Standard 1 Tables

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• Table 1.01 - Unit Programs by 3 NCATE Categories
• Table 1.02 - Transition Points For Candidates in Initial and Advanced Teacher Preparation Programs and Programs for Other School Personnel
• Table 1.03 - Candidate Demonstration of Content Knowledge in Initial Teacher Preparation Programs
• Table 1.04 - CSET: Multiple Subjects Pass Rates, 2004-05
• Table 1.05 - Reading Instruction Competence Assessment (RICA) Passing Rates, 2004-05
• Table 1.06 - Single Subject Content Programs
• Table 1.07 - Advancement to Student Teaching (Culminating Field Work), 2003-2006.
• Table 1.08 - Perceptions of Their Content Preparation by Initial Program Candidates at Program Exit, 2004-05
• Table 1.09 - Initial Credential Program Graduates’ and Their Employment Supervisors’ Perceptions of Their Content Preparation, 2003-2006
• Table 1.10 - Content Knowledge in Advanced (Continuing) Programs
• Table 1.11 - Early Childhood Education Program Candidates’ Perceptions at Program Exit of the Extent to Which They Developed Their Content Knowledge While in the Program, 2004-2005
• Table 1.12 - Candidate Perceptions at Program Exit of Their Preparation Related to Content Knowledge and Student Learning Outcomes (SLOs) in Curriculum and Instruction Elementary and Secondary, Sp05-Sp06
• Table 1.13 - Professional Content Knowledge in Programs for Other School Personnel
• Table 1.14 - Reading Program Candidates’ Perceptions of the Extent to Which They Developed Their Content Knowledge While in the Program, 2000-2005
• Table 1.15 - School Psychology Program Candidates’ Perceptions at Program Exit of the Extent to Which They Developed Their Content Knowledge While in the Program, 2002-2004
• Table 1.16 - CA-TPA Task 1 in Initial Teacher Preparation Programs
• Table 1.17 - Multiple Subject Program Candidate Assessment on 9 Key Teaching Performance Expectations Related to Pedagogical Content Knowledge, 2005-06
• Table 1.18 - Multiple Subject Student Teacher Performance on 10 Pedagogical Content Knowledge Items on the Student Teaching Formative Evaluation Form, Spring 2006
• Table 1.19 - Single Subject Student Teacher Performance on 12 Pedagogical Content Knowledge Items on the Student Teaching Summative Evaluation Form, Spring 2006
• Table 1.20 - Single Subject Program Aggregate Mean Scores on TPA Task 1-4, Spring 2006 [pilot]
• Table 1.21 - Education Specialist Student Teacher Performance on 12 Pedagogical Content Knowledge Items on the Candidate Competency Checklist, Spring 2006
• Table 1.22 - Pedagogical Content Knowledge of Single Subject Candidates at Exit from Program
• Table 1.23 - Pedagogical Content Knowledge of Multiple Subject and Education Specialist Candidates at Program Exit in 4 Content Areas, 2004-06
• Table 1.24 - RICA Passage Rates for Multiple Subject and Education Specialist Candidates
• Table 1.25 - Multiple Subject Program Graduates’ and Their Employment Supervisors’ Perceptions of Their Preparation in Pedagogical Content Knowledge
• Table 1.26 - Education Specialist Program Graduates’ and Their Employment Supervisors’ Perceptions of Their Preparation in Pedagogical Content Knowledge
• Table 1.27 - Single Subject Program Graduates’ and Their Employment Supervisors’ Perceptions of Their Preparation in Pedagogical Content Knowledge, 2003-2005
• Table 1.28 - Initial Teacher Preparation Program Candidates’ Perceptions at Program Exit of Their Preparation to Use Technology in Their Teaching, 2004-2006
• Table 1.29 - Initial Credential Program Graduates’ and Their Employment Supervisors’ Perceptions of Initial Credential Program Candidates’ Preparation to Use Technology in Their Teaching, 2003-2006
• Table 1.30 - Location of Pedagogical Content Knowledge Study in Advanced (Continuing) Programs
• Table 1.31 - Key Professional and Pedagogical Knowledge in Initial Teacher Preparation Program Courses
• Table 1.32 - Initial Teacher Preparation Program Candidates’ Perceptions at Program Exit of Their Preparation on 6 Dimensions of Professional and Pedagogical Knowledge and Skills, 2004-2006
• Table 1-33 - Initial Teacher Preparation Program Graduates’ and Their Employment Supervisors’ Perceptions of Their Preparation on 5 Dimensions of Professional and Pedagogical Knowledge and Skills, 2003-2005
• Table 1.34 - Location of Key Professional and Pedagogical Knowledge in Advanced (Continuing) Teacher Preparation Programs
• Table 1.35 - Early Childhood Education Program Candidates’ Perceptions of Their Preparation on 4 Dimensions of Professional and Pedagogical Knowledge and Skills, 2004-2005
• Table 1.36 - Key Professional and Pedagogical Knowledge in Programs for Other School Personnel
• Table 1.37 - Reading Program Candidates’ Development of Professional Knowledge and Skills, 2002-2005
• Table 1.38 - Administrative Services Tier I Credential Program Candidates’ Development of Professional Knowledge and Skills, 2004-2005
• Table 1.39 - Administrative Services Tier II Credential Program Candidates’ Development of Professional Knowledge and Skills, 2004-2005
• Table 1.40 - School Psychology Credential Program Candidates’ Development of Professional Knowledge and Skills, 2002-2004
• Table 1.41 - Multiple Subject Program Candidates’ Aggregated Scores on TPEs 12 and 13, 2005-06
• Table 1.42 - Master Teacher and University Supervisor Ratings of Multiple Subject Program Candidates During Student Teaching on 6 Measures of Dispositions on the Formative Assessment Form, 2005-06
• Table 1.43 - Combined University Supervisor and Master Teacher Ratings of Multiple Subject Program Candidates at the Conclusion of Student Teaching on the Disposition “Developing as a Professional Educator,” 2005-06
• Table 1.44 - Candidate Dispositions in the Single Subject Program
• Table 1.45 - Candidate Self-Ratings and Supervisor Ratings on 3 Key Professional Dispositions in the Education Specialist Program at Program Entry and Exit, 2006-2007
• Table 1.46 - Perceptions of Initial Credential Program Candidates of Their Preparation on 6 Professional Dispositions, 2005-2006
• Table 1.47 - Perceptions of Preparation on 6 Professional Dispositions by Initial Credential Program Graduates and Their Employment Supervisors, 2003-2005
• Table 1.48 - Tier I & Tier II Administrative Services Credential Program Candidate Development on Two Dispositions
• Table 1.49 - Single Subject Program Aggregate Mean Scores on TPA Task 1-4, Spring 2006 [pilot)]
• Table 1.50 - University Supervisor Assessment of Multiple Subject Program Candidate Impact on Student Learning During Student Teaching in 5 Teaching Domains, 2005-2006
• Table 1.51 - University Supervisor Assessment of Single Subject Program Candidate Impact on Student Learning During Student Teaching in 5 Teaching Domains, Spring 2006
• Table 1.52 - Multiple Subject Program Student Teacher Impact on Student Learning During Student Teaching, Spring 2006
• Table 1.53 - Initial Program Candidate Perceptions of How Well the Program Prepared Them to Promote Learning for All Students on 11 Teaching Performance Indicators, 2004-2006
• Table 1.54 - Perceptions of Preparation on 6 Measures of Impact on Student Learning by Initial Credential Program Graduates and Their Employment Supervisors, 2003-2005
• Table 1.55 - Comparison of Initial Program Candidate and Program Graduates’ Perceptions of How Well the Program Prepared Them to Promote Learning for All Students on 5 Teaching Performance Indicators
• Table 1.56 - Tier II Professional Administrative Services Credential Exiting Candidates’ Perceptions of Their Preparation to Impact Student Learning
• Table 1.57 - Impact on Student Learning by Candidates in the Reading/Language Arts Program, 2000-2005
• Table 1.58 - School Psychology Credential Program Candidate Perceptions of Their Preparation to Impact Student Learning, 2002-2004
• Table 1.59 - Effect Size Calculations of School Psychology Program Candidates Impact on School-Age Children
• Table 1.60 - Impact on Student Learning by Graduates of Programs for Other Professional