(A) Number of students in the regular teacher preparation program at your institution:

Please specify the number of students in your teacher preparation program during academic year 2000-01, including all areas of specialization.

1. Total number of students enrolled during 2000-01: 742

(B) Information about supervised student teaching:

2. How many students (in the regular program and any alternative route programs) were in programs of supervised student teaching during academic year 2000-01?: 287

3. Please provide the numbers of supervising faculty who were:

Appointed full-time faculty in professional education: an individual who works full time in a school, college, or department of education, and spends at least part of the time in supervision of teacher preparation students. 1.71 (6 were involved in supervision)

Appointed part-time faculty in professional education and full-time in the institution: any full time faculty member in the institution who also may be supervising or teaching in the teacher preparation program.: .75 (4 were involved in supervision)

Appointed part-time faculty in professional education, not otherwise employed by the institution: may be part time university faculty or pre-K-12 teachers who supervise prospective teachers. The numbers do not include K-12 teachers who simply receive a stipend for supervising student teachers. Rather, this third category is intended to reflect the growing trend among institutions of higher education to appoint K-12 teachers as clinical faculty, with the rights and responsibilities of the institution's regular faculty: 6.33 (24 were involved in supervision)

Supervising faculty for purposes of this data collection includes all persons who the institution regards as having faculty status and who were assigned by the teacher preparation program to provide supervision and evaluation of student teaching, with an administrative link or relationship to the teacher preparation program.

Total number of supervising faculty for the teacher preparation program during 2000-01:   34

4. The student/faculty ratio was (divide the total given in B2. by the number given in B3.):  21.9

5. The average number of hours per week required of student participation in supervised student teaching in these programs was: __39_____ hours. The total number of weeks of supervised student teaching required is __18___. The total number of hours required is _700____ hours. (The number of hours across programs ranges from 700-1400)

(C) Information about state approval or accreditation of teacher preparation programs:

6. Is your teacher preparation program currently approved or accredited by the state?
__X___ Yes _____ No

7. Is your teacher preparation program currently under a designation as "low-performing" by the state (as per section 208 (a) of the HEA of 1998)? _____ Yes __X___ No
NOTE: See appendix A of the guide for the legislative language referring to "low-performing" programs.

Section III. Contextual information (optional).

Please use this space to provide any additional information that describes your teacher preparation program(s). You may also attach information to this questionnaire.

Title II Supplementary Information
University of Wisconsin-River Falls
February 25, 2002

Program philosophy: The goal of teacher preparation at the University of Wisconsin-River Falls is to create knowledgeable and skillful teachers who will reflect on their practice. Faculty and students take part in constructivist teaching in the areas of content knowledge, pedagogy, educational contexts, and learning. Students engage in structured reflection aimed at understanding and improving their knowledge, skills and dispositions. Both school partnerships and the broader multicultural and international learning community shape the curriculum, which provides extensive experiences in schools for all students. These experiences are diverse, sustained and carefully designed.

Students served: Teacher education students at UWRF come from all parts of the state of Wisconsin, as well as from the greater Twin Cities metropolitan area. Student diversity is increasing with new recruiting efforts, including our Upward Bound program and our work with Teacher Magnet Schools in the Twin Cities.

Qualifications of students: Students are admitted from high school to the university as pre-elementary education students only with an ACT score of 24 and a class rank in the upper 40%. They must apply early in their senior year. These requirements have produced an exceptionally dedicated and able group of pre-elementary teachers. On admission to teacher education, the average GPA of undergraduate elementary education students is 3.38 on a scale of 4.0, while that of secondary education students is 3.13. Eighty-five percent of students enter the programs with a GPA of 3.0 or higher.

Graduates working as teachers: Of 1999 UWRF teacher education graduates reporting their employment and/or seeking employment, 88.7% reported working as teachers, while another 7.5% are in graduate school. Most of these are Communicative Disorders students, who must complete a master's degree in order to be certified. (UWRF Career Services, 2000)

Accreditation: UWRF's professional education programs are accredited by the National Council for Accreditation of Teacher Education (NCATE). The School Psychology program is accredited by the National Association of School Psychologists (NASP), and the Communicative Disorders Program by the American Speech, Language and Hearing Association (ASHA).

Emphasis on technology: Teacher education programs at UWRF are housed in a new (1999) building constructed for the use of up-to-date technology. Twelve technology-equipped classrooms surround the Educational Technology Center, and students often move between classroom and computers during a given class period. Over 100 professional education and content courses are web-supported. Technology learning for students and faculty is supported by a federal Preparing Tomorrow's Teachers to Use Technology grant, through which students will be graduating with multimedia portfolios of their work. Technology development for teachers in local schools is supported by a University of Wisconsin System grant that releases school technology leaders to assist other teachers in their schools by placing teacher interns in the leaders' classrooms. This program is nationally recognized as a valuable model, and received an award from the American Association of Colleges of Teacher Education.

P16 partnerships: The teacher education programs have active partnerships with eight schools and school districts, urban, suburban and rural. Through these partnerships the high quality of student field placements is guaranteed, and the influence of teachers and administrators on UWRF programs is strengthened. Partnerships with urban schools provide student experiences in diverse classrooms on a consistent basis. The individual partnerships are linked through our St. Croix Valley Educational Partnership.

Advising: Teacher education students receive comprehensive advising, both personally and in groups, allowing them to move efficiently through the programs and make appropriate decisions in the process. The College also serves student advising needs through an exceptionally complete website where students can find needed information about program requirements on line.