2022 Title II Report - Traditional Route

Montana State University-Bozeman
Traditional Report AY 2020-21
Montana

Institution Information

IPEDS ID

180461

ADDRESS

250 Reid Hall
PO Box 172940

CITY

Bozeman

STATE

Montana

ZIP

59717-2940

SALUTATION

Dr.

FIRST NAME

Alison

LAST NAME

Harmon

PHONE

(406) 994-4133

EMAIL

[email protected]

SECTION I: PROGRAM INFORMATION

List of Programs

List each program for an initial teaching credential below and indicate whether it is offered
at the Undergraduate level (UG), Postgraduate level (PG), or both.

List of Programs

Total number of teacher preparation programs:

19

The total of 19 includes three foreign language programs: French, Spanish, and German.

SECTION I: PROGRAM INFORMATION

Program Requirements

Undergraduate Requirements

1. Are there initial teacher certification programs at the undergraduate level?

Yes

If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the undergraduate level.

2. What is the minimum GPA required for admission into the program? (Leave blank if you indicated that a minimum GPA is not required in the table
above.)

2.75

3. What is the minimum GPA required for completing the program? (Leave blank if you indicated that a minimum GPA is not required in the table
above.)

2.75

4. Please provide any additional information about the information provided above:

Fingerprint check, background check, professional education coursework GPA, and interview are required for student teaching.
This year, Montana State University has dropped its ACT and SAT requirements for undergraduate admissions.
We have a small number of non-degree students who pursue courses to complete teacher certification after their baccalaureate. Details about those teacher candidates are in the Contextual Information section.

Postgraduate Requirements

1. Are there initial teacher certification programs at the postgraduate level?

No

Supervised Clinical Experience

Are there programs with student teaching models?

Yes

If yes, provide the next two responses. If no, leave them blank.

Are there programs in which candidates are the teacher of record?

No

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

Prior to student teaching hours: Elementary = 188, Secondary = 58.5
The number of students reported here is unduplicated headcount of students enrolled in primarily clinical courses, i.e., practicum and student teaching. Supervising faculty includes cooperating teachers and field supervisors, excluding those counted above in FTE faculty.

SECTION I: PROGRAM INFORMATION

Enrollment and Program Completers

In each of the following categories, provide the total number of individuals enrolled in teacher preparation programs for an initial teaching credential and the subset of individuals enrolled who also completed the program during the academic year.

Enrollment and Program Completers

Students at MSU may enroll in teaching majors as freshmen. Teacher candidates are formally admitted to the Teacher Education Program generally at the beginning of the junior year. The Title II total enrollment figure is only those formally admitted to TEP, and only they are counted below. The Subset of Program Completers are those admitted teacher candidates who graduated in the specified academic year. For more details including total enrollment in education majors, see the Contextual Information at the end of this report.

SECTION I: PROGRAM INFORMATION

Teachers Prepared

On this page, enter the number of program completers by the subject area in which they were prepared to teach, and by their academic majors. Note that an individual can be counted in more than one academic major and subject area. For example, if an individual is prepared to teach Elementary Education and Mathematics, that individual should be counted in both subject areas. If no individuals were prepared in a particular academic major or subject area, you may leave the cell blank. Please use the "Other" category sparingly, if there is no similar subject area or academic major listed. In these cases, you should use the text box to describe the subject area(s) and/or the academic major(s) counted in the "Other" category.

If your IHE offers both traditional and alternative programs, be sure to enter the program completers in the appropriate reports. For the traditional report, provide only the program completers in traditional programs within the IHE. For the alternative report, provide only the program completers for the alternative programs within the IHE.

Teachers Prepared by Subject Area

Please provide the number of teachers prepared by subject area for academic year 2020-21.

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.

What are CIP codes? The Classification of Instructional Programs (CIP) provides a taxonomic scheme that supports the accurate tracking and reporting of fields of study and program completions activity. CIP was originally developed by the U.S. Department of Education's National Center for Education Statistics
(NCES) in 1980, with revisions occurring in 1985, 1990, and 2000 (https://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55).

Teachers Prepared by Academic Major

Please provide the number of teachers prepared by academic major for academic year 2020-21. 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.

Please note that the list of majors includes several "Teacher Education" majors, as well as several noneducation majors. Please use care in entering your majors to ensure education-specific majors and non-education majors are counted correctly. For example, if an individual majored in Chemistry, that individual should be counted in the "Chemistry" academic major category rather than the "Teacher Education–Chemistry" category.

Do participants earn a degree upon completion of the program?

Yes

SECTION I: PROGRAM INFORMATION

Program Assurances

Respond to the following assurances. Note: Teacher preparation programs should be prepared to provide documentation and evidence, when requested, to support the following assurances.

Program Assurances

1. Program preparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and recruitment trends.

Yes

2. Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom.

Yes

3. Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects.

Program does not prepare special education teachers

4. Prospective general education teachers are prepared to provide instruction to students with disabilities.

Yes

5. Prospective general education teachers are prepared to provide instruction to limited English proficient students.

No

6. Prospective general education teachers are prepared to provide instruction to students from low-income families.

Yes

7. Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable.

Yes

8. Describe your institution's most successful strategies in meeting the assurances listed above:

1. We have created ongoing partnerships with key stakeholders in our community – schools, districts, and community organizations – to provide our students with multiple opportunities to develop a deep understanding of the needs of families, children, schools, and communities as well as their roles and responsibilities in instructional decision-making for all students.
2. We provide instruction across the curriculum (Foundations and Methods courses) regarding practices and curricular concepts most relevant to our local schools' instructional needs such as Montana Common Core State Standards, Montana Indian Education for All, National Disciplinary Standards, Understanding By Design (UBD), and the Danielson Framework for Teaching.
3. We include a signature assignment for program assessment that addresses Indian Education for All, in compliance with the requirement of the Montana State Constitution and related administrative rules/statutes.
4. We provide instruction across the curriculum (Foundations and Methods courses) regarding differentiation techniques in areas of readiness, learning preferences, cultural differences, and student interests.
5. Placements of students in a variety of field experiences to develop an understanding of LEAs in both Montana’s urban and rural educational settings. Students develop instructional sequences that are customized to the specific needs of their placements.
6. We have developed a capstone research assignment called the Reflective Educator Project in which students complete an authentic inquiry into their teaching practice and study one student using data-driven decision making. The REP was designed by stakeholders including current students, completers, field supervisors, cooperating teachers, faculty, and field placement staff and implemented in Fall 2019.
7. Our AY 20-21 catalog now includes a required course in teaching English Language Learners in our Elementary Education major. This course will become a requirement when students enter their junior year in 2022-2023. In the meantime, we continue to offer the course as an elective.

SECTION II: ANNUAL GOALS

Annual Goals: Mathematics

Each institution of higher education (IHE) that conducts a traditional teacher preparation
program (including programs that offer any ongoing professional development programs)
or alternative route teacher preparation 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.

Report Progress on Last Year’s Goal (2020-21)

1. Did your program prepare teachers in mathematics in 2020-21?

If no, leave remaining questions for 2020-21 blank (or clear responses already entered).

Yes

2. Describe your goal.

We had 5 teacher candidates in Mathematics Teaching on track to graduate in 2020-21. In fall of 2020, we graduated 2. In the spring of 2021, we graduated 4, for a total of 6, so we had 1 more than anticipated. In addition, we graduated a teacher candidate with a Mathematics Teaching minor in the fall and another in the spring.

3. Did your program meet the goal?

Yes

4. Description of strategies used to achieve goal, if applicable:

5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

6. Provide any additional comments, exceptions and explanations below:

Review Current Year’s Goal (2021-22)

7. Is your program preparing teachers in mathematics in 2021-22? If no, leave the next question blank.

Yes

8. Describe your goal.

We had 6 teacher candidates in Mathematics Teaching on track to graduate in 2021-22. In fall 2021, 1 graduated. In spring 2022, we graduated 5. In addition, we graduated 1 Mathematics Teaching minor in fall 2021. We met our goal in Mathematics Teaching majors. We do not anticipate any additional Mathematics Teaching candidates graduating in the summer.

Set Next Year’s Goal (2022-23)

9. Will your program prepare teachers in mathematics in 2022-23? If no, leave the next question blank.

Yes

10. Describe your goal.

We have between 4 and 6 Mathematics Teaching majors on track to graduate in spring 2023. We also have two Mathematics Teaching minors on track to graduate in fall 2022.

SECTION II: ANNUAL GOALS

Annual Goals: Science

Each institution of higher education (IHE) that conducts a traditional teacher preparation
program (including programs that offer any ongoing professional development programs)
or alternative route teacher preparation 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.

Report Progress on Last Year’s Goal (2020-21)

1. Did your program prepare teachers in science in 2020-21?

If no, leave remaining questions for 2020-21 blank (or clear responses already entered).

Yes

2. Describe your goal.

We originally anticipated 6 General Science Broadfield Teaching candidate completers in 2020-21. 6 graduated in fall 2020. 5 graduated in spring 2021. We beat the goal by 5.

3. Did your program meet the goal?

Yes

4. Description of strategies used to achieve goal, if applicable:

5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

6. Provide any additional comments, exceptions and explanations below:

Review Current Year’s Goal (2021-22)

7. Is your program preparing teachers in science in 2021-22? If no, leave the next question blank.

Yes

8. Describe your goal.

We had 6 teacher candidates in General Science Broadfield Teaching on track to graduate in 2021-22. 4 graduated in the fall, and 2 in the spring, exactly meeting our goal. We do not anticipate any completers graduating in the summer of 2022.

Set Next Year’s Goal (2022-23)

9. Will your program prepare teachers in science in 2022-23? If no, leave the next question blank.

Yes

10. Describe your goal.

We have 7 candidates on track to graduate in General Science Broadfield Teaching in the spring of 2023.

SECTION II: ANNUAL GOALS

Annual Goals: Special Education

Each institution of higher education (IHE) that conducts a traditional teacher preparation
program (including programs that offer any ongoing professional development programs)
or alternative route teacher preparation 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.

Report Progress on Last Year’s Goal (2020-21)

1. Did your program prepare teachers in special education in 2020-21?

If no, leave remaining questions for 2020-21 blank (or clear responses already entered).

No

2. Describe your goal.

3. Did your program meet the goal?

4. Description of strategies used to achieve goal, if applicable:

5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

6. Provide any additional comments, exceptions and explanations below:

Our students can complete this endorsement through our sister institution MSU Billings. Academic advising informs our students of the Special Education endorsement and helps students plan programs of study to complete the endorsement there.

Review Current Year’s Goal (2021-22)

7. Is your program preparing teachers in special education in 2021-22? If no, leave the next question blank.

No

8. Describe your goal.

Set Next Year’s Goal (2022-23)

9. Will your program prepare teachers in special education in 2022-23? If no, leave the next question blank.

No

10. Describe your goal.

SECTION II: ANNUAL GOALS

Annual Goals: Instruction of Limited English
Proficient Students

Each institution of higher education (IHE) that conducts a traditional teacher preparation
program (including programs that offer any ongoing professional development programs)
or alternative route teacher preparation 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.

Report Progress on Last Year’s Goal (2020-21)

1. Did your program prepare teachers in instruction of limited English proficient students in 2020-21?

If no, leave remaining questions for 2020-21 blank (or clear responses already entered).

No

2. Describe your goal.

3. Did your program meet the goal?

4. Description of strategies used to achieve goal, if applicable:

5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

6. Provide any additional comments, exceptions and explanations below:

Review Current Year’s Goal (2021-22)

7. Is your program preparing teachers in instruction of limited English proficient students in 2021-22? If no, leave the next question blank.

No

8. Describe your goal.

Set Next Year’s Goal (2022-21)

9. Will your program prepare teachers in instruction of limited English proficient students in 2021-22? If no, leave the next question blank.

No

10. Describe your goal.

SECTION III: PROGRAM PASS RATES

Assessment Pass Rates

The pass rates table is populated from files provided by the testing company or state. The table provides information on the performance of the students in your teacher preparation program on each teacher credential assessment used by your state. In cases where a student has taken a given assessment more than once, the highest score on that test is used. In the case of a teacher preparation program with fewer than 10 scores reported on any single initial teacher credential assessment during an academic year, the program shall collect and publish information with respect to an average pass rate and scaled score on each state credential assessment taken over a three-year period.

Please note that this page does not have an edit feature as the pass rates have already been through several rounds of verification. If you identify an error, please contact Westat's Title II Support Center and your testing company representative.

Assessment Pass Rates

Your state does not require assessments for an initial teaching credential; thus, this section is not applicable. To acknowledge, please select "This Page is Completed" at the bottom of the page, and click "Save".

The state of Montana does take these assessments into account as part of the broader Montana Assessment of Content Knowledge but does not have a single passing score for these assessments, and so Montana has no Assessment Pass Rates. 

SECTION III: PROGRAM PASS RATES

Summary Pass Rates

The pass rates table is populated from files provided by the testing company or state. The table provides information on the performance of the students in your teacher preparation program on each teacher credential assessment used by your state. In cases where a student has taken a given assessment more than once, the highest score on that test is used. In the case of a teacher preparation program with fewer than 10 scores reported on any single initial teacher credential assessment during an academic year, the program shall collect and publish information with respect to an average pass rate and scaled score on each state credential assessment taken over a three-year period.

Please note that this page does not have an edit feature as the pass rates have already been through several rounds of verification. If you identify an error, please contact Westat's Title II Support Center and your testing company representative.

Summary Pass Rates

Your state does not require assessments for an initial teaching credential; thus, this section is not applicable. To acknowledge, please select "This Page is Completed" at the bottom of the page, and click "Save".

The state of Montana does take these assessments into account as part of the broader Montana Assessment of Content Knowledge but does not have a single passing score for these assessments, and so Montana has no Summary Pass Rates. 

SECTION IV: LOW-PERFORMING

Low-Performing

Provide the following information about the approval or accreditation of your teacher preparation program.

Low-Performing

1. Is your teacher preparation program currently approved or accredited?

Yes

If yes, please specify the organization(s) that approved or accredited your program:

State

CAEP

2. Is your teacher preparation program currently under a designation as "low-performing" by the state?

No

SECTION V: USE OF TECHNOLOGY

Use of Technology

On this page, review the questions regarding your program's use of technology. If you submitted an IPRC last year, this section is pre-loaded from your prior year's report; please review and update as necessary.

After reviewing and updating as necessary, save the page using the floating save box at the bottom of the page.

Use of Technology

1. Provide the following information about the use of technology in your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request.

Does your program prepare teachers to:

a. integrate technology effectively into curricula and instruction

Yes

b. use technology effectively to collect data to improve teaching and learning

Yes

c. use technology effectively to manage data to improve teaching and learning

Yes

d. use technology effectively to analyze data to improve teaching and learning

Yes

2. Provide a description of the evidence that your program uses to show that it 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 the evidence your program uses to show that it 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.

EDU 370 is a course based in best-practice design and rooted in the ideas of technological pedagogical reasoning and careful and deliberate technology integration. Additionally, EDU 370 students are required to partake in a field experience component in which they practically apply the digital learning ideas. The course provides pre-service teachers with a foundation for the skills needed to effectively integrate technology into teaching in order to enhance student achievement. This course focuses on the skills and understandings needed for outcome-driven technology integration, as well as using technology to support classroom assessment and data-driven decisions. The course also includes instruction on the integration of technology with standards-based instruction. EDU 370 also addresses the principles of universal design for learning (UDL), and students leave the course with a new awareness of UDL and how technology can be leveraged to design instruction that addresses the concepts. In particular, students learn how technology can be used to provide learners multiple means of representation, multiple means of expression, and multiple means of engagement. Innovative instructional tools are closely examined over the course of the semester, with clear connections made between those tools and the UDL framework. And lastly, students explore relevant issues and topics related to technology integration in the classroom including copyright and fair use, technology in rural settings, information and media literacy, student privacy, and Internet safety, and digital citizenship.

SECTION VI: TEACHER TRAINING

Teacher Training

Provide the following information about your teacher preparation program.

Teacher Training

1. Provide a description of the activities that prepare general education teachers to:

a. Teach students with disabilities effectively

General education students are required to take a 3 credit course, EDSP 306 Exceptional Learners, which includes content regarding how to be an effective teacher for students with disabilities. Additionally, this content is embedded in the objectives of other 3 credit courses required in the curriculum, specifically EDU 222IS Educational Psychology and Child Development or EDU 223IS Educational Psychology and Adolescent Development.

b. Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act.

EDSP 306 includes training related to participation in IEP teams.

c. Effectively teach students who are limited English proficient.

We launched our first course in teaching limited English proficient students in Fall 2014. Since that time, 127 students have completed or are currently enrolled in EDU 411 ESL: Teaching Culturally/Linguistically Diverse K-12 Students, for 3 credits. Since our AY 20-21 catalog, it is a required course in our Elementary Education major and a highly recommended elective in our secondary programs. Teaching English language learners is a focus in EDU 211D Multicultural Education which is required of all teacher education program majors.

2. Does your program prepare special education teachers?

No

If yes, provide a description of the activities that prepare special education teachers to:

a. Teach students with disabilities effectively

b. Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act.

c. Effectively teach students who are limited English proficient.

Contextual Information

On this page, review the contextual information about your program. If you submitted an IPRC last year, this section is pre-loaded from your prior year's report; please review and update as necessary.

After reviewing and updating as necessary, save the page using the floating save box at the bottom of the page.

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 (see below). The U.S. Department of Education is especially interested in any evaluation plans or interim or final reports that may be available.

Reported enrollment is admitted Teacher Education Program majors. Students are generally admitted to the TEP at the beginning of their junior year. The total of students enrolled in TEP majors, including freshmen and sophomores, whether admitted to TEP or not, was 755 at the time of the official fall census. Over the course of the entire year, 855 individuals were enrolled in TEP majors at one time or another.
In previous Title II reports, we have reported enrollment based on the official university census which takes place after the 15th day of classes in the fall semester. However, we are now asked to report the completers as a subset of that population. The problem is that some completers were not enrolled at the time of the fall census. They cannot be a subset of a population of which they are not members. We decided to take the enrollment by looking at the fall and spring censuses, taking the later of the two for each teacher candidate who was present in both terms so each is counted only once. This almost gets us a population including all completers. However, one student who completed in the spring this year was still missing from both censuses, so we added that individual's current data to the enrollment figures. To determine admitted teacher candidates, we included candidates whose date of admission to the program was before the date of the census for the term they attended.
Data on non-degree post-baccalaureate Initial Teacher Licensure Recommendation candidates: No completers. Five enrolled. Three female and two male. Four White and one Hispanic. Non-degree ITLR candidates are not enrolled in specific subject areas.

Supporting Files

No files have been provided.

You may upload files to be included with your report card. You should only upload PDF or Microsoft Word or Excel files. These files will be listed as links in your report card. Upload files in the order that you'd like them to appear.

Report Card Certification

Please make sure your entire report card is complete and accurate before completing this section. Once your report card is certified you will not be able to edit your data.

Certification of submission

I certify that, to the best of my knowledge, the information in this report is accurate and complete and conforms to the definitions and instructions used in the Higher Education Opportunity Act, Title II: Reporting Reference and User Manual.

NAME OF RESPONSIBLE REPRESENTATIVE FOR TEACHER PREPARATION PROGRAM:

Bill Freese

TITLE:

Assessment Coordinator

Certification of review of submission

I certify that, to the best of my knowledge, the information in this report is accurate and complete and conforms to the definitions and instructions used in the Higher Education Opportunity Act, Title II: Reporting Reference and User Manual.

NAME OF REVIEWER:

Waded Cruzado

TITLE:

President of Montana State University