ACADEMIC PROGRAMS AND ASSESSMENT SYSTEM:

P1. Initial License Programs:

P1.1. All-Grade Education Program:

P1.1.1. Music

P1.1.2. Physical Education

P1.1.3. Visual Arts

P1.2. Early Childhood Education

P1.3. Elementary Certification Graduate Program

P1.4. Elementary Education

P1.5. Graduate Secondary Certification Program

P1.6. Secondary Education:

P1.6.1. Anchor

P1.6.2. A Community of Teachers

P1.7. Teaching All Learners (Elementary Exceptional Needs Certification)

P1.8. Transition to Teaching

P1.9. Initial License Programs Assessment System

P2. Advanced Programs:

P2.1 Nationally Accredited Programs:

P2.1.1 School Counseling

P2.1.1.1 Council for Accreditation of Counseling and Related Educational Programs (CACREP) Accreditation

P2.1.2 School Psychology

P2.1.2.1 American Psychological Association (APA) Accredition

P2.1.3. Speech and Hearing

P2.1.3.1 Council on Academic Accreditation (CAA) Documentation

P2.1.4. Library Media

P2.2 State Approved Programs:

P2.2.1 Art Education

P2.2.2 Educational Leadership:

P2.2.2.1 Director of Exceptional Needs

P2.2.2.2 Principal

P2.2.2.3 Superintendent

P2.2.3 Elementary Education:

P2.2.3.1 General

P2.2.3.2 Early Childhood

P2.2.4 Language Education

P2.2.5 Secondary Education:

P2.2.5.1 General

P2.2.5.2 Math

P2.2.5.3 Science

P2.2.6 Social Studies Education

P2.2.7 Special Education

S1.1.  Indiana University and Its Mission

S1.1.1.  IU Fact Book

S1.1.2.  Strategic Directions Charter

S1.1.3.  Conceptual Framework

S1.2.  The School of Education Core Campus (the Unit) and Its Mission

S1.2.1.  Bloomington School of Education Campus

S1.2.2.  IUPUI School of Education Campus

S1.2.3.  Strategic Plan Report (Long Range Planning Committee- Bloomington)

S1.3.  The Bloomington Campus and Its Mission

S1.3.1.  Bloomington Campus Tour

S1.3.2.  City of Bloomington

S1.3.3.  Bloomington Chamber of Commerce

S1.3.4.  Bloomington Parks

S1.3.5.  Strategic Planning process for IUB

S1.3.6.  Commitment to Excellence: Tuition Program

S1.3.7.  Strategic Planning

S1.4.  The School of Education at IUB

S1.4.1.  Education Library (Bloomington)

S1.4.2.  Faculty

S1.4.3.  Indiana Professional Standards Board (IPSB)

S1.4.4.  State Licensing Framework (IPSB)

S1.4.5.  IPSB Standards

S1.4.6.  Initial License Programs (Bloomington)

S1.5.  IUB Programs Not Within the Scope of the Review

S1.5.1.  Graduate Programs (Bloomington)

S1.6.  The Indianapolis Campus and Its Mission

S2  Section 2: Conceptual Frameworks:

S2.1.  IUB Initial Program Conceptual Framework

S2.1.1.  Mission Statement

S2.1.2.  Conceptual Framework Elements

S2.1.3.  Six Guiding Principles

S2.1.4.  Indiana Professional Standards Board (IPSB)

S2.1.5.  New Teacher Assessment and Support and Consortium (INTASC) standards

S2.1.6.  Student Teaching Handbook

S2.1.7.  Policy Council

S2.1.8.  Teacher Education Council

S2.2.  IUPUI Initial Conceptual Framework

S2.2.1.  Principles of Teacher Education

S2.2.2.  Principles of Undergraduate Learning

S2.2.3.  Assessment and Curriculum Development Meetings

S2.2.4.  Committee on Teacher Education

S2.2.5.  Teacher Education Meeting 8-29

S2.2.6.  Teacher Education Meeting Minutes

S2.2.7.  Student Teaching Handbook

S2.2.8.  Student Teaching Orientation Elementary

S2.2.9.  INTASC Principles

S2.2.10. Standards of the Indiana Professional Standards Board

S2.2.11. Indiana Academic Standards for K-12 curriculum

S2.3.  IUB and IUPUI Advanced Programs Conceptual Framework

S2.3.1.  Graduate Studies Committee (GSC)

S2.3.2.  Advanced Program Conceptual Framework 96

S2.3.3.  Analysis of Unifying Themes Across all Development Levels (IPSB)

S2.4.  Bloomington Campus Conceptual Framework Elements
           (not included in the Institutional Report)

S2.4.1.  Six Principles

S2.4.2.  Shared Vision

S2.4.3.  Coherence

S2.4.4.  Professional Commitments and Dispositions

S2.4.5.  Commitment to Diversity

S2.4.6.  Commitment to Technology

S2.4.7.  Proficiencies Aligned with Standards

S2.4.8.  Teacher Education Council

S2.4.9.  Policy Council

S2.4.10. Student Teaching Handbook

S2.4.11. Long Range Plan

S2.4.12. Cultural Immersion Project

S2.4.13. Project TEAM

S2.4.14. Support for Minority Students

S2.4.15. Office of Academic Support and Diversity

S2.4.16. W200 Using Computers in Education Course

S2.4.17. Computer Endorsement Program

S2.4.18. Office of Instructional Consulting

S2.4.19. Education Technology Service

S2.4.20. University Information Technology Services

S2.4.21. Center for Research on Learning and Technology

S2.4.22. Program Matrices

S3  Section 3: NCATE Standards

ST1. Standard 1: Candidate Knowledge, Disposition and Skills

ST1.1.  Element One: Content Knowledge for Teacher Candidates

ST1.1.1.  Six Guiding Principles

ST1.1.2.  INTASC Principles

ST1.1.3.  IPSB Standards

ST1.1.4.  Initial License Program Pages  

ST1.1.5.  Praxis Report Four Year Summary

ST1.1.6.  21st Century Teachers Project Report 2001-2002

ST1.1.7.  Teaching Abilities Self-Assessment Instrument

ST1.1.8.  Advanced Programs

ST1.2.  Element Two: Content Knowledge for Other Professional School Personnel (Advanced Only)

ST1.3.  Element Three: Pedagogical Content Knowledge for Teacher Candidates

ST1.3.1.  Field Experiences Table

ST1.4.  Element Four: Professional and Pedagogical Knowledge and Skills for Teacher Candidates

ST1.4.1.  Advanced Programs Conceptual Framework

ST1.5.  Element Five: Professional Knowledge and Skills for Other School Personnel

ST1.6.  Element Six: Dispositions for all Candidates

ST1.7.  Element Seven: Student Learning for Teacher Candidates

ST1.8.  Element Eight: Student Learning for Other Professional School Personnel (Advanced Only)

ST2. Standard 2: Assessment System and Unit Evaluation

ST2.1.  Element One: Assessment System

ST2.1.1.  Teaching Abilities Self-Assessment Instrument

ST2.1.2.  Programmatic Benchmarks

ST2.2.  Programmatic Benchmarks

ST2.2.1.  Six Guiding Principles

ST2.2.2.  INTASC Principles

ST2.2.3.  IPSB Standards

ST2.2.4.  Teacher Education Council

ST2.2.5.  21st Century Teachers Project Report 2001-2002

ST2.2.6.  Initial License Program Pages

ST2.2.7.  Office of Teacher Education

ST2.2.8.  University Information Technology Services (UITS)

ST2.2.9.  Education Technology Services (ETS)

ST2.3.  Element Two: Data Collection, Analysis And Evaluation

ST3. Standard 3: Field Experiences and Clinical Practice

ST3.1.  Element One: Collaboration between Unit and School Partners

ST3.1.1.  Initial License Program Pages Field Experiences Table

ST3.1.2.  Community of Teachers (CoT) Field Experiences

ST3.1.3.  Six Guiding Principles

ST3.1.4.  Student Teaching Handbook

ST3.1.5.  Application to Student Teaching Handbook

ST3.2.  Element Two: Design, Implementation and Evaluation of Field Experiences and Clinical Practices Field Experience

ST3.2.1.  IPSB Standards

ST3.2.2.  Field Experiences Site List

ST3.2.3.  Office of Early Field Experiences (OEFE)

ST3.3.  Element Three: Candidates' Development and Demonstration of Knowledge, Skills and Dispositions to Help all Students Learn

ST3.3.1.  Student Teaching Placements Report

ST4. Standard 4: Diversity

ST4.1.  Element One: Design, Implementation and Evaluation of Curriculum and Experiences

ST4.1.1.  Conceptual Framework

ST4.1.2.  Guiding Principles

ST4.1.3.  Initial License Program Pages

ST4.1.4.  Educ L500: Issues in Language Learning

ST4.1.5.  Educ J500: Instruction in the Context of Curriculum

ST4.1.6.  Educ H520: Education and Social Issues

ST4.1.7.  Educ H540: Sociology of Education

ST4.1.8.  Educ P515: Child Development

ST4.1.9.  Educ P516: Adolescent Development

ST4.1.10. Educ P540: Learning and Cognition

ST4.1.11. Educ K505: Introduction to Exceptional Needs

ST4.1.12. Educ E555: Human Diversity in Education

ST4.1.13. Educ G575: Cross Cultural Counseling

ST4.1.14. Policy Council

ST4.1.15. Committee on Diversity

ST4.1.16. Minority Education Association

ST4.1.17. Diversity/Inclusive Teaching Tips

ST4.2.  Element Two: Experiences Working with Diverse Faculty

ST4.3.  Element Three: Experiences Working with Diverse Candidates

ST4.3.1.  Project TEAM (Transformative Education Achievement Model)

ST4.4.  Element Four: Experiences Working with Diverse Students in P-12 Schools

ST4.4.1.  Initial License Program Pages

ST4.4.2.  Field Experiences Table

ST4.4.3.  Six Guiding Principles

ST4.4.4.  Student Teaching Handbook

ST5. Standard 5: Faculty Qualifications

ST5.1.  Element One: Qualified Faculty

ST5.1.1.  Faculty Vitae

ST5.2.  Element Two: Modeling Best Professional Practices in Teaching

ST5.2.1.  Instructional Consulting

ST5.2.2.  School of Education Promotion and Tenure Criteria, May 2002

ST5.3.  Element Three: Modeling Best Professional Practices in Scholarship

ST5.3.1.  Dean of Faculties Office, Grants and Fellowships for Faculty

ST5.3.2.  Annual Merit Review Process

ST5.3.3.  Indiana University Faculty Handbook

ST5.3.4.  Office of Research and Development

ST5.3.5.  Research News and Notes Archive

ST5.4.  Element Four: Modeling Best Professional Practices in Service

ST5.5.  Element Five: Collaboration

ST5.5.1.  21st Century Teachers Project Report 2001-2002

ST5.6.  Element Six: Unit Evaluation of Professional Educational Faculty Performance

ST5.7.  Element Seven: Unit Facilitation of Professional Development

ST5.7.1.  Faculty Mentoring

ST6. Standard 6: Unit Governance and Resources

ST6.1.  Element One: Unit Leadership and Authority

ST6.1.1.  School of Education Organization Chart

ST6.1.2.  Policy Council

ST6.1.3.  Long-Range Plan

ST6.1.4.  The Center for Human Growth

ST6.1.5.  The Center for Postsecondary Planning and Research

ST6.1.6.  The Center for Research on Learning and Technology

ST6.1.7.  ERIC Clearinghouse on Reading, English and Communication

ST6.1.8.  ERIC Clearinghouse on Social Studies/Social Sciences Education

ST6.1.9.  The Indiana Center for Evaluation

ST6.1.10. The Indiana Education Policy Center

ST6.1.11. The Institute for Child Study

ST6.1.12. The Safe and Responsive Schools Project

ST6.1.13. The Social Studies Development Center

ST6.1.14. The Center for Teaching and Learning

ST6.2.  Element Two: Unit Budget

ST6.2.1.  Admission Data (Indianapolis)

ST6.3.  Unit Three: Personnel

ST6.3.1.  On-line Advising System (INSITE)

ST6.3.2.  Office of Instructional Consulting (Bloomington)

ST6.3.3.  Office of Instructional Technology (Indianapolis)

ST6.4.  Element Four: Unit Facilities

ST6.4.1.  Education Library (Bloomington)

ST6.4.2.  IUCAT Library Catalog

ST6.4.3.  Auxiliary Library Facility (ALF)

ST6.4.4.  Libraries at IUPUI

ST6.4.5.  Library on Columbus Campus

ST6.4.6.  Curriculum Resource Center

ST6.5.  Element Five: Unit Resources including Technology

ST6.5.1.  Faculty Laptop Report 2002

ST6.5.2.  Technology Tour (Indianapolis)

M1 MISCELLANEOUS EVIDENCE:

M2 Accreditation Action Report NCATE 1997

M3 Advanced Programs Conceptual Framework 96

M4 Teaching Abilities Self Assessment Comparison Report 95-02

M5 Title II Report on Teacher Preparation 00-01

M6 Title II Report on Teacher Preparation 99-00

M7 Education Council Graduate Education Credit Guidelines

M8 Faculty and Associate Instructors

M9 IPSB 2000 Testing Report

M10 IUB Retention Report 02 and Appendix

M11 Progress Report on the Decatur Township Systemic Change Project

M12 Student Support Team Program First Year Report 1996

M13 IPSB/NCATE Annual Report 2001

M14 IPSB/NCATE Annual Report 2000

M15 IPSB/NCATE Annual Report 1999

M16 IPSB/NCATE Annual Report 1998

M17 IPSB/NCATE Annual Report 1997