Judith Herb College of Education

About the College

The University of Toledo (UT) is one of 13 state universities in Ohio that offers professional education programs. Since its modest beginnings 138 years ago, this open-enrollment institution has grown and matured, with many major milestones marking its evolution from a small, locally-supported college to a coedu-cational, state-assisted Carnegie Doctoral-Research Extensive metropolitan institution. The 2006 merger with the Medical University of Ohio further enhanced the University’s status as the third-largest public university operating budget in the state offering more than 230 undergraduate, graduate, and professional programs in 13 colleges, including nationally ranked programs in business, engineering, law, counselor education and occupational therapy.

MISSION OF THE COLLEGE

The mission of the Judith Herb College of Education is to prepare educators, instructional leaders, and scholars who are capable of constructing and sustaining effective learning environments through the development and practice of innovative educational theories and pedagogical approaches.


TEACHER CANDIDATE OUTCOMES AND MEASURES USED TO EVALUATE OUTCOMES

CANDIDATE CHARACTERISTICS AND OUTCOMES

  1. Candidates ACT/SAT scores upon entering as first time full time freshmen OR professional education component
    The average composite ACT score of entering freshman Education majors in the 2010/11 academic year is 20.4.
    The average composite ACT score of the professional Education majors for the 2010/11 academic year is 21.3.
  2. Praxis II scores/ACTFL/LTI:
    Pass rates on the PRAXIS II / ACTFL for the last three years, with the exception of two tests, have ranged between 91% and 100%.
  3. Overall GPA of candidates in program upon graduation
    3.41 Cumulative Grade Point Average upon graduation
CLINICAL PRACTICE REQUIREMENTS AND OUTCOMES

  1. How many field/clinical hours total are required of candidates in the school of education? – 480 hours
  2. How many weeks is the student teaching experience? – 15 weeks
  3. How many weeks do candidates teach full-time within the student teaching experience? – 13 weeks
  4. The percentage of teacher candidates in the 2010-11 year satisfactorily completed clinical practice requirements, including but not limited to student teaching and a capstone project. – 96.5%
CANDIDATE IMPACT ON P-12 STUDENT PERFORMANCE DURING STUDENT TEACHING

  1. The percent of candidates who completed [a work portfolio or other collection of student work/culminating assessment], which provided evidence that candidates ability to use as-sessments effectively. – 94.5%
  2. Quantitative summary of student teaching evaluations:
    Student teaching evaluations are based on the Ohio Standards for the Teaching Profession. All candidates who successfully completed student teaching were proficient in all standards with more than 90% performing at a distinguished level.
  3. Candidate evaluation of field experience:
    Approximately 90% of the candidates felt extremely satisfied with all dimensions of their student teaching experience including the level of support from their university supervisors, their experience with their cooperating teachers, working with schools, and their subsequent growth as beginning teachers.
POST-GRADUATION MEASURES

PERCENT OF GRADUATES PLACED/HIRED

  1. Percent of graduates placed/hired in public schools: 100% (only publics schools were on the list)
  2. Percent of graduates placed/hired in community schools: 5% of the candidates listed were hired in community schools
  3. Percent of graduates placed/hired in high poverty schools: 85% of the candidates listed were hired in high poverty schools
  4. Percent of graduates placed/hired in medium-high poverty level schools: 2% of the candidates listed were hired in medium-high poverty schools
  5. Percent of graduates placed/hired in medium-low poverty levels schools: 5% of the candidates listed were hired in medium-low poverty schools
  6. Percent of graduates placed/hired in low poverty level schools: 8% of the candidates listed were hired in low poverty schools
  7. Percent of graduates placed/hired in education related field: 100% of the list included candidates hired in public schools
  8. Percent of graduates not placed/hired: No data available
FOLLOW-UP POST-GRADUATION

Approximately 90% of the candidates reported growth in all areas of their ability to teach.
  1. Percentage of candidates who successfully completed the Resident Educator Program required by the Ohio Department of Education:
    These data do not include any candidates who have completed the four year Resident Educator Program. Candidates have not had four years of teaching experience since their date of hire.
  2. Summary of data taken from follow-up studies
    Qualitative feedback from Cooperating teachers for the last three academic years reflects a positive overall experience with working with UT student teachers. Cooperating teachers felt our candidates were well prepared, bright and enjoyable to work with, and interacted well with the students. In response to our request for areas for improvement, most cited none because of their satisfaction with the quality of our program. Improvements that were offered generally focused on improved communication with the University in terms of supervisor and cooperating teacher expectations and collaboration, and providing students with as much “real” classroom experience as possible.
ACCREDITATION OUTCOMES

Date of Last Review: Spring 2010;
Date of Next Review: Spring 2016


STRENGTHS AS CITED BY ON-SITE TEAM

Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards. The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs.


AREAS FOR IMPROVEMENT AS CITED BY ON-SITE TEAM

The need to provide stronger evidence that: 1) other school professional candidates have the abilities to facilitate student learning; 2) candidates in advanced programs can effectively demonstrate the pedagogical content knowledge and professional dispositions; 3) all advanced programs systematically analyze data for program improvement; 4) and the unit systematically collaborates with the professional community to design, implement, and evaluate the unit assessment system.


CONTINUOUS IMPROVEMENT PLANS

The following changes have occurred as a result of the On- Site Team feedback
  • The collection and tracking of professional dispositions at the initial level have been disaggregated from other field performance measures and are now being collected and tracked separately.
  • The Educational Leadership (district) licensure program was revised to: add further separation between licensure and non-licensure preparation; and increase the research requirements from 9 to 12 credit hours. The Educational Leadership and Curriculum and Instruction programs are in the process of revising and refining their existing rubrics. When this process is complete, both programs will be implementing their assess-ments in the electronic assessment system.
SCHOOLS/DISTRICTS IN PARTNERSHIP

A re-designed accelerated graduate level initial licensure (Licensure Alternate Masters Program - LAMP) program is currently being piloted. Accelerated LAMP is a new one-year, graduate-level program to license middle and AYA science and mathematics teachers. This program is designed to follow the K-12 school calendar and to place preservice teachers with the same mentor teacher for the entire school year. Theory about teaching is integrated with the practice of teaching in the classroom. The program begins with a focus on students as in-dividuals and thinkers, transitions to emphasize classrooms and creating learning environments, and moves on to an emphasis on individuals within classrooms as preservice teachers take more of a lead role in the classroom.

The United Way of Greater Toledo announced the Schools as Community Hubs initiative in partnership with Toledo Public Schools, the Toledo Federation of Teachers and the Toledo Association of Administrative Personnel. It is a community-based initiative managed by the United Way to offer resources to students, parents and area residents. The program will be implemented this fall at the Pickett and Robinson buildings with each school having the JHCOE as the lead organization managing the community involvement. The goal of the pro-gram is to turn schools into the center of their neighborhoods while helping students achieve the ultimate goal of graduation.

The Urban Leadership Development Program (ULDP) will begin its sixth cohort to prepare exemplary leaders for urban education who can lead Toledo Public Schools to successfully meet all educational objectives and criteria that have been established at the state and local levels. The Urban Leadership Development Program

(ULDP) is a learning partnership established between The University of Toledo (UT), Toledo Public Schools (TPS), and the Toledo Association of Administrative Personnel (TAAP). The purpose of this program is the preparation of exemplary leaders for the Toledo Public Schools. Participants are required to complete a Master’s or Educational Specialist’s Degree from The University of Toledo along with the necessary course work and field experience to complete licensure in Ohio as a building ad-ministrator. Entrance into the program carries with it a requirement on the part of the individuals to work for five years in TPS as an administrator after completion of the program.


ACCOMPLISHMENTS, AWARDS, AND UNIQUE FEATURES

Drs. Laurie Dinnebeil, William McInerney and Lyn Hale received a $600,000 grant for the PARTNER’S Project from the U.S. Department of Education, Office of Special Education and Rehabilitation Services, which will begin in January 2011 and run through 2015.
Dr. Rebecca Schneider received the 2012 Outstanding Science Teacher Educator award at the annual conference of the Association for Science Teacher Education (ASTE). This international award, sponsored by Carolina Biological Supply Company, is given in recognition of individual achievement in science teacher education research and service to ASTE.

Dr. Lisa Kovach was an invited as the 2011-2012 Margaret Clark Morgan Scholar for the Center of Literature, Medicine and Biomedical Humanities at Hiram College. Her lecture will be on bullying and related suicides and school shootings.

The National Science Foundation hereby awarded a grant of $10 million to the project entitled NURTURES: Networking Urban Resources with Teachers and University to enRich Early Childhood Science. The Principal Investigators are Drs. Charlene M. Czerniak, Joan Kaderavek, Scott C. Molitor, and Ms. Cherie Pilatowski.

Drs. Keil, Denyer, Schneider, and Chiarelott secured the Woodrow Wilson Ohio Teaching Fellowship program for The University of Toledo. The fellowship program recruits ac-complished career changers and outstanding recent college graduates in science, technology, engineering and mathematics to complete a special intensive master’s program to teach math and science in the state’s urban and rural schools.
Last Updated: 3/23/15