (26%)
|
