Title II Reports
Title II reports are submitted by institutions and states to the U.S. Department of Education, as mandated by the Higher Education Act. These reports detail data on teacher preparation programs. The purpose is to provide transparency and accountability regarding the quality of teacher preparation and to inform Congress and the public. Presented here are the recent Title II reports from Montana State University–Bozeman for both the traditional undergraduate Teacher Education Program and the alternative graduate Master of Arts in Teaching program.
Montana State University-Bozeman
Traditional Report AY 2023-24
Montana
Institution Information
IPEDS ID
180461
ADDRESS
250 Reid Hall
PO Box 172940
CITY
Bozeman
STATE
Montana
ZIP
59717-2940
SALUTATION
Dr.
FIRST NAME
Tricia
LAST NAME
Seifert
PHONE
(406) 994-4133
ehhddean@montana.edu
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
| CIP Code | Teacher Preparation Programs | UG, PG, or Both |
|---|---|---|
| 13.121 | Early Childhood Education | UG |
| 13.1202 | Elementary Education | UG |
| 13.1301 | Teacher Education - Agriculture | UG |
| 13.1302 | Teacher Education - Art | UG |
| 13.1322 | Teacher Education - Biology | UG |
| 13.1323 | Teacher Education - Chemistry | UG |
| 13.1305 | Teacher Education - English/Language Arts | UG |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics |
UG |
| 13.1306 | Teacher Education - Foreign Language | UG |
| 13.1316 | Teacher Education - General Science | UG |
| 13.1307 | Teacher Education - Health | UG |
| 13.1328 | Teacher Education - History | UG |
| 13.1311 | Teacher Education - Mathematics | UG |
| 13.1312 | Teacher Education - Music | UG |
| 13.1329 | Teacher Education - Physics | UG |
| 13.1318 | Teacher Education - Social Studies | UG |
| 13.1309 | Teacher Education - Technology/Industrial Arts | UG |
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.
| Element | Admission | Completion |
|---|---|---|
| Transcript | Yes | Yes |
| Fingerprint check | Yes | Yes |
| Background check | Yes | Yes |
| Minimum number of courses/credits/semester hours completed | Yes | Yes |
| Minimum GPA | Yes | Yes |
| Minimum GPA in content area coursework | Yes | Yes |
| Minimum GPA in professional education coursework | No | Yes |
| Minimum ACT score | No | No |
| Minimum SAT score | No | No |
| Minimum basic skills test score | No | No |
| Subject area/academic content test or other subject matter verification | No | Yes |
| Recommendation(s) | No | No |
| Essay or personal statement | No | Yes |
| Interview | No | Yes |
| Other Specify: | No | No |
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.)
3
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.)
3
4. Please provide any additional information about the information provided above:
Fingerprint check, background check, and interview are required for student teaching. As of the 23-24 catalog, we require a 3.0 major GPA, which comprises content and professional coursework. We require a passing Praxis score, but the Montana Assessment of Content Knowledge allows passing at various levels with other compensating factors, so there is not a single cutoff score. A candidate with a high content GPA and student teaching content assessment could pass with a lower Praxis score than a candidate who was lacking in those measures. Due to changing state requirements, things have been in a state of flux. We were unable to fully enforce the Praxis requirement until Fall 2025, but most of our graduates even this fall are enrolled under our previous academic requirements, which didn’t include the Praxis but did include a 2.75 minimum content GPA. 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, if any, are in the Contextual Information section.
Postgraduate Requirements
1. Are there initial teacher certification programs at the postgraduate level?
No
Supervised Clinical Experience
Provide the following information about supervised clinical experience in 2023-24.
Are there programs with student teaching models?
Yes
If yes, provide the next two responses. If no, leave them blank.
| Programs with student teaching models (most traditional programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to student teaching |
120 |
| Number of clock hours required for student teaching | 560 |
Are there programs in which candidates are the teacher of record?
No
| All Programs | |
|---|---|
| Number of full-time equivalent faculty supervising clinical experience during this academic year (IHE staff) |
11 |
| Number of adjunct faculty supervising clinical experience during this academic year (IHE staff) |
23 |
| Number of cooperating teachers/K-12 staff supervising clinical experience during this academic year |
233 |
| Number of students in supervised clinical experience during this academic year |
185 |
Please provide any additional information about or descriptions of the supervised clinical experiences:
Number of hours prior to student teaching if we include after school clubs: P-3, Elementary: 10 Tech club + 10 Book club + 170 Practicum = 190 K-12/Secondary: 10 Tech club + 70 Practicum = 80 AgEd, HE/PE, Music: 70 Practicum The number of students reported here is unduplicated headcount of students enrolled in primarily clinical courses, i.e., practicum and student teaching.
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.
| 2023-24 Total | |
|---|---|
| Total Number of Individuals Enrolled | 227 |
| Subset of Program Completers | 103 |
| Gender | Total Enrolled | Subset of Program Completers |
|---|---|---|
| Male | 53 | 26 |
| Female | 172 | 76 |
| No Gender Reported | 2 | 1 |
| Race/Ethnicity | Total Enrolled | Subset of Program Completers |
|---|---|---|
| American Indian or Alaska Native | 1 | 1 |
| Asian | 2 | 2 |
| Black or African American | 1 | 0 |
| Hispanic/Latino of any race | 2 | 2 |
| Native Hawaiian or Other Pacific Islander | 0 | 0 |
| White | 199 | 85 |
| Two or more races | 21 | 12 |
| No Race/Ethnicity Reported | 1 | 1 |
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 2023-24.
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).
| CIP Code | Subject Area | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 41 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | 5 |
| 13.1301 | Teacher Education - Agriculture | 11 |
| 13.1302 | Teacher Education - Art | 5 |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | 7 |
| 13.1306 | Teacher Education - Foreign Language | 4 |
| 13.1307 | Teacher Education - Health | 5 |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | 2 |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | 2 |
| 13.1311 | Teacher Education - Mathematics | 6 |
| 13.1312 | Teacher Education - Music | 8 |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | 3 |
| 13.1316 | Teacher Education - Science Teacher Education/General Science | 4 |
| 13.1317 | Teacher Education - Social Science | 7 |
| 13.1318 | Teacher Education - Social Studies | 7 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | 1 |
| 13.1323 | Teacher Education - Chemistry | 1 |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | 11 |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: Teacher Education - Government |
7 |
Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year 2023-24. 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.
Does this teacher preparation provider grant degrees upon completion of its programs?
Yes
| CIP Code | Academic Major | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 41 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | 5 |
| 13.1301 | Teacher Education - Agriculture | 11 |
| 13.1302 | Teacher Education - Art | 3 |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | 7 |
| 13.1306 | Teacher Education - Foreign Language | 1 |
| 13.1307 | Teacher Education - Health | 5 |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | 2 |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | |
| 13.1311 | Teacher Education - Mathematics | 6 |
| 13.1312 | Teacher Education - Music | 8 |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - General Science | 4 |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | 7 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | |
| 13.1323 | Teacher Education - Chemistry | 1 |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | 3 |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: |
|
| 01 |
Agriculture |
|
| 03 |
Natural Resources and Conservation |
|
| 05 |
Area, Ethnic, Cultural, and Gender Studies |
|
| 09 |
Communication or Journalism |
|
| 11 |
Computer and Information Sciences |
|
| 12 |
Personal and Culinary Services |
|
| 14 |
Engineering |
|
| 16 |
Foreign Languages, Literatures, and Linguistics |
|
| 19 |
Family and Consumer Sciences/Human Sciences |
|
| 21 |
Technology Education/Industrial Arts |
|
| 22 |
Legal Professions and Studies |
|
| 23 |
English Language/Literature |
|
| 24 |
Liberal Arts/Humanities |
|
| 25 |
Library Science |
|
| 26 |
Biological and Biomedical Sciences |
|
| 27 |
Mathematics and Statistics |
|
| 30 |
Multi/Interdisciplinary Studies |
|
| 38 |
Philosophy and Religious Studies |
|
| 40 |
Physical Sciences |
|
| 41 |
Science Technologies/Technicians |
|
| 42 |
Psychology |
|
| 44 |
Public Administration and Social Service Professions |
|
| 45 |
Social Sciences |
|
| 46 |
Construction |
|
| 47 |
Mechanic and Repair Technologies |
|
| 50 |
Visual and Performing Arts |
|
| 51 |
Health Professions and Related Clinical Sciences |
|
| 52 |
Business/Management/Marketing |
|
| 54 |
History |
|
| 99 |
Other Specify: |
SECTION I: PROGRAM INFORMATION
Program Assurances
Respond to the following assurances. 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:FFFFF
- 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. Some examples of this include teacher and student surveys to identify needs or areas for improvement.
- We have implemented teacher training programs (Latino Pathways Initiative (LPI) and Center for Bilingual and Multicultural Education (CBME)), school parent nights (LPI), parent training programs for college success (Academia Familia Latina (AFL)), engaged the community with our Bilingual Summer camp (CBME), and have worked with districts in program development for student tracking (CBME). Additionally, we have implemented a series of online courses for teachers based on teacher needs survey results (CBME).
- Community-university partnerships conversation nights with English Para Todos. EDU211D students participate in reciprocal learning opportunities to share cultural knowledge and practice English in informal community-based settings.
- 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. We work closely with the MT Office of Public Instruction to integrate specific topics and state-level teaching standards changes. We utilize data from our Completer Surveys to reflect upon curriculum and incorporate our Quality Assurance System when needed changes are identified with data from our stakeholders.
- 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.
- We provide instruction across the curriculum (Foundations and Methods courses) regarding differentiation techniques in areas of readiness, learning preferences, cultural differences, and student interests. Additionally, MSU students complete a required 3-credit course focused on the education of students with disabilities, which includes instruction on federal and state-level policies and procedures (e.g., FAPE, LRE, IEPs), evidence-based practices, and strategies for supporting inclusive instruction. As part of the program’s core curriculum, candidates demonstrate their preparedness to teach students with disabilities by developing instructional presentations, writing a mission statement that reflects their commitment to inclusive education, and completing a final reflective writing. This reflection summarizes their understanding of key policies and their ability to apply inclusive practices that support the success of all learners.
- 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. Students receive training in federal and state legislation/policies for ELL-classified students that includes lesson modifications and documentation based on proficiency scores for ELL-classified students. Students are required to demonstrate preparedness to teach LEP students as a milestone measure in the EPP's core curriculum. All Teacher Education Program students are now required to demonstrate preparedness to teach ELLs.
- 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. It was implemented in Fall 2019. We continue to refine this project using multiple data points to meet the needs of our students and stakeholders.
- Our AY 2020-21 catalog included a required course in teaching English Language Learners in our Elementary Education major. This course became a requirement when students entered their junior year in 2022-2023. This course remains an elective for students in secondary education majors. We now have a required ELL course for all students, including Secondary Education.
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 (2023-24)
1. Did your program prepare teachers in mathematics in 2023-24?
If no, leave remaining questions for 2023-24 blank.
Yes
2. Describe your goal.
We had 1 Mathematics Teaching major on track to complete in fall 2023 and 5 more in spring 2024. All 6 completed as anticipated in 2023-24.
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 (2024-25)
7. Is your program preparing teachers in mathematics in 2024-25? If no, leave the next question blank.
Yes
8. Describe your goal.
We had 2 Mathematics Teaching majors on track to graduate in fall of 2024, which they did. We have 3 on track for spring of 2025, so we anticipate a total of 5 Mathematics Teaching majors to complete in 2024-25.
Set Next Year’s Goal (2025-26)
9. Will your program prepare teachers in mathematics in 2025-26? If no, leave the next question blank.
Yes
10. Describe your goal.
We have three Mathematics Teaching majors on track to graduate in spring of 2026.
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 (2023-24)
1. Did your program prepare teachers in science in 2023-24?
If no, leave remaining questions for 2023-24 blank.
Yes
2. Describe your goal.
We had 2 General Science Broadfield Teaching majors on track to complete in fall 2023 and 2 more in spring 2024. All 4 completed as anticipated in 2023-24.
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 (2024-25)
7. Is your program preparing teachers in science in 2024-25? If no, leave the next question blank.
Yes
8. Describe your goal.
We had 1 General Science Broadfield Teaching major on track to graduate in fall of 2024, who did complete. We had between 4 and 6 General Science Broadfield Teaching majors on track to graduate in spring of 2025. Currently, 5 of them are on track to graduate then, so we anticipate 6 completers in 2024-25.
Set Next Year’s Goal (2025-26)
9. Will your program prepare teachers in science in 2025-26? If no, leave the next question blank.
Yes
10. Describe your goal.
We have 2 General Science Broadfield Teaching majors on track to graduate in fall of 2025 and 2 more on track to graduate in spring of 2026. We have 1 other potential spring 2026 graduate, so we anticipate either 4 or 5 completers in 2025-26.
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 (2023-24)
1. Did your program prepare teachers in special education in 2023-24?
If no, leave remaining questions for 2023-24 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 (2024-25)
7. Is your program preparing teachers in special education in 2024-25? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2025-26)
9. Will your program prepare teachers in special education in 2025-26? 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 (2023-24)
1. Did your program prepare teachers in instruction of limited English proficient students in 2023-24?
If no, leave remaining questions for 2023-24 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 (2024-25)
7. Is your program preparing teachers in instruction of limited English proficient students in 2024-25? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2025-26)
9. Will your program prepare teachers in instruction of limited English proficient students in 2025-26? 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 RTI'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.
Montana will accept a minimum qualifiying score on the Montana required Praxis subject assessment, but will also accept a passing score on a student teaching portfolio, or a 3.00 or higher coursework GPA.
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 RTI'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.
Montana will accept a minimum qualifiying score on the Montana required Praxis subject assessment, but will also accept a passing score on a student teaching portfolio, or a 3.00 or higher coursework GPA.
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 and update as needed.
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 research 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 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, generative AI, disciplinary-specific integration and TPACK, 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.
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, 176 students have completed and 22 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, and update as needed.
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.
In Section I: Program Information; List of Programs, we list 17 CIP Codes but report the total number of programs as 19. This is because the Title II form will only allow us to select one Foreign Language Teacher Education CIP Code (13.1306) while we have three separate foreign language programs which would be coded French Language Teacher Education (13.1325), German Language Teacher Education (13.1326), and Spanish Language Teacher Education (13.1330).
We are reporting students enrolled in our majors during the Fall or Spring Census, generally the 15th class day of the semester, who have been admitted to the program by the time of the Spring Census.
Title II 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 whether admitted to TEP or not, including freshmen and sophomores, at the time of either the official fall 2023 or spring 2024 census or enrolled in summer 2024, was a unique headcount of 665.
Data on non-degree post-baccalaureate Initial Teacher Licensure Recommendation candidates in 2023-24: No completers. Two enrolled. One white female continues into 2024-25. One switches to our alternative track program in spring 2024 so will be reported there.
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
Montana State University-Bozeman
Alternative, IHE-based Report AY 2023-24
Montana
Institution Information
IPEDS ID
180461
ADDRESS
250 Reid Hall
PO Box 172940
CITY
Bozeman
STATE
Montana
ZIP
59717-2940
SALUTATION
Dr.
FIRST NAME
Tricia
LAST NAME
Seifert
PHONE
(406) 994-4133
ehhddean@montana.edu
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
| CIP Code | Teacher Preparation Programs | UG, PG, or Both |
|---|---|---|
| 13.1202 | Elementary Education | PG |
| 13.01 |
General Education (alternative programs/programs providing pedagogy only) |
PG |
Total number of teacher preparation programs:
2
SECTION I: PROGRAM INFORMATION
Program Requirements
Undergraduate Requirements
1. Are there initial teacher certification programs at the undergraduate level?
No
Postgraduate Requirements
1. Are there initial teacher certification programs at the postgraduate 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 postgraduate level.
| Element | Admission | Completion |
|---|---|---|
| Transcript | Yes | No |
| Fingerprint check | Yes | No |
| Background check | Yes | No |
| Minimum number of courses/credits/semester hours completed | Yes | Yes |
| Minimum GPA | Yes | Yes |
| Minimum GPA in content area coursework | Yes | Yes |
| Minimum GPA in professional education coursework | Yes | Yes |
| Minimum ACT score | No | No |
| Minimum SAT score | No | No |
| Minimum basic skills test score | No | No |
| Subject area/academic content test or other subject matter verification | Yes | No |
| Recommendation(s) | Yes | No |
| Essay or personal statement | Yes | No |
| Interview | Yes | No |
| Other Specify: | No | No |
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.)
3
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.)
3
4. Please provide any additional information about the information provided above:
Fingerprint and Background checks are required after admission, and prior to first
semester (summer) field experiences. Admission information can be
found here: https://www.montana.edu/education/grad/mat/index.html
Supervised Clinical Experience
Provide the following information about supervised clinical experience in 2022-23.
Are there programs with student teaching models?
Yes
If yes, provide the next two responses. If no, leave them blank.
| Programs with student teaching models (most traditional programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to student teaching |
124 |
| Number of clock hours required for student teaching | 560 |
Are there programs in which candidates are the teacher of record?
Yes
If yes, provide the next two responses. If no, leave them blank.
| Programs in which candidates are the teacher of record in a classroom during the program (many alternative programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to teaching as the teacher of record in a classroom |
24 |
| Years required as the teacher of record in a classroom |
1 |
| All Programs | |
|---|---|
| Number of full-time equivalent faculty supervising clinical experience during this academic year (IHE staff) |
1 |
| Number of adjunct faculty supervising clinical experience during this academic year (IHE staff) |
3 |
| Number of cooperating teachers/K-12 staff supervising clinical experience during this academic year |
24 |
| Number of students in supervised clinical experience during this academic year |
24 |
Please provide any additional information about or descriptions of the supervised clinical experiences:
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
| 2023-24 Total | |
|---|---|
| Total Number of Individuals Enrolled | 53 |
| Subset of Program Completers | 16 |
| Gender | Total Enrolled | Subset of Program Completers |
|---|---|---|
| Male | 15 | 6 |
| Female | 38 | 10 |
| No Gender Reported | 0 | 0 |
| Race/Ethnicity | Total Enrolled | Subset of Program Completers |
|---|---|---|
| American Indian or Alaska Native | 1 | 0 |
| Asian | 0 | 0 |
| Black or African American | 0 | 0 |
| Hispanic/Latino of any race | 0 | 0 |
| Native Hawaiian or Other Pacific Islander | 0 | 0 |
| White | 44 | 14 |
| Two or more races | 0 | 0 |
| No Race/Ethnicity Reported | 8 | 2 |
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 2023-24.
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).
| CIP Code | Subject Area | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 7 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | |
| 13.1301 | Teacher Education - Agriculture | |
| 13.1302 | Teacher Education - Art | |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | 2 |
| 13.1306 | Teacher Education - Foreign Language | |
| 13.1307 | Teacher Education - Health | |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | |
| 13.1311 | Teacher Education - Mathematics | 1 |
| 13.1312 | Teacher Education - Music | |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - Science Teacher Education/General Science | 3 |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | 3 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | |
| 13.1323 | Teacher Education - Chemistry | |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: |
Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year 2023-24. 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.
Does this teacher preparation provider grant degrees upon completion of its programs?
Yes
| CIP Code | Academic Major | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 7 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | |
| 13.1301 | Teacher Education - Agriculture | |
| 13.1302 | Teacher Education - Art | |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | |
| 13.1306 | Teacher Education - Foreign Language | |
| 13.1307 | Teacher Education - Health | |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | |
| 13.1311 | Teacher Education - Mathematics | |
| 13.1312 | Teacher Education - Music | |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - General Science | |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | |
| 13.1323 | Teacher Education - Chemistry | |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: |
|
| 01 |
Agriculture |
|
| 03 |
Natural Resources and Conservation |
|
| 05 |
Area, Ethnic, Cultural, and Gender Studies |
|
| 09 |
Communication or Journalism |
|
| 11 |
Computer and Information Sciences |
|
| 12 |
Personal and Culinary Services |
|
| 14 |
Engineering |
|
| 16 |
Foreign Languages, Literatures, and Linguistics |
|
| 19 |
Family and Consumer Sciences/Human Sciences |
|
| 21 |
Technology Education/Industrial Arts |
|
| 22 |
Legal Professions and Studies |
|
| 23 |
English Language/Literature |
|
| 24 |
Liberal Arts/Humanities |
|
| 25 |
Library Science |
|
| 26 |
Biological and Biomedical Sciences |
|
| 27 |
Mathematics and Statistics |
|
| 30 |
Multi/Interdisciplinary Studies |
|
| 38 |
Philosophy and Religious Studies |
|
| 40 |
Physical Sciences |
|
| 41 |
Science Technologies/Technicians |
|
| 42 |
Psychology |
|
| 44 |
Public Administration and Social Service Professions |
|
| 45 |
Social Sciences |
|
| 46 |
Construction |
|
| 47 |
Mechanic and Repair Technologies |
|
| 50 |
Visual and Performing Arts |
|
| 51 |
Health Professions and Related Clinical Sciences |
|
| 52 |
Business/Management/Marketing |
|
| 54 |
History |
|
| 99 |
Other Specify: Secondary Education |
9 |
SECTION I: PROGRAM INFORMATION
Program Assurances
Respond to the following assurances. 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.
Yes
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:FFFFF
- 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.
- 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.
- We include an 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.
- We provide instruction across the curriculum (Foundations and Methods courses) regarding differentiation techniques in areas of readiness, learning preferences, cultural differences, and student interests.
- Placements of students in a summer experiential experience and year-long field experience/residency to develop understanding of LEAs in both Montana’s urban and rural educational settings. Students develop instructional sequences that are customized to specific needs of their placements. This skill is particularly addressed in the summer camp field experiences for secondary and elementary students.
- 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 Spring 2020.
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 (2023-24)
1. Did your program prepare teachers in mathematics in 2023-24?
If no, leave remaining questions for 2023-24 blank.
Yes
2. Describe your goal.
The program seeks to enroll and retain 1 mathematics participants to prepare in AY 23-24. Recruitment and retention of qualified math teachers remains a challenge due to content area competition from higher paying vocations in the field.
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 (2024-25)
7. Is your program preparing teachers in mathematics in 2024-25? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2025-26)
9. Will your program prepare teachers in mathematics in 2025-26? If no, leave the next question blank.
No
10. Describe your goal.
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 (2023-24)
1. Did your program prepare teachers in science in 2023-24?
If no, leave remaining questions for 2023-24 blank.
Yes
2. Describe your goal.
We seek to enroll at least 3 candidates in science education for the 23-24 academic year.
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:
We were successful in meeting this goal through working closely with candidates to meet the goals of the candidate and the state's needs for qualified science teachers.
6. Provide any additional comments, exceptions and explanations below:
Review Current Year’s Goal (2024-25)
7. Is your program preparing teachers in science in 2024-25? If no, leave the next question blank.
Yes
8. Describe your goal.
We hope to recruit and retain six candidates for science teaching for the 24-25 school year.
Set Next Year’s Goal (2025-26)
9. Will your program prepare teachers in science in 2025-26? If no, leave the next question blank.
Yes
10. Describe your goal.
We aim to prepare seven science teachers in 2025-26.
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 (2023-24)
1. Did your program prepare teachers in special education in 2023-24?
If no, leave remaining questions for 2023-24 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 (2024-25)
7. Is your program preparing teachers in special education in 2024-25? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2025-26)
9. Will your program prepare teachers in special education in 2025-26? 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 (2023-24)
1. Did your program prepare teachers in instruction of limited English proficient students in 2023-24?
If no, leave remaining questions for 2023-24 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 (2024-25)
7. Is your program preparing teachers in instruction of limited English proficient students in 2024-25? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2025-26)
9. Will your program prepare teachers in instruction of limited English proficient students in 2025-26? 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 RTI'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.
Montana will accept a minimum qualifiying score on the Montana required Praxis subject assessment, but will also accept a passing score on a student teaching portfolio, or a 3.00 or higher coursework GPA.
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 RTI'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.
Montana will accept a minimum qualifiying score on the Montana required Praxis subject assessment, but will also accept a passing score on a student teaching portfolio, or a 3.00 or higher coursework GPA.
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 and update as needed.
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.
First, the online delivery of the program in whole allows our pre-service teachers to integrate technology throughout their preparation experience. Our instructors use wide and varied tools to deliver their courses and facilitation of interaction. Further, we offer a specific course relevant to educational technology: EDCI 555: Technology, Instructional Design, and Learner Success is a course based in best-practice design and rooted in the ideas of technological pedagogical reasoning and careful and deliberate technology integration. 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. EDCI 555 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. 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. Throughout the pre-service teachers' teaching residency they are issued a Swivl robot to use to securely and safely record minimally 6 teaching demonstrations over the course of the year-long field experience. They use the recordings to reflect on their practice and to view their natural movement around the classroom to engage students.
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
Students participate in an experiential field placement during the first summer semester of enrollment via our "Youth Inquiry Camp." MAT students engage with students of all abilities through our College's Inclusive Community Camp (Elementary-focused MAT students) and the Middle School Mentoring and Leadership Experience (Secondary-focused MAT students). These camp experiences serve as our students' early field experience where our candidates work with children identified by local special education teachers as having diverse learning needs. The courses aligned with these experiences are: EDCI 539: Methods of Teaching: K8 Arts and Health Enhancement through Inquiry Camp (Elementary-focused MAT students), and EDCI 538: Supporting SEL in Diverse Learners (Secondary-focused MAT students). These integrated field experiences with summer camp provide students the knowledge and skills to differentiate instruction and activities to a population of kids with and without disabilities. Further, students enroll in EDCI 553: Inclusive Strategies for Classroom Organization course, which covers special education law and effectively organizing a classroom to meet the needs of all learners. Students learn UDL and technology integration in EDCI 555. UDL is also a main component of the course EDCI 543: Introduction to Curriculum Design and Assessment. Finally, the MAT program has integrated the use of the "Big Sky Five" High Leverage Teaching practices by MT CEEDAR (https://www.mtceedar.org) as learning outcomes for our EDCI 595: Student Teaching course, where students practice these integrated General Education and Special Education teaching methods to demonstrate how they effectively reach all learners.
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.
All students participate in an IEP meeting as well during and in the student teaching course, EDCI 595. Secondary students participate in an IEP meeting with their cooperating teacher during their course EDCI 556: The Legal, Social, and Practical Basis of Schooling in the secondary program.
c. Effectively teach students who are limited English proficient.
Elementary Education MAT Students receive an introduction to ELL in the elementary education course: EDCI 563: Language Acquisition and Assessment. Secondary Education MAT students receive an introduction to ELL through EDCI 521: Content Literacy. All students complete a signature assignment in this area in these two courses. Following up with this introduction, all students enroll in EDCI 519: Addressing Equity in signature assignment in this area in these two courses. Following up with this introduction, all students enroll in EDCI 519: Addressing Equity in Linguistic and Cultural Diversity: Examination of the school-society relationship in the United States and of the many issues and variables embedded in this relationship, including equal opportunity, human diversity, ideology, politics, and social change. Foundational perspectives (historical, political, social, and policy) are explored. This course also contains a signature assignment focused on English Language Learners. A summative ELL assignment is collected in this course demonstrating student proficiency in this area.
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, and update as needed.
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.
The Master of Arts in Teaching (MAT) is a full-time pathway to initial teaching licensure. Participants study to become a teacher with a cohort in a dynamic and hands-on learning environment. Program students complete a part-time course of graduate study to complete the master’s degree and requirements to earn a recommendation for a Montana Class 1 Teaching License in a 1.5 - 2-year time period. The MAT is offered online, with the exception of one seven-day residency during the summer, so that our participants can remain in their communities. Licensure options for the MAT are: Elementary Education Secondary Education (endorsements in English, Science, Math, and Social Studies, Modern Languages; Spanish, German, French) Family & Consumer Sciences
Supporting Files
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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:
Molly Cashion
TITLE:
Post Baccalaureate Licensure Specialist
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
Montana State University-Bozeman
Traditional Report AY 2022-23
Montana
Institution Information
IPEDS ID
180461
ADDRESS
250 Reid Hall
PO Box 172940
CITY
Bozeman
STATE
Montana
ZIP
59717-2940
SALUTATION
Dr.
FIRST NAME
Tricia
LAST NAME
Seifert
PHONE
(406) 994-4133
ehhddean@montana.edu
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
| CIP Code | Teacher Preparation Programs | UG, PG, or Both |
|---|---|---|
| 13.121 | Early Childhood Education | UG |
| 13.1202 | Elementary Education | UG |
| 13.1301 | Teacher Education - Agriculture | UG |
| 13.1302 | Teacher Education - Art | UG |
| 13.1322 | Teacher Education - Biology | UG |
| 13.1323 | Teacher Education - Chemistry | UG |
| 13.1305 | Teacher Education - English/Language Arts | UG |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics |
UG |
| 13.1306 | Teacher Education - Foreign Language | UG |
| 13.1316 | Teacher Education - General Science | UG |
| 13.1307 | Teacher Education - Health | UG |
| 13.1328 | Teacher Education - History | UG |
| 13.1311 | Teacher Education - Mathematics | UG |
| 13.1312 | Teacher Education - Music | UG |
| 13.1329 | Teacher Education - Physics | UG |
| 13.1318 | Teacher Education - Social Studies | UG |
| 13.1309 | Teacher Education - Technology/Industrial Arts | UG |
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.
| Element | Admission | Completion |
|---|---|---|
| Transcript | Yes | Yes |
| Fingerprint check | Yes | Yes |
| Background check | Yes | Yes |
| Minimum number of courses/credits/semester hours completed | Yes | Yes |
| Minimum GPA | Yes | Yes |
| Minimum GPA in content area coursework | Yes | Yes |
| Minimum GPA in professional education coursework | No | Yes |
| Minimum ACT score | No | No |
| Minimum SAT score | No | No |
| Minimum basic skills test score | No | No |
| Subject area/academic content test or other subject matter verification | No | Yes |
| Recommendation(s) | No | No |
| Essay or personal statement | No | Yes |
| Interview | No | Yes |
| Other Specify: | No | No |
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.)
3
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.)
3
4. Please provide any additional information about the information provided above:
Fingerprint check, background check, and interview are required for student teaching. Our requirements are currently in a state of flux. In compliance with new Montana State requirements, we require a 3.00 GPA in combined content and professional coursework but without calculating content and professional separately. The Montana Assessment of Content Knowledge (MACK) does include a content GPA component but with options to compensate in other measures. Technically, we require a passing Praxis score, but the Montana MACK again allows passing at various levels with other compensating factors, so there is not a single cutoff score, and while we still require the Praxis, we were unable to implement the new requirements in time for the 2023-24 catalog. 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
Provide the following information about supervised clinical experience in 2022-23.
Are there programs with student teaching models?
Yes
If yes, provide the next two responses. If no, leave them blank.
| Programs with student teaching models (most traditional programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to student teaching |
115 |
| Number of clock hours required for student teaching | 560 |
Are there programs in which candidates are the teacher of record?
No
| All Programs | |
|---|---|
| Number of full-time equivalent faculty supervising clinical experience during this academic year (IHE staff) |
8 |
| Number of adjunct faculty supervising clinical experience during this academic year (IHE staff) |
32 |
| Number of cooperating teachers/K-12 staff supervising clinical experience during this academic year |
263 |
| Number of students in supervised clinical experience during this academic year |
209 |
Please provide any additional information about or descriptions of the supervised clinical experiences:
Number of clock hours of supervised clinical experience required prior to student teaching: Elementary: 170, Secondary, 60 (going to 80 in 2024-25) Averaging 170 and 60, since the form allows only one response, equals 115. The number of students reported here is unduplicated headcount of students enrolled in primarily clinical courses, i.e., practicum and student teaching.
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.
| 2022-23 Total | |
|---|---|
| Total Number of Individuals Enrolled | 272 |
| Subset of Program Completers | 137 |
| Gender | Total Enrolled | Subset of Program Completers |
|---|---|---|
| Male | 53 | 26 |
| Female | 218 | 111 |
| Non-Binary/Other | 0 | 0 |
| No Gender Reported | 1 | 0 |
| Race/Ethnicity | Total Enrolled | Subset of Program Completers |
|---|---|---|
| American Indian or Alaska Native | 7 | 4 |
| Asian | 3 | 1 |
| Black or African American | 0 | 0 |
| Hispanic/Latino of any race | 13 | 6 |
| Native Hawaiian or Other Pacific Islander | 1 | 1 |
| White | 230 | 117 |
| Two or more races | 15 | 5 |
| No Race/Ethnicity Reported | 3 | 3 |
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 2022-23.
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).
| CIP Code | Subject Area | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 65 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | 5 |
| 13.1301 | Teacher Education - Agriculture | 11 |
| 13.1302 | Teacher Education - Art | 4 |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | 12 |
| 13.1306 | Teacher Education - Foreign Language | 4 |
| 13.1307 | Teacher Education - Health | 4 |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | 1 |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | 2 |
| 13.1311 | Teacher Education - Mathematics | 7 |
| 13.1312 | Teacher Education - Music | 7 |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | 3 |
| 13.1316 | Teacher Education - Science Teacher Education/General Science | 7 |
| 13.1317 | Teacher Education - Social Science | 10 |
| 13.1318 | Teacher Education - Social Studies | 10 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | 3 |
| 13.1323 | Teacher Education - Chemistry | |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | 13 |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: Teacher Education - Government |
8 |
Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year 2022-23. 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.
Does this teacher preparation provider grant degrees upon completion of its programs?
Yes
| CIP Code | Academic Major | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 65 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | 5 |
| 13.1301 | Teacher Education - Agriculture | 11 |
| 13.1302 | Teacher Education - Art | 4 |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | 12 |
| 13.1306 | Teacher Education - Foreign Language | 3 |
| 13.1307 | Teacher Education - Health | 4 |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | 1 |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | |
| 13.1311 | Teacher Education - Mathematics | 6 |
| 13.1312 | Teacher Education - Music | 7 |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - General Science | 7 |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | 10 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | |
| 13.1323 | Teacher Education - Chemistry | |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | 3 |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: |
|
| 01 |
Agriculture |
|
| 03 |
Natural Resources and Conservation |
|
| 05 |
Area, Ethnic, Cultural, and Gender Studies |
|
| 09 |
Communication or Journalism |
|
| 11 |
Computer and Information Sciences |
|
| 12 |
Personal and Culinary Services |
|
| 14 |
Engineering |
|
| 16 |
Foreign Languages, Literatures, and Linguistics |
|
| 19 |
Family and Consumer Sciences/Human Sciences |
|
| 21 |
Technology Education/Industrial Arts |
|
| 22 |
Legal Professions and Studies |
|
| 23 |
English Language/Literature |
|
| 24 |
Liberal Arts/Humanities |
|
| 25 |
Library Science |
|
| 26 |
Biological and Biomedical Sciences |
|
| 27 |
Mathematics and Statistics |
|
| 30 |
Multi/Interdisciplinary Studies |
|
| 38 |
Philosophy and Religious Studies |
|
| 40 |
Physical Sciences |
|
| 41 |
Science Technologies/Technicians |
|
| 42 |
Psychology |
|
| 44 |
Public Administration and Social Service Professions |
|
| 45 |
Social Sciences |
|
| 46 |
Construction |
|
| 47 |
Mechanic and Repair Technologies |
|
| 50 |
Visual and Performing Arts |
|
| 51 |
Health Professions and Related Clinical Sciences |
|
| 52 |
Business/Management/Marketing |
|
| 54 |
History |
|
| 99 |
Other Specify: |
SECTION I: PROGRAM INFORMATION
Program Assurances
Respond to the following assurances. 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:
- 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.
- 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.
- 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.
- We provide instruction across the curriculum (Foundations and Methods courses) regarding differentiation techniques in areas of readiness, learning preferences, cultural differences, and student interests.
- 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.
- 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. It was implemented in Fall 2019. We continue to refine this project using multiple data points to meet the needs of our students and stakeholders.
- Our AY 2020-21 catalog included a required course in teaching English Language Learners in our Elementary Education major. This course became a requirement when students entered their junior year in 2022-2023. This course remains an elective for students in secondary education majors.
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 (2022-23)
1. Did your program prepare teachers in mathematics in 2022-23?
If no, leave remaining questions for 2022-23 blank (or clear responses already entered).
Yes
2. Describe your goal.
We had between 4 and 6 Mathematics Teaching majors on track to graduate in spring 2023. We also had 2 Mathematics Teaching minors on track to graduate in fall 2022. In fact, 1 Mathematics Teaching minor graduated in fall of 2022, 5 Mathematics Teaching majors graduated in spring 2023, and 1 Mathematics Teaching major graduated in summer 2023. So, we were short 1 minor, but the 4 to 6 majors did turn out to be 6, so we will call that a goal met.
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 (2023-24)
7. Is your program preparing teachers in mathematics in 2023-24? If no, leave the next question blank.
Yes
8. Describe your goal.
We had 1 Mathematics Teaching major on track to complete in fall 2023 and 5 more in spring 2024. The 1 who was expected to complete in the fall did. The 5 expected to complete in the spring are still on track to do so, so we expect a total of 6 Mathematics Teaching majors to complete in 2023-24.
Set Next Year’s Goal (2024-25)
9. Will your program prepare teachers in mathematics in 2024-25? If no, leave the next question blank.
Yes
10. Describe your goal.
We have 2 Mathematics Teaching majors on track to graduate in fall of 2024 and 3 on track for spring of 2025, so we anticipate a total of 5 Mathematics Teaching majors to complete in 2024-25
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 (2022-23)
1. Did your program prepare teachers in science in 2022-23?
If no, leave remaining questions for 2022-23 blank (or clear responses already entered).
Yes
2. Describe your goal.
We had 7 candidates on track to graduate in General Science Broadfield Teaching in the spring of 2023, and that is exactly what happened.
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 (2023-24)
7. Is your program preparing teachers in science in 2023-24? If no, leave the next question blank.
Yes
8. Describe your goal.
We had 2 General Science Broadfield Teaching majors on track to complete in fall 2023 and 2 more in spring 2024. The anticipated 2 fall graduates did complete, and the anticipated 2 spring graduates are still on track to do so. We anticipate a total of 4 General Science Broadfield Teaching majors will complete in 2023-24.
Set Next Year’s Goal (2024-25)
9. Will your program prepare teachers in science in 2024-25? If no, leave the next question blank.
Yes
10. Describe your goal.
We have 1 General Science Broadfield Teaching major on track to graduate in fall of 2024. We have between 4 and 6 General Science Broadfield Teaching majors on track to graduate in spring of 2025. We anticipate between 5 and 7 General Science Broadfield Teaching majors completing in 2024-25.
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 (2022-23)
1. Did your program prepare teachers in special education in 2022-23?
If no, leave remaining questions for 2022-23 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 (2023-24)
7. Is your program preparing teachers in special education in 2023-24? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2024-25)
9. Will your program prepare teachers in special education in 2024-25? 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 (2022-23)
1. Did your program prepare teachers in instruction of limited English proficient students in 2022-23?
If no, leave remaining questions for 2022-23 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 (2023-24)
7. Is your program preparing teachers in instruction of limited English proficient students in 2023-24? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2024-25)
9. Will your program prepare teachers in instruction of limited English proficient students in 2024-25? 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 RTI'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".
Montana will accept a minimum qualifiying score on the Montana required Praxis subject assessment, but will also accept a passing score on a student teaching portfolio, or a 3.00 or higher coursework GPA.
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 RTI'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".
Montana will accept a minimum qualifiying score on the Montana required Praxis subject assessment, but will also accept a passing score on a student teaching portfolio, or a 3.00 or higher coursework GPA.
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 and update as needed.
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 research 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, generative AI, disciplinary-specific integration and TPACK, 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.
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, 176 students have completed and 22 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, and update as needed.
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.
In Section I: Program Information; List of Programs, we list 17 CIP Codes but report the total number of programs as 19. This is because the Title II form will only allow us to select one Foreign Language Teacher Education CIP Code (13.1306) while we have three separate foreign language programs which would be coded French Language Teacher Education (13.1325), German Language Teacher Education (13.1326), and Spanish Language Teacher Education (13.1330).
We are reporting students enrolled in our majors during the Fall or Spring Census, generally the 15th class day of the semester, who have been admitted to the program by the time of the Spring Census. We are asked to report our completers as a subset of the enrollment, so the enrollment must include all completers. In the 2022-23 academic year, one completer was attending In Absentia so did not appear in either Census. Their enrollment demographic data was added manually to the admitted enrollment data.
Title II 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 whether admitted to TEP or not, including freshmen and sophomores, at the time of either the official fall or spring census, was 704.
Data on non-degree post-baccalaureate Initial Teacher Licensure Recommendation candidates in 2022-23: Three completers: 1 13.1306 Teacher Education - Foreign Language, 1 13.1305 Teacher Education - English/Language Arts and 1 13.1316 Teacher Education - Science Teacher Education/General Science. Non-degree ITLR candidates are not enrolled in specific subject areas. The ITLR enrollment is 2 males and 2 females. The subset of program completers is 2 males and 1 female. The enrollment is 4 white. The subset of completers is 3 white.
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
Montana State University-Bozeman
Alternative Report AY 2022-23
Montana
Institution Information
IPEDS ID
180461
ADDRESS
250 Reid Hall
PO Box 172940
CITY
Bozeman
STATE
Montana
ZIP
59717-2940
SALUTATION
Dr.
FIRST NAME
Tricia
LAST NAME
Seifert
PHONE
(406) 994-4133
ehhddean@montana.edu
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
| CIP Code | Teacher Preparation Programs | UG, PG, or Both |
| 13.1202 | Elementary Education | PG |
| 13.01 | General Education (alternative programs/programs providing PG pedagogy only) | PG |
Total number of teacher preparation programs:
2
SECTION I: PROGRAM INFORMATION
Program Requirements
Undergraduate Requirements
1. Are there initial teacher certification programs at the undergraduate level?
No
Postgraduate Requirements
1. Are there initial teacher certification programs at the postgraduate 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 postgraduate level.
| Element | Admission | Completion |
|---|---|---|
| Transcript | Yes | No |
| Fingerprint check | Yes | No |
| Background check | Yes | No |
| Minimum number of courses/credits/semester hours completed | Yes | Yes |
| Minimum GPA | Yes | Yes |
| Minimum GPA in content area coursework | Yes | Yes |
| Minimum GPA in professional education coursework | Yes | Yes |
| Minimum ACT score | No | No |
| Minimum SAT score | No | No |
| Minimum basic skills test score | No | No |
| Subject area/academic content test or other subject matter verification | Yes | No |
| Recommendation(s) | Yes | No |
| Essay or personal statement | Yes | No |
| Interview | Yes | No |
| Other Specify: | No | No |
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.)
3
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.)
3
4. Please provide any additional information about the information provided above:
Fingerprint and Background checks are required after admission, and prior to first
semester (summer) field experiences. Admission information can be
found here: https://www.montana.edu/education/grad/mat/index.html
Supervised Clinical Experience
Provide the following information about supervised clinical experience in 2022-23.
Are there programs with student teaching models?
Yes
If yes, provide the next two responses. If no, leave them blank.
| Programs with student teaching models (most traditional programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to student teaching |
124 |
| Number of clock hours required for student teaching | 560 |
Are there programs in which candidates are the teacher of record?
Yes
If yes, provide the next two responses. If no, leave them blank.
| Programs in which candidates are the teacher of record in a classroom during the program (many alternative programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to teaching as the teacher of record in a classroom |
24 |
| Years required as the teacher of record in a classroom |
1 |
| All Programs | |
|---|---|
| Number of full-time equivalent faculty supervising clinical experience during this academic year (IHE staff) |
1 |
| Number of adjunct faculty supervising clinical experience during this academic year (IHE staff) |
3 |
| Number of cooperating teachers/K-12 staff supervising clinical experience during this academic year |
21 |
| Number of students in supervised clinical experience during this academic year |
21 |
Please provide any additional information about or descriptions of the supervised clinical experiences:
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
| 2022-23 Total | |
|---|---|
| Total Number of Individuals Enrolled | 30 |
| Subset of Program Completers | 21 |
| Gender | Total Enrolled | Subset of Program Completers |
|---|---|---|
| Male | 9 | 4 |
| Female | 21 | 17 |
| Non-Binary/Other | 0 | 0 |
| No Gender Reported | 0 | 0 |
| Race/Ethnicity | Total Enrolled | Subset of Program Completers |
|---|---|---|
| American Indian or Alaska Native | 0 | 0 |
| Asian | 0 | 0 |
| Black or African American | 0 | 0 |
| Hispanic/Latino of any race | 2 | 2 |
| Native Hawaiian or Other Pacific Islander | 0 | 0 |
| White | 28 | 19 |
| Two or more races | 0 | 0 |
| No Race/Ethnicity Reported | 0 | 0 |
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 2022-23.
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).
| CIP Code | Subject Area | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 11 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | |
| 13.1301 | Teacher Education - Agriculture | |
| 13.1302 | Teacher Education - Art | |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | 2 |
| 13.1306 | Teacher Education - Foreign Language | |
| 13.1307 | Teacher Education - Health | |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | |
| 13.1311 | Teacher Education - Mathematics | |
| 13.1312 | Teacher Education - Music | |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - Science Teacher Education/General Science | 6 |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | 2 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | |
| 13.1323 | Teacher Education - Chemistry | |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: |
Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year 2022-23. 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.
Does this teacher preparation provider grant degrees upon completion of its programs?
Yes
| CIP Code | Academic Major | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 11 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | |
| 13.1301 | Teacher Education - Agriculture | |
| 13.1302 | Teacher Education - Art | |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | |
| 13.1306 | Teacher Education - Foreign Language | |
| 13.1307 | Teacher Education - Health | |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | |
| 13.1311 | Teacher Education - Mathematics | |
| 13.1312 | Teacher Education - Music | |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - General Science | |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | |
| 13.1323 | Teacher Education - Chemistry | |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: Secondary Education |
10 |
| 01 |
Agriculture |
|
| 03 |
Natural Resources and Conservation |
|
| 05 |
Area, Ethnic, Cultural, and Gender Studies |
|
| 09 |
Communication or Journalism |
|
| 11 |
Computer and Information Sciences |
|
| 12 |
Personal and Culinary Services |
|
| 14 |
Engineering |
|
| 16 |
Foreign Languages, Literatures, and Linguistics |
|
| 19 |
Family and Consumer Sciences/Human Sciences |
|
| 21 |
Technology Education/Industrial Arts |
|
| 22 |
Legal Professions and Studies |
|
| 23 |
English Language/Literature |
|
| 24 |
Liberal Arts/Humanities |
|
| 25 |
Library Science |
|
| 26 |
Biological and Biomedical Sciences |
|
| 27 |
Mathematics and Statistics |
|
| 30 |
Multi/Interdisciplinary Studies |
|
| 38 |
Philosophy and Religious Studies |
|
| 40 |
Physical Sciences |
|
| 41 |
Science Technologies/Technicians |
|
| 42 |
Psychology |
|
| 44 |
Public Administration and Social Service Professions |
|
| 45 |
Social Sciences |
|
| 46 |
Construction |
|
| 47 |
Mechanic and Repair Technologies |
|
| 50 |
Visual and Performing Arts |
|
| 51 |
Health Professions and Related Clinical Sciences |
|
| 52 |
Business/Management/Marketing |
|
| 54 |
History |
|
| 99 |
Other Specify: |
SECTION I: PROGRAM INFORMATION
Program Assurances
Respond to the following assurances. 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.
Yes
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 an 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 summer experiential experience and year-long field experience/residency to develop understanding of LEAs in both Montana’s urban and rural educational settings. Students develop instructional sequences that are customized to specific needs of their placements. Particularly learned in the summer camp field experiences for secondary and elementary students.
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 Spring 2020.
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 (2022-23)
1. Did your program prepare teachers in mathematics in 2022-23?
If no, leave remaining questions for 2022-23 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 (2023-24)
7. Is your program preparing teachers in mathematics in 2023-24? If no, leave the next question blank.
Yes
8. Describe your goal.
The program seeks to enroll and retain 1 mathematics participants to prepare in AY 23-24. Recruitment and retention of qualified math teachers remains a challenge due to content area competition from higher paying vocations in the field.
Set Next Year’s Goal (2024-25)
9. Will your program prepare teachers in mathematics in 2024-25? If no, leave the next question blank.
Yes
10. Describe your goal.
We hope to prepare at least two candidates for math education in AY 24-25
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 (2022-23)
1. Did your program prepare teachers in science in 2022-23?
If no, leave remaining questions for 2022-23 blank (or clear responses already entered).
Yes
2. Describe your goal.
We seek to enroll at least 5 candidates in science education for the 22-23 academic year.
3. Did your program meet the goal?
Yes
4. Description of strategies used to achieve goal, if applicable:
The Master of Arts in Teaching program had six program completes in the area of General Science for the 22-23 academic year.
5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
We were successful in meeting this goal through working closely with candidates to meet the goals of the candidate and the state's needs for qualified science teachers.
6. Provide any additional comments, exceptions and explanations below:
Review Current Year’s Goal (2023-24)
7. Is your program preparing teachers in science in 2023-24? If no, leave the next question blank.
Yes
8. Describe your goal.
We seek to enroll at least 3 candidates in science education for the 23-24 academic year.
Set Next Year’s Goal (2024-25)
9. Will your program prepare teachers in science in 2024-25? If no, leave the next question blank.
Yes
10. Describe your goal.
We hope to recruit and retain six candidates for science teaching for the 24-25 school year.
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 (2022-23)
1. Did your program prepare teachers in special education in 2022-23?
If no, leave remaining questions for 2022-23 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 (2023-24)
7. Is your program preparing teachers in special education in 2023-24? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2024-25)
9. Will your program prepare teachers in special education in 2024-25? 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 (2022-23)
1. Did your program prepare teachers in instruction of limited English proficient students in 2022-23?
If no, leave remaining questions for 2022-23 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 (2023-24)
7. Is your program preparing teachers in instruction of limited English proficient students in 2023-24? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2024-25)
9. Will your program prepare teachers in instruction of limited English proficient students in 2024-25? 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 RTI'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".
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 RTI'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".
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 and update as needed.
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.
First, the online delivery of the program in whole allows our pre-service teachers to integrate technology throughout their preparation experience. Our instructors use wide and varied tools to deliver their courses and facilitation of interaction. Further, we offer a specific course relevant to educational technology: EDCI 555: Technology, Instructional Design, and Learner Success is a course based in best-practice design and rooted in the ideas of technological pedagogical reasoning and careful and deliberate technology integration. 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. EDCI 555 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. Throughout the pre-service teachers' teaching residency they are issued a Swivl robot to use to securely and safely record minimally 6 teaching demonstrations over the course of the year-long field experience. They use the recordings to reflect on their practice and to view their natural movement around the classroom to engage students.
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
Students participate in an experiential field placement during the first summer semester of enrollment via what we call "Youth Inquiry Camp". MAT candidates engage with students of all abilities through our College's Inclusive Community Camp (Elementary-focused MAT students) and the Middle School Mentoring and Leadership Experience (Secondary-focused MAT students). These camp experiences serve as our students' early field experience where our candidates work with children identified by local special education teachers as having diverse learning needs. The courses aligned with these experiences are: EDCI 539: Methods of Teaching: K8 Arts and Health Enhancement through Inquiry Camp (Elementary-focused MAT students), and EDCI 538: Supporting SEL in Diverse Learners. These integrated field experiences with summer camp to differentiate instruction and activities to a population of kids with and without disabilities. Further, students enroll in EDCI 553: Inclusive Strategies for Classroom Organization course, which covers special education law, and effectively organizing a classroom to meet the needs of all learners. Students learn UDL and technology integration in EDCI 555, and also UDL is a main component of the course EDCI 543: Introduction to Curriculum Design and Assessment. Finally, the MAT program has integrated the use of the "Big Sky Five" High Leverage Teaching practices by MT CEEDAR (https://www.mtceedar.org) as learning outcomes for our EDCI 595: Student Teaching course, where students practice these integrated General Education and Special Education teaching methods to demonstrate how they effectively reach all learners.
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.
Secondary students participate in an IEP meeting with their cooperating teacher during their course EDCI 556: The Legal, Social, and Practical Basis of Schooling in the secondary program. All students participate in an IEP meeting as well during and in the student teaching course, EDCI 595.
c. Effectively teach students who are limited English proficient.
Students receive an introduction to ELL in the elementary education course: EDCI 563: Language Acquisition and Assessment, and Secondary Education with the course EDCI 521: Content Literacy. They complete a signature assignment in this area in these two courses. Following up with this introduction, all students enroll in EDCI 519: Addressing Equity in Linguistic and Cultural Diversity: Examination of the school-society relationship in the United States and of the many issues and variables embedded in this relationship, including equal opportunity, human diversity, ideology, politics, and social change. Foundational perspectives (historical, political, social, and policy) will be explored. This course also contains a signature assignment focused on English Language Learners. A summative ELL assignment is collected in this course demonstrating student proficiency in this area.
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, and update as needed.
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.
The Master of Arts in Teaching (MAT) is a full-time pathway to initial teaching licensure.
Participants will study to become a teacher with a cohort in a dynamic and hands-on
learning environment. Program students complete a part-time course of graduate study
to complete the master’s degree and requirements to earn a recommendation for a Montana
Class 1 Teaching License in a 1.5 - 2-year time period. The MAT is offered online,
with the exception of one, seven-day residency during the summer, so that our participants
can remain in their communities. Licensure options for the MAT are: Elementary Education
Secondary Education (endorsements in English, Science, Math, and Social Studies, Modern
Languages; Spanish, German, French) Family & Consumer Sciences Further, the Montana
State University Department of Education, through a Teacher Quality Partnership grant
(grant number: U336S190040) from the United States Department of Education is pleased
to offer the Montana Rural Teacher Project initiative within the Master of Arts in
Teaching program. Well-qualified applicants to the Master of Arts in Teaching program
will have the opportunity to apply for funding through the Montana Rural Teacher Project.
This funding will provide a living stipend during the MAT program and professional
development opportunities during the two-year service obligation required by the project.
More details and criteria are found on our Montana Rural Teacher Project page: https://www.montana.edu/education/grad/mat/tqp.html. This project is supported by external program evaluator Dr. Janet Gordon, who conducts
quarterly evaluations of the MAT program and provides feedback for continuous improvement
of the program.
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:
Jamie O'Callaghan
TITLE:
Post Baccalaureate Licensure Specialist
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
Montana State University-Bozeman
Traditional Report AY 2021-22
Montana
Institution Information
IPEDS ID
180461
ADDRESS
250 Reid Hall
PO Box 172940
CITY
Bozeman
STATE
Montana
ZIP
59717-2940
SALUTATION
Dr.
FIRST NAME
Tricia
LAST NAME
Seifert
PHONE
(406) 994-4133
ehhddean@montana.edu
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
| CIP Code | Teacher Preparation Programs | UG, PG, or Both |
|---|---|---|
| 13.121 | Early Childhood Education | UG |
| 13.1202 | Elementary Education | UG |
| 13.1301 | Teacher Education - Agriculture | UG |
| 13.1302 | Teacher Education - Art | UG |
| 13.1322 | Teacher Education - Biology | UG |
| 13.1323 | Teacher Education - Chemistry | UG |
| 13.1305 | Teacher Education - English/Language Arts | UG |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics |
UG |
| 13.1306 | Teacher Education - Foreign Language | UG |
| 13.1316 | Teacher Education - General Science | UG |
| 13.1307 | Teacher Education - Health | UG |
| 13.1328 | Teacher Education - History | UG |
| 13.1311 | Teacher Education - Mathematics | UG |
| 13.1312 | Teacher Education - Music | UG |
| 13.1329 | Teacher Education - Physics | UG |
| 13.1318 | Teacher Education - Social Studies | UG |
| 13.1309 | Teacher Education - Technology/Industrial Arts | UG |
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.
| Element | Admission | Completion |
|---|---|---|
| Transcript | Yes | Yes |
| Fingerprint check | Yes | Yes |
| Background check | Yes | Yes |
| Minimum number of courses/credits/semester hours completed | Yes | Yes |
| Minimum GPA | Yes | Yes |
| Minimum GPA in content area coursework | Yes | Yes |
| Minimum GPA in professional education coursework | No | Yes |
| Minimum ACT score | No | No |
| Minimum SAT score | No | No |
| Minimum basic skills test score | No | No |
| Subject area/academic content test or other subject matter verification | No | Yes |
| Recommendation(s) | No | No |
| Essay or personal statement | No | Yes |
| Interview | No | Yes |
| Other Specify: | No | No |
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.
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
Provide the following information about supervised clinical experience in 2021-22.
Are there programs with student teaching models?
Yes
If yes, provide the next two responses. If no, leave them blank.
| Programs with student teaching models (most traditional programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to student teaching |
123.25 |
| Number of clock hours required for student teaching | 560 |
Are there programs in which candidates are the teacher of record?
No
| All Programs | |
|---|---|
| Number of full-time equivalent faculty supervising clinical experience during this academic year (IHE staff) |
11 |
| Number of adjunct faculty supervising clinical experience during this academic year (IHE staff) |
36 |
| Number of cooperating teachers/K-12 staff supervising clinical experience during this academic year |
279 |
| Number of students in supervised clinical experience during this academic year |
240 |
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.
| 2021-22 Total | |
|---|---|
| Total Number of Individuals Enrolled | 248 |
| Subset of Program Completers | 142 |
| Gender | Total Enrolled | Subset of Program Completers |
|---|---|---|
| Male | 54 | 40 |
| Female | 194 | 102 |
| Non-Binary/Other | 0 | 0 |
| No Gender Reported | 0 | 0 |
| Race/Ethnicity | Total Enrolled | Subset of Program Completers |
|---|---|---|
| American Indian or Alaska Native | 6 | 6 |
| Asian | 2 | 0 |
| Black or African American | 0 | 0 |
| Hispanic/Latino of any race | 15 | 10 |
| Native Hawaiian or Other Pacific Islander | 0 | 0 |
| White | 208 | 118 |
| Two or more races | 16 | 7 |
| No Race/Ethnicity Reported | 1 | 1 |
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 2021-22.
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).
| CIP Code | Subject Area | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 54 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | 7 |
| 13.1301 | Teacher Education - Agriculture | 13 |
| 13.1302 | Teacher Education - Art | 12 |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | 11 |
| 13.1306 | Teacher Education - Foreign Language | 4 |
| 13.1307 | Teacher Education - Health | 6 |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | 2 |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | 4 |
| 13.1311 | Teacher Education - Mathematics | 7 |
| 13.1312 | Teacher Education - Music | 3 |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | 10 |
| 13.1316 | Teacher Education - Science Teacher Education/General Science | 6 |
| 13.1317 | Teacher Education - Social Science | 19 |
| 13.1318 | Teacher Education - Social Studies | 19 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | |
| 13.1323 | Teacher Education - Chemistry | 1 |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | 25 |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: Teacher Education - Government |
19 |
Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year 2021-22. 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.
Does this teacher preparation provider grant degrees upon completion of its programs?
Yes
| CIP Code | Academic Major | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 54 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | 7 |
| 13.1301 | Teacher Education - Agriculture | 13 |
| 13.1302 | Teacher Education - Art | 10 |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | 11 |
| 13.1306 | Teacher Education - Foreign Language | 1 |
| 13.1307 | Teacher Education - Health | 6 |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | 2 |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | 2 |
| 13.1311 | Teacher Education - Mathematics | 6 |
| 13.1312 | Teacher Education - Music | 3 |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - General Science | 6 |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | 19 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | |
| 13.1323 | Teacher Education - Chemistry | 1 |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | 5 |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: |
|
| 01 |
Agriculture |
|
| 03 |
Natural Resources and Conservation |
|
| 05 |
Area, Ethnic, Cultural, and Gender Studies |
|
| 09 |
Communication or Journalism |
|
| 11 |
Computer and Information Sciences |
|
| 12 |
Personal and Culinary Services |
|
| 14 |
Engineering |
|
| 16 |
Foreign Languages, Literatures, and Linguistics |
|
| 19 |
Family and Consumer Sciences/Human Sciences |
|
| 21 |
Technology Education/Industrial Arts |
|
| 22 |
Legal Professions and Studies |
|
| 23 |
English Language/Literature |
|
| 24 |
Liberal Arts/Humanities |
|
| 25 |
Library Science |
|
| 26 |
Biological and Biomedical Sciences |
|
| 27 |
Mathematics and Statistics |
|
| 30 |
Multi/Interdisciplinary Studies |
|
| 38 |
Philosophy and Religious Studies |
|
| 40 |
Physical Sciences |
|
| 41 |
Science Technologies/Technicians |
|
| 42 |
Psychology |
|
| 44 |
Public Administration and Social Service Professions |
|
| 45 |
Social Sciences |
|
| 46 |
Construction |
|
| 47 |
Mechanic and Repair Technologies |
|
| 50 |
Visual and Performing Arts |
|
| 51 |
Health Professions and Related Clinical Sciences |
|
| 52 |
Business/Management/Marketing |
|
| 54 |
History |
|
| 99 |
Other Specify: |
SECTION I: PROGRAM INFORMATION
Program Assurances
Respond to the following assurances. 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:
- 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.
- 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.
- 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.
- We provide instruction across the curriculum (Foundations and Methods courses) regarding differentiation techniques in areas of readiness, learning preferences, cultural differences, and student interests.
- 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.
- 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. It was implemented in Fall 2019. We continue to refine this project using multiple data points to meet the needs of our students and stakeholders.
- Our AY 2020-21 catalog included a required course in teaching English Language Learners in our Elementary Education major. This course became a requirement when students entered their junior year in 2022-2023. This course remains an elective for students in secondary education majors.
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 (2021-22)
1. Did your program prepare teachers in mathematics in 2021-22?
If no, leave remaining questions for 2021-22 blank (or clear responses already entered).
Yes
2. 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.
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 (2022-23)
7. Is your program preparing teachers in mathematics in 2022-23? If no, leave the next question blank.
Yes
8. Describe your goal.
We had between 4 and 6 Mathematics Teaching majors on track to graduate in spring 2023. We also had 2 Mathematics Teaching minors on track to graduate in fall 2022. In fact, 5 Mathematic Teaching majors are scheduled to complete in Spring 2023 and 1 more in Summer 2023. Only 1 Mathematics Teaching minor completed in Fall 2022, so we are a little behind on minors but are making our best case on majors.
Set Next Year’s Goal (2023-24)
9. Will your program prepare teachers in mathematics in 2023-24? If no, leave the next question blank.
Yes
10. Describe your goal.
We have 1 Mathematics Teaching major on track to complete in fall 2023 and 5 more in spring 2024.
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 (2021-22)
1. Did your program prepare teachers in science in 2021-22?
If no, leave remaining questions for 2021-22 blank (or clear responses already entered).
Yes
2. 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.
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 (2022-23)
7. Is your program preparing teachers in science in 2022-23? If no, leave the next question blank.
Yes
8. Describe your goal.
We had 7 candidates on track to graduate in General Science Broadfield Teaching in the spring of 2023, and that is still the case.
Set Next Year’s Goal (2023-24)
9. Will your program prepare teachers in science in 2023-24? If no, leave the next question blank.
Yes
10. Describe your goal.
We have 2 General Science Broadfield Teaching majors on track to complete in fall 2023 and 2 more in spring 2024.
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 (2021-22)
1. Did your program prepare teachers in special education in 2021-22?
If no, leave remaining questions for 2021-22 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 (2022-23)
7. Is your program preparing teachers in special education in 2022-23? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2023-24)
9. Will your program prepare teachers in special education in 2023-24? 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 (2021-22)
1. Did your program prepare teachers in instruction of limited English proficient students in 2021-22?
If no, leave remaining questions for 2021-22 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 (2022-23)
7. Is your program preparing teachers in instruction of limited English proficient students in 2022-23? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2023-24)
9. Will your program prepare teachers in instruction of limited English proficient students in 2023-24? 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 RTI'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".
Montana will accept a minimum qualifiying score on the Montana required Praxis subject assessment, but will also accept a passing score on a student teaching portfolio, or a 3.00 or higher coursework GPA.
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 RTI'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".
Montana will accept a minimum qualifiying score on the Montana required Praxis subject assessment, but will also accept a passing score on a student teaching portfolio, or a 3.00 or higher coursework GPA.
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 and update as needed.
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.
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, 152 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.
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.
In Section I: Program Information; List of Programs, we list 17 CIP Codes but report the total number of programs as 19. This is because the Title II form will only allow us to select one Foreign Language Teacher Education CIP Code (13.1306) while we have three separate foreign language programs which would be coded French Language Teacher Education (13.1325), German Language Teacher Education (13.1326), and Spanish Language Teacher Education (13.1330).
We are reporting students enrolled in our majors during the Fall or Spring Census, generally the 15th class day of the semester, who have been admitted to the program by the time of the Fall Census. We are asked to report our completers as a subset of the enrollment, so the enrollment must include all completers. In the 2021-22 academic year, one of our completers was not admitted until a few days after the Fall Census. That person's enrollment demographic data was added manually to the admitted enrollment data.
Title II 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 708 at the time of the official fall census. Over the course of the entire year, 804 individuals were enrolled in TEP majors at one time or another.
Data on non-degree post-baccalaureate Initial Teacher Licensure Recommendation candidates in 2021-22: No completers. One enrolled white female. 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
Montana State University-Bozeman
Alternative Report AY 2021-22
Montana
Institution Information
IPEDS ID
180461
ADDRESS
250 Reid Hall
PO Box 172940
CITY
Bozeman
STATE
Montana
ZIP
59717-2940
SALUTATION
Dr.
FIRST NAME
Tricia
LAST NAME
Seifert
PHONE
(406) 994-4133
ehhddean@montana.edu
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
| CIP Code | Teacher Preparation Programs | UG, PG, or Both |
|---|---|---|
| 13.1202 | Elementary Education | PG |
| 13.01 | General Education (alternative programs/programs providing PG pedagogy only) | PG |
Total number of teacher preparation programs:
2
SECTION I: PROGRAM INFORMATION
Program Requirements
Undergraduate Requirements
1. Are there initial teacher certification programs at the undergraduate level?
No
Postgraduate Requirements
1. Are there initial teacher certification programs at the postgraduate 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 postgraduate level.
| Element | Admission | Completion |
|---|---|---|
| Transcript | Yes | No |
| Fingerprint check | Yes | No |
| Background check | Yes | No |
| Minimum number of courses/credits/semester hours completed | Yes | Yes |
| Minimum GPA | Yes | Yes |
| Minimum GPA in content area coursework | Yes | Yes |
| Minimum GPA in professional education coursework | Yes | Yes |
| Minimum ACT score | No | No |
| Minimum SAT score | No | No |
| Minimum basic skills test score | No | No |
| Subject area/academic content test or other subject matter verification | Yes | No |
| Recommendation(s) | Yes | No |
| Essay or personal statement | Yes | No |
| Interview | Yes | No |
| Other Specify: | No | No |
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.)
3
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.)
3
4. Please provide any additional information about the information provided above:
Fingerprint and Background checks are required after admission, and prior to first
semester (summer) field experiences. Admission information can be
found here: https://www.montana.edu/education/grad/mat/index.html
Supervised Clinical Experience
Provide the following information about supervised clinical experience in 2021-22.
Are there programs with student teaching models?
Yes
If yes, provide the next two responses. If no, leave them blank.
| Programs with student teaching models (most traditional programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to student teaching |
124 |
| Number of clock hours required for student teaching | 560 |
Are there programs in which candidates are the teacher of record?
Yes
If yes, provide the next two responses. If no, leave them blank.
| Programs in which candidates are the teacher of record in a classroom during the program (many alternative programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to teaching as the teacher of record in a classroom |
24 |
| Number of years required for teaching as the teacher of record in a classroom |
1 |
| All Programs | |
|---|---|
| Number of full-time equivalent faculty supervising clinical experience during this academic year (IHE staff) |
1 |
| Number of adjunct faculty supervising clinical experience during this academic year (IHE staff) |
2 |
| Number of cooperating teachers/K-12 staff supervising clinical experience during this academic year |
21 |
| Number of students in supervised clinical experience during this academic year |
22 |
Please provide any additional information about or descriptions of the supervised clinical experiences:
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
| 2021-22 Total | |
|---|---|
| Total Number of Individuals Enrolled | 44 |
| Subset of Program Completers | 20 |
| Gender | Total Enrolled | Subset of Program Completers |
|---|---|---|
| Male | 7 | 3 |
| Female | 37 | 17 |
| Non-Binary/Other | 0 | 0 |
| No Gender Reported | 0 | 0 |
| Race/Ethnicity | Total Enrolled | Subset of Program Completers |
|---|---|---|
| American Indian or Alaska Native | 0 | 0 |
| Asian | 0 | 0 |
| Black or African American | 0 | 0 |
| Hispanic/Latino of any race | 4 | 0 |
| Native Hawaiian or Other Pacific Islander | 0 | 0 |
| White | 37 | 20 |
| Two or more races | 0 | 0 |
| No Race/Ethnicity Reported | 3 | 0 |
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 2021-22.
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).
| CIP Code | Subject Area | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 10 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | |
| 13.1301 | Teacher Education - Agriculture | |
| 13.1302 | Teacher Education - Art | |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | 4 |
| 13.1306 | Teacher Education - Foreign Language | |
| 13.1307 | Teacher Education - Health | |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | |
| 13.1311 | Teacher Education - Mathematics | 1 |
| 13.1312 | Teacher Education - Music | |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - Science Teacher Education/General Science | 1 |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | 4 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | |
| 13.1323 | Teacher Education - Chemistry | |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: |
Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year 2021-22. 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.
Does this teacher preparation provider grant degrees upon completion of its programs?
Yes
| CIP Code | Academic Major | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 10 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | |
| 13.1301 | Teacher Education - Agriculture | |
| 13.1302 | Teacher Education - Art | |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | |
| 13.1306 | Teacher Education - Foreign Language | |
| 13.1307 | Teacher Education - Health | |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | |
| 13.1311 | Teacher Education - Mathematics | |
| 13.1312 | Teacher Education - Music | |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - General Science | |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | |
| 13.1323 | Teacher Education - Chemistry | |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: Teacher Education - Secondary Education |
10 |
| 01 |
Agriculture |
|
| 03 |
Natural Resources and Conservation |
|
| 05 |
Area, Ethnic, Cultural, and Gender Studies |
|
| 09 |
Communication or Journalism |
|
| 11 |
Computer and Information Sciences |
|
| 12 |
Personal and Culinary Services |
|
| 14 |
Engineering |
|
| 16 |
Foreign Languages, Literatures, and Linguistics |
|
| 19 |
Family and Consumer Sciences/Human Sciences |
|
| 21 |
Technology Education/Industrial Arts |
|
| 22 |
Legal Professions and Studies |
|
| 23 |
English Language/Literature |
|
| 24 |
Liberal Arts/Humanities |
|
| 25 |
Library Science |
|
| 26 |
Biological and Biomedical Sciences |
|
| 27 |
Mathematics and Statistics |
|
| 30 |
Multi/Interdisciplinary Studies |
|
| 38 |
Philosophy and Religious Studies |
|
| 40 |
Physical Sciences |
|
| 41 |
Science Technologies/Technicians |
|
| 42 |
Psychology |
|
| 44 |
Public Administration and Social Service Professions |
|
| 45 |
Social Sciences |
|
| 46 |
Construction |
|
| 47 |
Mechanic and Repair Technologies |
|
| 50 |
Visual and Performing Arts |
|
| 51 |
Health Professions and Related Clinical Sciences |
|
| 52 |
Business/Management/Marketing |
|
| 54 |
History |
|
| 99 |
Other Specify: |
SECTION I: PROGRAM INFORMATION
Program Assurances
Respond to the following assurances. 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.
Yes
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 an 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 summer experiential experience and year-long field experience/residency to develop understanding of LEAs in both Montana’s urban and rural educational settings. Students develop instructional sequences that are customized to specific needs of their placements. Particularly learned in the summer camp field experiences for secondary and elementary students.
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 Spring 2020.
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 (2021-22)
1. Did your program prepare teachers in mathematics in 2021-22?
If no, leave remaining questions for 2021-22 blank (or clear responses already entered).
Yes
2. Describe your goal.
The MAT Program seeks to enroll one mathematics education candidate in AY 21-22.
3. Did your program meet the goal?
Yes
4. Description of strategies used to achieve goal, if applicable:
Recruitment of one participant.
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 (2022-23)
7. Is your program preparing teachers in mathematics in 2022-23? If no, leave the next question blank.
Yes
8. Describe your goal.
We hope to retain 2 participants in mathematics education in AY 22-23.
Set Next Year’s Goal (2023-24)
9. Will your program prepare teachers in mathematics in 2023-24? If no, leave the next question blank.
Yes
10. Describe your goal.
The program seeks to enroll and retain two mathematics participants to prepare in AY 23-24.
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 (2021-22)
1. Did your program prepare teachers in science in 2021-22?
If no, leave remaining questions for 2021-22 blank (or clear responses already entered).
Yes
2. Describe your goal.
We seek to enroll at least 2 candidates in science education for the 21-22 academic year. Throughout the pandemic, we have experienced difficulty in recruitment for the MAT program and have measured our goals to attract candidates based on the reality of the world this year.
3. Did your program meet the goal?
No
4. Description of strategies used to achieve goal, if applicable:
We successfully completed one science teacher preparation for AY 21-22. We were successful in recruiting new science candidates into the program, however.
5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Improve recruitment of new science candidates into the MAT through outreach to school districts.
6. Provide any additional comments, exceptions and explanations below:
Review Current Year’s Goal (2022-23)
7. Is your program preparing teachers in science in 2022-23? If no, leave the next question blank.
Yes
8. Describe your goal.
We seek to enroll at least 5 candidates in science education for the 22-23 academic year.
Set Next Year’s Goal (2023-24)
9. Will your program prepare teachers in science in 2023-24? If no, leave the next question blank.
Yes
10. Describe your goal.
We seek to enroll at least 5 candidates in science education for the 23-24 academic year.
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 (2021-22)
1. Did your program prepare teachers in special education in 2021-22?
If no, leave remaining questions for 2021-22 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 (2022-23)
7. Is your program preparing teachers in special education in 2022-23? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2023-24)
9. Will your program prepare teachers in special education in 2023-24? 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 (2021-22)
1. Did your program prepare teachers in instruction of limited English proficient students in 2021-22?
If no, leave remaining questions for 2021-22 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 (2022-23)
7. Is your program preparing teachers in instruction of limited English proficient students in 2022-23? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2023-24)
9. Will your program prepare teachers in instruction of limited English proficient students in 2023-24? 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 RTI'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".
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 RTI'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".
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 and update as needed.
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.
First, the online delivery of the program in whole allows our pre-service teachers to integrate technology throughout their preparation experience. Our instructors use wide and varied tools to deliver their courses and facilitation of interaction. Further, we offer a specific course relevant to educational technology: EDCI 555: Technology, Instructional Design, and Learner Success is a course based in best-practice design and rooted in the ideas of technological pedagogical reasoning and careful and deliberate technology integration. 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. EDCI 555 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. Throughout the pre-service teachers' teaching residency they are issued a Swivl robot to use to securely and safely record minimally 9 teaching demonstrations over the course of the year-long field experience. They use the recordings to reflect on their practice and to view their natural movement around the classroom to engage students.
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
Students participate in an experiential field placement during the first semester of enrollment, summer via what we call "Youth Inquiry Camp". MAT candidates engage with students of all abilities through our College's Inclusive Community Camp (Elementary-focused MAT students) and the Middle School Mentoring and Leadership Experience (Secondary-focused MAT students). These camp experiences serve as our students' early field experience where our candidates work with children identified by local special education teachers as having diverse learning needs. The courses aligned with these experiences are: EDCI 539: Methods of Teaching: K8 Arts and Health Enhancement through Inquiry Camp (Elementary-focused MAT students), and EDCI 538: Supporting SEL in Diverse Learners. These integrated field experiences with summer camp to differentiate instruction and activities to a population of kids with and without disabilities. Further, students enroll in EDCI 553: Inclusive Strategies for Classroom Organization course, which covers special education law, and effectively organizing a classroom to meet the needs of all learners. Students learn UDL and technology integration in EDCI 555, and also UDL is a main component of the course EDCI 543: Introduction to Curriculum Design and Assessment. Finally, the MAT program has integrated the use of the "Big Sky Five" High Leverage Teaching practices by MT CEEDAR (https://www.mtceedar.org) as learning outcomes for our EDCI 595: Student Teaching course, where students practice these integrated General Education and Special Education teaching methods to demonstrate how they effectively reach all learners.
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.
Secondary students participate in an IEP meeting with their cooperating teacher during their course EDCI 556: The Legal, Social, and Practical Basis of Schooling in the secondary program. All students participate in an IEP meeting as well during and in the student teaching course, EDCI 595.
c. Effectively teach students who are limited English proficient.
Students receive an introduction to ELL in the elementary education course: EDCI 563: Language Acquisition and Assessment, and Secondary Education with the course EDCI 521: Content Literacy. They complete a signature assignment in this area in these two courses. Following up with this introduction, all students enroll in EDCI 519: Addressing Equity in Linguistic and Cultural Diversity: Examination of the school-society relationship in the United States and of the many issues and variables embedded in this relationship, including equal opportunity, human diversity, ideology, politics, and social change. Foundational perspectives (historical, political, social, and policy) will be explored. This course also contains a signature assignment focused on English Language Learners. A summative ELL assignment is collected in this course demonstrating student proficiency in this area.
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.
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.
The Master of Arts in Teaching (MAT) is a full-time pathway to initial teaching licensure.
Participants will study to become a teacher with a cohort in a dynamic and hands-on
learning environment. Program students will complete a full-time course of graduate
study to complete the master’s degree and requirements to earn a recommendation for
a Montana Class 2 Teaching License in a compressed time period (elementary 16 months,
secondary 12 months). The MAT is offered online, with the exception of one, seven-day
residency during the summer, so that our participants can remain in their communities.
Licensure options for the MAT are: Elementary Education Secondary Education (endorsements
in English, Science, Math, and Social Studies) Further, the Montana State University
Department of Education, through a Teacher Quality Partnership grant (grant number:
U336S190040) from the United States Department of Education is pleased to offer the
Montana Rural Teacher Project initiative within the Master of Arts in Teaching program.
Well-qualified applicants to the Master of Arts in Teaching program will have the
opportunity to apply for funding through the Montana Rural Teacher Project. This funding
will provide a living stipend during the MAT program and professional development
opportunities during the two-year service obligation required by the project. More
details and criteria are found on our Montana Rural Teacher Project page: https://www.montana.edu/education/grad/mat/tqp.html.
This project is supported by external program evaluator Dr. Janet Gordon, who conducts
quarterly evaluations of the MAT program and provides feedback for continuous improvement
of the program.
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:
Jamie O'Callaghan
TITLE:
Post Baccalaureate Licensure Specialist
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
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
ehhddean@montana.edu
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
| CIP Code | Teacher Preparation Programs | UG, PG, or Both |
|---|---|---|
| 13.121 | Early Childhood Education | UG |
| 13.1202 | Elementary Education | UG |
| 13.1301 | Teacher Education - Agriculture | UG |
| 13.1302 | Teacher Education - Art | UG |
| 13.1322 | Teacher Education - Biology | UG |
| 13.1323 | Teacher Education - Chemistry | UG |
| 13.1305 | Teacher Education - English/Language Arts | UG |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics |
UG |
| 13.1306 | Teacher Education - Foreign Language | UG |
| 13.1316 | Teacher Education - General Science | UG |
| 13.1307 | Teacher Education - Health | UG |
| 13.1328 | Teacher Education - History | UG |
| 13.1311 | Teacher Education - Mathematics | UG |
| 13.1312 | Teacher Education - Music | UG |
| 13.1329 | Teacher Education - Physics | UG |
| 13.1318 | Teacher Education - Social Studies | UG |
| 13.1309 | Teacher Education - Technology/Industrial Arts | UG |
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.
| Element | Admission | Completion |
|---|---|---|
| Transcript | Yes | Yes |
| Fingerprint check | Yes | Yes |
| Background check | Yes | Yes |
| Minimum number of courses/credits/semester hours completed | Yes | Yes |
| Minimum GPA | Yes | Yes |
| Minimum GPA in content area coursework | Yes | Yes |
| Minimum GPA in professional education coursework | No | Yes |
| Minimum ACT score | No | No |
| Minimum SAT score | No | No |
| Minimum basic skills test score | No | No |
| Subject area/academic content test or other subject matter verification | No | Yes |
| Recommendation(s) | No | No |
| Essay or personal statement | No | Yes |
| Interview | No | Yes |
| Other Specify: | No | No |
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.
| Programs with student teaching models (most traditional programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to student teaching |
123.25 |
| Number of clock hours required for student teaching | 560 |
Are there programs in which candidates are the teacher of record?
No
| All Programs | |
|---|---|
| Number of full-time equivalent faculty supervising clinical experience during this academic year (IHE staff) |
8 |
| Number of adjunct faculty supervising clinical experience during this academic year (IHE staff) |
57 |
| Number of cooperating teachers/K-12 staff supervising clinical experience during this academic year |
301 |
| Number of students in supervised clinical experience during this academic year |
274 |
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.
| 2020-21 Total | |
|---|---|
| Total Number of Individuals Enrolled | 310 |
| Subset of Program Completers | 172 |
| Gender | Total Enrolled | Subset of Program Completers |
|---|---|---|
| Male | 75 | 42 |
| Female | 234 | 129 |
| Non-Binary/Other | 0 | 0 |
| No Gender Reported | 1 | 1 |
| Race/Ethnicity | Total Enrolled | Subset of Program Completers |
|---|---|---|
| American Indian or Alaska Native | 5 | 1 |
| Asian | 0 | 0 |
| Black or African American | 0 | 0 |
| Hispanic/Latino of any race | 5 | 2 |
| Native Hawaiian or Other Pacific Islander | 1 | 0 |
| White | 281 | 160 |
| Two or more races | 17 | 9 |
| No Race/Ethnicity Reported | 1 | 0 |
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).
| CIP Code | Subject Area | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 80 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | 7 |
| 13.1301 | Teacher Education - Agriculture | 8 |
| 13.1302 | Teacher Education - Art | 7 |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | 19 |
| 13.1306 | Teacher Education - Foreign Language | 7 |
| 13.1307 | Teacher Education - Health | 9 |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | 2 |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | 4 |
| 13.1311 | Teacher Education - Mathematics | 8 |
| 13.1312 | Teacher Education - Music | 7 |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | 12 |
| 13.1316 | Teacher Education - Science Teacher Education/General Science | 11 |
| 13.1317 | Teacher Education - Social Science | 11 |
| 13.1318 | Teacher Education - Social Studies | 11 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | 3 |
| 13.1323 | Teacher Education - Chemistry | 1 |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | 15 |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: Teacher Education - Government |
11 |
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
| CIP Code | Academic Major | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 80 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | 7 |
| 13.1301 | Teacher Education - Agriculture | 8 |
| 13.1302 | Teacher Education - Art | 4 |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | 19 |
| 13.1306 | Teacher Education - Foreign Language | 6 |
| 13.1307 | Teacher Education - Health | 9 |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | 4 |
| 13.1311 | Teacher Education - Mathematics | 6 |
| 13.1312 | Teacher Education - Music | 7 |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - Science Teacher Education/General Science | 11 |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | 11 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | 1 |
| 13.1323 | Teacher Education - Chemistry | 1 |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | 1 |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: |
|
| 01 |
Agriculture |
|
| 03 |
Natural Resources and Conservation |
|
| 05 |
Area, Ethnic, Cultural, and Gender Studies |
|
| 09 |
Communication or Journalism |
|
| 11 |
Computer and Information Sciences |
|
| 12 |
Personal and Culinary Services |
|
| 14 |
Engineering |
|
| 16 |
Foreign Languages, Literatures, and Linguistics |
|
| 19 |
Family and Consumer Sciences/Human Sciences |
|
| 21 |
Technology Education/Industrial Arts |
|
| 22 |
Legal Professions and Studies |
|
| 23 |
English Language/Literature |
|
| 24 |
Liberal Arts/Humanities |
|
| 25 |
Library Science |
|
| 26 |
Biological and Biomedical Sciences |
|
| 27 |
Mathematics and Statistics |
|
| 30 |
Multi/Interdisciplinary Studies |
|
| 38 |
Philosophy and Religious Studies |
|
| 40 |
Physical Sciences |
|
| 41 |
Science Technologies/Technicians |
|
| 42 |
Psychology |
|
| 44 |
Public Administration and Social Service Professions |
|
| 45 |
Social Sciences |
|
| 46 |
Construction |
|
| 47 |
Mechanic and Repair Technologies |
|
| 50 |
Visual and Performing Arts |
|
| 51 |
Health Professions and Related Clinical Sciences |
|
| 52 |
Business/Management/Marketing |
|
| 54 |
History |
|
| 99 |
Other Specify: |
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
Montana State University-Bozeman
Alternative 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
ehhddean@montana.edu
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
| CIP Code | Teacher Preparation Programs | UG, PG, or Both |
|---|---|---|
| 13.1202 | Elementary Education | PG |
| 13.01 | General Education (alternative programs/programs providing pedagogy only) |
PG |
Total number of teacher preparation programs:
2
SECTION I: PROGRAM INFORMATION
Program Requirements
Undergraduate Requirements
1. Are there initial teacher certification programs at the undergraduate level?
No
Postgraduate Requirements
1. Are there initial teacher certification programs at the postgraduate 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 postgraduate level.
| Element | Admission | Completion |
|---|---|---|
| Transcript | Yes | No |
| Fingerprint check | Yes | No |
| Background check | Yes | No |
| Minimum number of courses/credits/semester hours completed | Yes | Yes |
| Minimum GPA | Yes | Yes |
| Minimum GPA in content area coursework | Yes | Yes |
| Minimum GPA in professional education coursework | Yes | Yes |
| Minimum ACT score | No | No |
| Minimum SAT score | No | No |
| Minimum basic skills test score | No | No |
| Subject area/academic content test or other subject matter verification | Yes | No |
| Recommendation(s) | Yes | No |
| Essay or personal statement | Yes | No |
| Interview | Yes | No |
| Other Specify: | No | No |
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.)
3
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.)
3
4. Please provide any additional information about the information provided above:
Fingerprint and Background checks are required after admission, and prior to first
semester (summer) field experiences. Admission information can be
found here: https://www.montana.edu/education/grad/mat/index.html
Supervised Clinical Experience
Are there programs with student teaching models?
Yes
If yes, provide the next two responses. If no, leave them blank.
| Programs with student teaching models (most traditional programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to student teaching |
124 |
| Number of clock hours required for student teaching | 560 |
Are there programs in which candidates are the teacher of record?
Yes
If yes, provide the next two responses. If no, leave them blank.
| Programs in which candidates are the teacher of record in a classroom during the program (many alternative programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to teaching as the teacher of record in a classroom |
124 |
| Number of years required for teaching as the teacher of record in a classroom |
1 |
| All Programs | |
|---|---|
| Number of full-time equivalent faculty supervising clinical experience during this academic year (IHE staff) |
0 |
| Number of adjunct faculty supervising clinical experience during this academic year (IHE staff) |
2 |
| Number of cooperating teachers/K-12 staff supervising clinical experience during this academic year |
43 |
| Number of students in supervised clinical experience during this academic year |
21 |
Please provide any additional information about or descriptions of the supervised clinical experiences:
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
| 2020-21 Total | |
|---|---|
| Total Number of Individuals Enrolled | 25 |
| Subset of Program Completers | 20 |
| Gender | Total Enrolled | Subset of Program Completers |
|---|---|---|
| Male | 8 | 7 |
| Female | 17 | 13 |
| Non-Binary/Other | 0 | 0 |
| No Gender Reported | 0 | 0 |
| Race/Ethnicity | Total Enrolled | Subset of Program Completers |
|---|---|---|
| American Indian or Alaska Native | 0 | 0 |
| Asian | 0 | 0 |
| Black or African American | 0 | 0 |
| Hispanic/Latino of any race | 0 | 0 |
| Native Hawaiian or Other Pacific Islander | 0 | 0 |
| White | 25 | 20 |
| Two or more races | 0 | 0 |
| No Race/Ethnicity Reported | 0 | 0 |
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).
| CIP Code | Subject Area | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 11 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | |
| 13.1301 | Teacher Education - Agriculture | |
| 13.1302 | Teacher Education - Art | |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | |
| 13.1306 | Teacher Education - Foreign Language | |
| 13.1307 | Teacher Education - Health | |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | |
| 13.1311 | Teacher Education - Mathematics | |
| 13.1312 | Teacher Education - Music | |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - Science Teacher Education/General Science | 4 |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | 5 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | |
| 13.1323 | Teacher Education - Chemistry | |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: |
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
| CIP Code | Academic Major | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 11 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | |
| 13.1301 | Teacher Education - Agriculture | |
| 13.1302 | Teacher Education - Art | |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | |
| 13.1306 | Teacher Education - Foreign Language | |
| 13.1307 | Teacher Education - Health | |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | |
| 13.1311 | Teacher Education - Mathematics | |
| 13.1312 | Teacher Education - Music | |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - Science Teacher Education/General Science | |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | |
| 13.1323 | Teacher Education - Chemistry | |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: Teacher Education - Secondary Education |
9 |
| 01 |
Agriculture |
|
| 03 |
Natural Resources and Conservation |
|
| 05 |
Area, Ethnic, Cultural, and Gender Studies |
|
| 09 |
Communication or Journalism |
|
| 11 |
Computer and Information Sciences |
|
| 12 |
Personal and Culinary Services |
|
| 14 |
Engineering |
|
| 16 |
Foreign Languages, Literatures, and Linguistics |
|
| 19 |
Family and Consumer Sciences/Human Sciences |
|
| 21 |
Technology Education/Industrial Arts |
|
| 22 |
Legal Professions and Studies |
|
| 23 |
English Language/Literature |
|
| 24 |
Liberal Arts/Humanities |
|
| 25 |
Library Science |
|
| 26 |
Biological and Biomedical Sciences |
|
| 27 |
Mathematics and Statistics |
|
| 30 |
Multi/Interdisciplinary Studies |
|
| 38 |
Philosophy and Religious Studies |
|
| 40 |
Physical Sciences |
|
| 41 |
Science Technologies/Technicians |
|
| 42 |
Psychology |
|
| 44 |
Public Administration and Social Service Professions |
|
| 45 |
Social Sciences |
|
| 46 |
Construction |
|
| 47 |
Mechanic and Repair Technologies |
|
| 50 |
Visual and Performing Arts |
|
| 51 |
Health Professions and Related Clinical Sciences |
|
| 52 |
Business/Management/Marketing |
|
| 54 |
History |
|
| 99 |
Other Specify: |
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.
Yes
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 an 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 summer experiential experience and year-long field
experience/residency to develop understanding of LEAs in both Montana’s urban and
rural educational settings. Students develop instructional sequences that are customized
to specific needs of their placements. Particularly learned in the summer camp field
experiences for secondary and elementary students.
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 Spring 2020.
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).
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 (2022-22)
7. Is your program preparing teachers in mathematics in 2020-21? If no, leave the next question blank.
Yes
8. Describe your goal.
The MAT Program seeks to enroll one mathematics education candidate in AY 21-22.
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.
No
10. Describe your goal.
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 have increased our enrollment of science prepared candidates at the secondary level from 2 to 5 candidates for the 20-21 program cycle. We hope to remain steady at this level.
3. Did your program meet the goal?
No
4. Description of strategies used to achieve goal, if applicable:
We prepared five candidates in the area of secondary, general science. Four candidates successfully completed the MAT program in AY 20-21, to receive a recommendation for a full teaching license.
5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Recruitment and retention of teacher candidates during the Covid-19 years was extremely challenging. During the pandemic, our challenges produced good results.
6. Provide any additional comments, exceptions and explanations below:
Covid-19 was a challenge to meeting this goal of full retention of candidates.
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 seek to enroll at least 2 candidates in science education for the 21-22 academic year. Throughout the pandemic, we have experienced difficulty in recruitment for the MAT program and have measured our goals to attract candidates based on the reality of the world this year.
Set Next Year’s Goal (2022-23)
9. Will your program prepare teachers in science in 2021-22? If no, leave the next question blank.
Yes
10. Describe your goal.
We seek to enroll at least 5 candidates in science education for the 22-23 academic year.
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:
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 (2022-23)
9. Will your program prepare teachers in instruction of limited English proficient students in 2022-23? 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.
First, the online delivery of the program in whole allows our pre-service teachers
to integrate technology throughout their preparation experience. Our instructors use
wide and varied tools to deliver their courses and facilitation of interaction. Further,
we offer a specific course relevant to educational technology: EDCI 555: Technology,
Instructional Design, and Learner Success is a course based in best-practice design
and rooted in the ideas of technological pedagogical reasoning and careful and deliberate
technology integration. 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. EDCI 555 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.
Throughout the pre-service teachers' teaching residency they are issued a Swivl robot
to use to securely and safely record minimally 9 teaching demonstrations over the
course of the year-long field experience. They use the recordings to reflect on their
practice and to view their natural movement around the classroom to engage students.
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
Students participate in an experiential field placement during the first semester of enrollment, summer via what we call "Youth Inquiry Camp". MAT candidates engage with students of all abilities through our College's Inclusive Community Camp (Elementary-focused MAT students) and the Middle School Mentoring and Leadership Experience (Secondary-focused MAT students. These camp experiences serve as our students' early field experience where our candidates work with children identified by local special education teachers as having diverse learning needs. The courses aligned with these experiences are: EDCI 539: Methods of Teaching: K8 Arts and Health Enhancement through Inquiry Camp (Elementary-focused MAT students), and EDCI 538: Supporting SEL in Diverse Learners. These integrated field experiences with summer camp to differentiate instruction and activities to a population of kids with and without disabilities. Further, students enroll in EDCI 553: Inclusive Strategies for Classroom Organization course, which covers special education law, and effectively organizing a classroom to meet the needs of all learners. Students learn UDL and technology integration in EDCI 555, and also UDL is a main component of the course EDCI 543: Introduction to Curriculum Design and Assessment. Finally, the MAT program has integrated the use of the "Big Sky Five" High Leverage Teaching practices by MT CEEDAR (https://www.mtceedar.org) as learning outcomes for our EDCI 595: Student Teaching course, where students practice these integrated General Education and Special Education teaching methods to demonstrate how they effectively reach all learners.
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.
Secondary students participate in an IEP meeting with their cooperating teacher during their course EDCI 556: The Legal, Social, and Practical Basis of Schooling in the secondary program. All students participate in an IEP meeting as well during and in the student teaching course, EDCI 595.
c. Effectively teach students who are limited English proficient.
Students receive an introduction to ELL in the elementary education course: EDCI 563: Language Acquisition and Assessment, and Secondary Education with the course EDCI 521: Content Literacy. They complete a signature assignment in this area in these two courses. Following up with this introduction, all students enroll in EDCI 519: Addressing Equity in Linguistic and Cultural Diversity: Examination of the school-society relationship in the United States and of the many issues and variables embedded in this relationship, including equal opportunity, human diversity, ideology, politics, and social change. Foundational perspectives (historical, political, social, and policy) will be explored. This course also contains a signature assignment focused on English Language Learners. A summative ELL assignment is collected in this course demonstrating student proficiency in this area.
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.
The Master of Arts in Teaching (MAT) is a full-time pathway to initial teaching licensure.
Participants will study to become a teacher with a cohort in a dynamic and hands-on
learning environment.
Program students will complete a full-time course of graduate study to complete the
master’s degree and requirements to earn a recommendation for a Montana Class 2 Teaching
License in a compressed time period (elementary 16 months, secondary 12 months). The
MAT is offered online, with the exception of one, seven-day residency during the summer,
so that our participants can remain in their communities. Licensure options for the
MAT are:
Elementary Education
Secondary Education (endorsements in English, Science, Math, and Social Studies)
Further, the Montana State University Department of Education, through a Teacher Quality
Partnership grant (grant number: U336S190040) from the United States Department of
Education is pleased to offer the Montana Rural Teacher Project initiative within
the Master of Arts in Teaching program. Well-qualified applicants to the Master of
Arts in Teaching program will have the opportunity to apply for funding through the
Montana Rural Teacher Project. This funding will provide a living stipend during the
MAT program and professional development opportunities during the two-year service
obligation required by the project. More details and criteria are found on our Montana
Rural Teacher Project page: https://www.montana.edu/education/grad/mat/tqp.html. This
project is supported by external program evaluator Dr. Janet Gordon, who conducts
quarterly evaluations of the MAT program and provides feedback for continuous improvement
of the program.
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:
Jamie O'Callaghan
TITLE:
Post Baccalaureate Licensure Specialist
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
Montana State University-Bozeman
Traditional Report AY 2019-20
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
ehhddean@montana.edu
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
| CIP Code | Teacher Preparation Programs | UG, PG, or Both |
|---|---|---|
| 13.121 | Early Childhood Education | UG |
| 13.1202 | Elementary Education | UG |
| 13.1301 | Teacher Education - Agriculture | UG |
| 13.1302 | Teacher Education - Art | UG |
| 13.1322 | Teacher Education - Biology | UG |
| 13.1323 | Teacher Education - Chemistry | UG |
| 13.1305 | Teacher Education - English/Language Arts | UG |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics |
UG |
| 13.1306 | Teacher Education - Foreign Language | UG |
| 13.1316 | Teacher Education - General Science | UG |
| 13.1307 | Teacher Education - Health | UG |
| 13.1328 | Teacher Education - History | UG |
| 13.1311 | Teacher Education - Mathematics | UG |
| 13.1312 | Teacher Education - Music | UG |
| 13.1329 | Teacher Education - Physics | UG |
| 13.1318 | Teacher Education - Social Studies | UG |
| 13.1309 | Teacher Education - Technology/Industrial Arts | UG |
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.
| Element | Admission | Completion |
|---|---|---|
| Transcript | Yes | Yes |
| Fingerprint check | Yes | Yes |
| Background check | Yes | Yes |
| Minimum number of courses/credits/semester hours completed | Yes | Yes |
| Minimum GPA | Yes | Yes |
| Minimum GPA in content area coursework | Yes | Yes |
| Minimum GPA in professional education coursework | Yes | Yes |
| Minimum ACT score | No | No |
| Minimum SAT score | No | No |
| Minimum basic skills test score | No | No |
| Subject area/academic content test or other subject matter verification | No | Yes |
| Recommendation(s) | No | No |
| Essay or personal statement | No | Yes |
| Interview | No | Yes |
| Other Specify: | No | No |
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, and interview are required for student teaching. University first-time undergraduate admission ACT and SAT requirements are complex and can be found at http://catalog.montana.edu/undergraduate-admissions/#admit_as_ug. In previous years, we have listed Postgraduate Requirements as well. We have a small number of non-degree students who pursue courses to complete teacher certification after their baccalaureate. The requirements have not changed since last year's Title II Report. 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.
| Programs with student teaching models (most traditional programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to student teaching |
123.25 |
| Number of clock hours required for student teaching | 560 |
Are there programs in which candidates are the teacher of record?
No
| All Programs | |
|---|---|
| Number of full-time equivalent faculty supervising clinical experience during this academic year (IHE staff) |
9 |
| Number of adjunct faculty supervising clinical experience during this academic year (IHE staff) |
60 |
| Number of cooperating teachers/K-12 staff supervising clinical experience during this academic year |
282 |
| Number of students in supervised clinical experience during this academic year |
148 |
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
| 2019-20 Total | |
|---|---|
| Total Number of Individuals Enrolled | 425 |
| Subset of Program Completers | 145 |
Students at MSU may enroll in teaching majors as freshmen. At the fall 2019 census, 822 students were enrolled in teaching majors. 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 2019-20.
| Gender | Total Enrolled | Subset of Program Completers |
|---|---|---|
| Male | 112 | 42 |
| Female | 312 | 103 |
| Non-Binary/Other | 0 | 0 |
| No Gender Reported | 1 | 0 |
| Race/Ethnicity | Total Enrolled | Subset of Program Completers |
|---|---|---|
| American Indian or Alaska Native | 6 | 3 |
| Asian | 3 | 3 |
| Black or African American | 0 | 0 |
| Hispanic/Latino of any race | 12 | 6 |
| Native Hawaiian or Other Pacific Islander | 1 | 0 |
| White | 370 | 123 |
| Two or more races | 19 | 4 |
| No Race/Ethnicity Reported | 14 | 6 |
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 2019-20.
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).
| CIP Code | Subject Area | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 60 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | 3 |
| 13.1301 | Teacher Education - Agriculture | 6 |
| 13.1302 | Teacher Education - Art | 4 |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | 11 |
| 13.1306 | Teacher Education - Foreign Language | 8 |
| 13.1307 | Teacher Education - Health | 11 |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | 4 |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | |
| 13.1311 | Teacher Education - Mathematics | 10 |
| 13.1312 | Teacher Education - Music | 6 |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | 8 |
| 13.1316 | Teacher Education - Science Teacher Education/General Science | 9 |
| 13.1317 | Teacher Education - Social Science | 12 |
| 13.1318 | Teacher Education - Social Studies | 12 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | 1 |
| 13.1323 | Teacher Education - Chemistry | |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | 13 |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: Government |
12 |
Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year 2019-20. 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
| CIP Code | Academic Major | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | 60 |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | 3 |
| 13.1301 | Teacher Education - Agriculture | 6 |
| 13.1302 | Teacher Education - Art | 3 |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | 11 |
| 13.1306 | Teacher Education - Foreign Language | 7 |
| 13.1307 | Teacher Education - Health | 11 |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | 4 |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | |
| 13.1311 | Teacher Education - Mathematics | 10 |
| 13.1312 | Teacher Education - Music | 6 |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - Science Teacher Education/General Science | 9 |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | 12 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | 1 |
| 13.1323 | Teacher Education - Chemistry | |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | 2 |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: |
|
| 01 |
Agriculture |
|
| 03 |
Natural Resources and Conservation |
|
| 05 |
Area, Ethnic, Cultural, and Gender Studies |
|
| 09 |
Communication or Journalism |
|
| 11 |
Computer and Information Sciences |
|
| 12 |
Personal and Culinary Services |
|
| 14 |
Engineering |
|
| 16 |
Foreign Languages, Literatures, and Linguistics |
|
| 19 |
Family and Consumer Sciences/Human Sciences |
|
| 21 |
Technology Education/Industrial Arts |
|
| 22 |
Legal Professions and Studies |
|
| 23 |
English Language/Literature |
|
| 24 |
Liberal Arts/Humanities |
|
| 25 |
Library Science |
|
| 26 |
Biological and Biomedical Sciences |
|
| 27 |
Mathematics and Statistics |
|
| 30 |
Multi/Interdisciplinary Studies |
|
| 38 |
Philosophy and Religious Studies |
|
| 40 |
Physical Sciences |
|
| 41 |
Science Technologies/Technicians |
|
| 42 |
Psychology |
|
| 44 |
Public Administration and Social Service Professions |
|
| 45 |
Social Sciences |
|
| 46 |
Construction |
|
| 47 |
Mechanic and Repair Technologies |
|
| 50 |
Visual and Performing Arts |
|
| 51 |
Health Professions and Related Clinical Sciences |
|
| 52 |
Business/Management/Marketing |
|
| 54 |
History |
|
| 99 |
Other Specify: |
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 (2019-20)
1. Did your program prepare teachers in mathematics in 2019-20?
If no, leave remaining questions for 2019-20 blank (or clear responses already entered).
Yes
2. Describe your goal.
Our original goal for 2019-20 was to graduate 11 teacher candidates in Mathematics Teaching. As it has turned out, we graduated 4 in the fall of 2019 and have 6 graduating in spring 2020, pending final audits. We are 1 short of the original 2019-20 goal.
3. Did your program meet the goal?
No
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 (2020-21)
7. Is your program preparing teachers in mathematics in 2020-21? If no, leave the next question blank.
Yes
8. 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. We have 4 more applying to graduate in the spring of 2021, for a total of 6, so we are on track for 1 more than anticipated. In addition, we graduated a teacher candidate with a mathematics minor in the fall and have another applying to graduate in the spring.
Set Next Year’s Goal (2021-22)
9. Will your program prepare teachers in mathematics in 2021-22? If no, leave the next question blank.
Yes
10. Describe your goal.
We currently have 6 teacher candidates in Mathematics on track to graduate in 2021-22.
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 (2019-20)
1. Did your program prepare teachers in science in 2019-20?
If no, leave remaining questions for 2019-20 blank (or clear responses already entered).
Yes
2. Describe your goal.
We originally anticipated 6 teacher candidates in General Science Broadfield Teaching would graduate in 2019-20. We had 5 who graduated in fall 2019 and 4 who graduated in spring 2020. We beat the anticipated goal by 3.
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 (2020-21)
7. Is your program preparing teachers in science in 2020-21? If no, leave the next question blank.
Yes
8. Describe your goal.
We had 6 teacher candidates on track to graduate in General Science Broadfield Teaching in 2020-21. 6 graduated in fall 2020. 2 more are on track to graduate in spring 2021. We should beat the goal by 2.
Set Next Year’s Goal (2021-22)
9. Will your program prepare teachers in science in 2021-22? If no, leave the next question blank.
Yes
10. Describe your goal.
We currently have 6 teacher candidates in General Science Broadfield on track to graduate in 2021-22.
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 (2019-20)
1. Did your program prepare teachers in special education in 2019-20?
If no, leave remaining questions for 2019-20 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 (2020-21)
7. Is your program preparing teachers in special education in 2020-21? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2021-22)
9. Will your program prepare teachers in special education in 2021-22? 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 (2019-20)
1. Did your program prepare teachers in instruction of limited English proficient students in 2019-20?
If no, leave remaining questions for 2019-20 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:
We continued to offer our elective course in teaching Limited English Proficient students in 2019-20. Our AY 20-21 catalog now includes a required course in teaching English Language Learners in our Elementary Education major, with plans to include this requirement in all teaching majors in the next two years.
Review Current Year’s Goal (2020-21)
7. Is your program preparing teachers in instruction of limited English proficient students in 2020-21? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2021-22)
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, 85 students have completed or are currently enrolled in EDU 411 ESL: Teaching Culturally/Linguistically Diverse K-12 Students, for 3 credits. Our AY 20-21 catalog now includes a required course in teaching English Language Learners in our Elementary Education major, with plans to include this requirement in all teaching majors in the next two years.
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.
Data on non-degree post-baccalaureate Initial Teacher Licensure Recommendation candidates: Five completers (3 Male, 2 Female, 4 White, 1 Native Hawaiian or Other Pacific Islander) and two enrolled but not completed (1 Male, 1 Female, 2 White). The non-degree completers were not enrolled in specific teaching 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
Montana State University-Bozeman
Alternative Report AY 2019-20
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
ehhddean@montana.edu
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
| CIP Code | Teacher Preparation Programs | UG, PG, or Both |
|---|---|---|
| 13.1202 | Elementary Education | PG |
| 13.01 | General Education (alternative programs/programs providing pedagogy only) |
PG |
Total number of teacher preparation programs:
2
SECTION I: PROGRAM INFORMATION
Program Requirements
Undergraduate Requirements
1. Are there initial teacher certification programs at the undergraduate level?
No
Postgraduate Requirements
1. Are there initial teacher certification programs at the postgraduate 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 postgraduate level.
| Element | Admission | Completion |
|---|---|---|
| Transcript | Yes | No |
| Fingerprint check | Yes | No |
| Background check | Yes | No |
| Minimum number of courses/credits/semester hours completed | Yes | Yes |
| Minimum GPA | Yes | Yes |
| Minimum GPA in content area coursework | Yes | Yes |
| Minimum GPA in professional education coursework | Yes | Yes |
| Minimum ACT score | No | No |
| Minimum SAT score | No | No |
| Minimum basic skills test score | No | No |
| Subject area/academic content test or other subject matter verification | Yes | No |
| Recommendation(s) | Yes | No |
| Essay or personal statement | Yes | No |
| Interview | Yes | Yes |
| Other Specify: | No | No |
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.)
3
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.)
3
4. Please provide any additional information about the information provided above:
Fingerprint and Background checks are required after admission, and prior to first
semester (summer) field experiences. Admission information can be
found here: https://www.montana.edu/education/grad/mat/index.html
Supervised Clinical Experience
Are there programs with student teaching models?
Yes
If yes, provide the next two responses. If no, leave them blank.
| Programs with student teaching models (most traditional programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to student teaching |
124 |
| Number of clock hours required for student teaching | 560 |
Are there programs in which candidates are the teacher of record?
Yes
If yes, provide the next two responses. If no, leave them blank.
| Programs in which candidates are the teacher of record in a classroom during the program (many alternative programs) | |
|---|---|
| Number of clock hours of supervised clinical experience required prior to teaching as the teacher of record in a classroom |
124 |
| Number of years required for teaching as the teacher of record in a classroom |
3 |
| All Programs | |
|---|---|
| Number of full-time equivalent faculty supervising clinical experience during this academic year (IHE staff) |
1 |
| Number of adjunct faculty supervising clinical experience during this academic year (IHE staff) |
0 |
| Number of cooperating teachers/K-12 staff supervising clinical experience during this academic year |
41 |
| Number of students in supervised clinical experience during this academic year |
21 |
Please provide any additional information about or descriptions of the supervised clinical experiences:
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
The sum of one or more categories does not equal the reported total. Please correct the data, or confirm.
Sum(s) do not equal total
PLEASE PROVIDE AN EXPLANATION:
One student withdrew from the program and did not complete.
| 2019-20 Total | |
|---|---|
| Total Number of Individuals Enrolled | 9 |
| Subset of Program Completers | 8 |
| Gender | Total Enrolled | Subset of Program Completers |
|---|---|---|
| Male | 4 | 3 |
| Female | 5 | 5 |
| Non-Binary/Other | 0 | 0 |
| No Gender Reported | 0 | 0 |
| Race/Ethnicity | Total Enrolled | Subset of Program Completers |
|---|---|---|
| American Indian or Alaska Native | 0 | 0 |
| Asian | 0 | 0 |
| Black or African American | 0 | 0 |
| Hispanic/Latino of any race | 1 | 0 |
| Native Hawaiian or Other Pacific Islander | 0 | 0 |
| White | 8 | 8 |
| Two or more races | 0 | 0 |
| No Race/Ethnicity Reported | 0 | 0 |
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 2019-20.
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).
| CIP Code | Subject Area | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | |
| 13.1210 | Teacher Education - Early Childhood Education | |
| 13.1301 | Teacher Education - Agriculture | |
| 13.1302 | Teacher Education - Art | |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | 2 |
| 13.1306 | Teacher Education - Foreign Language | |
| 13.1307 | Teacher Education - Health | |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | |
| 13.1311 | Teacher Education - Mathematics | 1 |
| 13.1312 | Teacher Education - Music | |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - Science Teacher Education/General Science | 2 |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | 3 |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | |
| 13.1323 | Teacher Education - Chemistry | |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: |
Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year 2019-20. 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
| CIP Code | Academic Major | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | |
| 13.1202 | Teacher Education - Elementary Education | |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | 8 |
| 13.1210 | Teacher Education - Early Childhood Education | |
| 13.1301 | Teacher Education - Agriculture | |
| 13.1302 | Teacher Education - Art | |
| 13.1303 | Teacher Education - Business | |
| 13.1305 | Teacher Education - English/Language Arts | |
| 13.1306 | Teacher Education - Foreign Language | |
| 13.1307 | Teacher Education - Health | |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | |
| 13.1311 | Teacher Education - Mathematics | |
| 13.1312 | Teacher Education - Music | |
| 13.1314 | Teacher Education - Physical Education and Coaching | |
| 13.1315 | Teacher Education - Reading | |
| 13.1316 | Teacher Education - Science Teacher Education/General Science | |
| 13.1317 | Teacher Education - Social Science | |
| 13.1318 | Teacher Education - Social Studies | |
| 13.1320 | Teacher Education - Trade and Industrial | |
| 13.1321 | Teacher Education - Computer Science | |
| 13.1322 | Teacher Education - Biology | |
| 13.1323 | Teacher Education - Chemistry | |
| 13.1324 | Teacher Education - Drama and Dance | |
| 13.1328 | Teacher Education - History | |
| 13.1329 | Teacher Education - Physics | |
| 13.1331 | Teacher Education - Speech | |
| 13.1337 | Teacher Education - Earth Science | |
| 13.14 | Teacher Education - English as a Second Language | |
| 13.99 |
Education - Other Specify: |
|
| 01 |
Agriculture |
|
| 03 |
Natural Resources and Conservation |
|
| 05 |
Area, Ethnic, Cultural, and Gender Studies |
|
| 09 |
Communication or Journalism |
|
| 11 |
Computer and Information Sciences |
|
| 12 |
Personal and Culinary Services |
|
| 14 |
Engineering |
|
| 16 |
Foreign Languages, Literatures, and Linguistics |
|
| 19 |
Family and Consumer Sciences/Human Sciences |
|
| 21 |
Technology Education/Industrial Arts |
|
| 22 |
Legal Professions and Studies |
|
| 23 |
English Language/Literature |
|
| 24 |
Liberal Arts/Humanities |
|
| 25 |
Library Science |
|
| 26 |
Biological and Biomedical Sciences |
|
| 27 |
Mathematics and Statistics |
|
| 30 |
Multi/Interdisciplinary Studies |
|
| 38 |
Philosophy and Religious Studies |
|
| 40 |
Physical Sciences |
|
| 41 |
Science Technologies/Technicians |
|
| 42 |
Psychology |
|
| 44 |
Public Administration and Social Service Professions |
|
| 45 |
Social Sciences |
|
| 46 |
Construction |
|
| 47 |
Mechanic and Repair Technologies |
|
| 50 |
Visual and Performing Arts |
|
| 51 |
Health Professions and Related Clinical Sciences |
|
| 52 |
Business/Management/Marketing |
|
| 54 |
History |
|
| 99 |
Other Specify: |
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.
Yes
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 an 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 summer experiential experience and year-long field experience/residency to develop understanding of LEAs in both Montana’s urban and rural educational settings. Students develop instructional sequences that are customized to specific needs of their placements. Particularly learned in the summer camp field experiences for secondary and elementary students. 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 Spring 2020.
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 (2019-20)
1. Did your program prepare teachers in mathematics in 2019-20?
If no, leave remaining questions for 2019-20 blank (or clear responses already entered).
Yes
2. Describe your goal.
We enrolled one student in the 19-20 MAT cycle in the area of mathematics. This individual was successfully recommended for a teaching license at the conclusion of the Spring 20 semester. The goal is to have mathematics representation annually, with an increase in number, in our MAT program along with English, Social Studies, and Science.
3. Did your program meet the goal?
Yes
4. Description of strategies used to achieve goal, if applicable:
Recruitment of qualified candidates in mathematics from rural communities is a challenge, we work to provide information to our partner districts across the state of Montana to seek individuals within their communities with degrees and backgrounds in math and engineering. Through our relationships with districts, as this program establishes itself we hope to create a pipeline of candidates for employment as math teachers across the state.
5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Increased outreach and communication with statewide partners including a monthly newsletter and increased program recognition statewide.
6. Provide any additional comments, exceptions and explanations below:
Review Current Year’s Goal (2020-21)
7. Is your program preparing teachers in mathematics in 2020-21? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2021-22)
9. Will your program prepare teachers in mathematics in 2021-22? If no, leave the next question blank.
Yes
10. Describe your goal.
The MAT Program seeks to enroll one mathematics education candidate in AY 21-22.
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 (2019-20)
1. Did your program prepare teachers in science in 2019-20?
If no, leave remaining questions for 2019-20 blank (or clear responses already entered).
Yes
2. Describe your goal.
The MAT program successfully prepared two (2) science teachers endorsed in General Science Broadfield for a recommendation for licensure at the conclusion of the Spring 2020 semester. Our goal is to increase our enrollment by one candidate each year for a total of 4 candidates when we reach program capacity. As this is a brand new program we are in year 3 of recruitment.
3. Did your program meet the goal?
Yes
4. Description of strategies used to achieve goal, if applicable:
Recruitment of qualified candidates in science from rural communities challenging, we work to provide information to our partner districts across the state of Montana to seek individuals within their communities with degrees and backgrounds in science and STEM fields. Through our relationships with districts, as this program establishes itself we hope to create a pipeline of candidates for employment as science teachers across the state.
5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Increased outreach and communication with statewide partners including a monthly newsletter and increased program recognition statewide.
6. Provide any additional comments, exceptions and explanations below:
Review Current Year’s Goal (2020-21)
7. Is your program preparing teachers in science in 2020-21? If no, leave the next question blank.
Yes
8. Describe your goal.
We have increased our enrollment of science prepared candidates at the secondary level from 2 to 5 candidates for the 20-21 program cycle. We hope to remain steady at this level.
Set Next Year’s Goal (2021-22)
9. Will your program prepare teachers in science in 2021-22? If no, leave the next question blank.
Yes
10. Describe your goal.
We seek to enroll at least 2 candidates in science education for the 21-22 academic year. Throughout the pandemic, we have experienced difficulty in recruitment for the MAT program and have measured our goals to attract candidates based on the reality of the world this year.
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 (2019-20)
1. Did your program prepare teachers in special education in 2019-20?
If no, leave remaining questions for 2019-20 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 (2020-21)
7. Is your program preparing teachers in special education in 2020-21? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2021-22)
9. Will your program prepare teachers in special education in 2021-22? 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 (2019-20)
1. Did your program prepare teachers in instruction of limited English proficient students in 2019-20?
If no, leave remaining questions for 2019-20 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:
This program stresses literacy and contains a number of units and will include in the 21-22 AY a signature assignment focused on English Language Learners. Although our institution does not offer an endorsement option in ELL, we are committed to providing our teacher candidates with the skills and tools to work with children of all needs.
Review Current Year’s Goal (2020-21)
7. Is your program preparing teachers in instruction of limited English proficient students in 2020-21? If no, leave the next question blank.
No
8. Describe your goal.
Set Next Year’s Goal (2021-22)
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:
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.
First, the online delivery of the program in whole allows our pre-service teachers to integrate technology throughout their preparation experience. Our instructors use wide and varied tools to deliver their courses and facilitation of interaction. Further, we offer a specific course relevant to educational technology: EDCI 555: Technology, Instructional Design and Learner success is a course based in best-practice design and rooted in the ideas of technological pedagogical reasoning and careful and deliberate technology integration. 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. EDCI 555 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. Throughout the pre-service teachers' teaching residency they are issued a Swivl robot to use to securely and safely record minimally 9 teaching demonstrations over the course of the year-long field experience. They use the recordings to reflect on their practice and to view their natural movement around the classroom to engage students.
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
Students participate in an experiential field placement during the first semester of enrollment, summer via what we call "Youth Inquiry Camp". Secondary candidates work with our partner organization, Big Sky Youth Empowerment alongside mentors for vulnerable youth learning about rapport and differentiation of learning needs. Further our elementary candidates work with Inclusive Community Camp, an opportunity for elementary education students to have their Creative Arts and Health Enhancement methods courses integrated with summer camp to differentiate instruction and activities to a population of kids with and without disabilities. Further, students enroll in EDCI 553: Inclusive Strategies for Classroom Organization course, which covers special education law, and effectively organizing a classroom to meet the needs of all learners. Students learn UDL and technology integration in EDCI 555, and also UDL is a main component of the course EDCI 543: Introduction to Curriculum Design and Assessment.
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.
Secondary students participate in an IEP meeting with their cooperating teacher during their course EDCI 556: The Legal, Social, and Practical Basis of Schooling in the secondary program. All students participate in an IEP meeting as well during and in the student teaching course, EDCI 595.
c. Effectively teach students who are limited English proficient.
All students enroll in EDCI 519: Addressing Equity in Linguistic and Cultural Diversity: Examination of the school-society relationship in the United States and of the many issues and variables embedded in this relationship, including equal opportunity, human diversity, ideology, politics, and social change. Foundational perspectives (historical, political, social, and policy) will be explored. This course also contains a signature assignment focused on English Language Learners.
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.
The Master of Arts in Teaching (MAT) is a full-time pathway to initial teaching licensure. Participants will study to become a teacher with a cohort in a dynamic and hands-on learning environment. Program students will complete a full-time course of graduate study to complete the master’s degree and requirements to earn a recommendation for a Montana Class 2 Teaching License in a compressed time period (elementary 16 months, secondary 12 months). The MAT is offered online, with the exception of one, seven-day residency during the summer, so that our participants can remain in their communities. Licensure options for the MAT are: Elementary Education Secondary Education (endorsements in English, Science, Math, and Social Studies) Further, the Montana State University Department of Education, through a Teacher Quality Partnership grant (grant number: U336S190040) from the United States Department of Education is pleased to offer the Montana Rural Teacher Project initiative within the Master of Arts in Teaching program. Well-qualified applicants to the Master of Arts in Teaching program will have the opportunity to apply for funding through the Montana Rural Teacher Project. This funding will provide a living stipend during the MAT program and professional development opportunities during the two-year service obligation required by the project. More details and criteria are found on our Montana Rural Teacher Project page:https://www.montana.edu/education/grad/mat/tqp.html
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:
Jamie O'Callaghan
TITLE:
Post Baccalaureate Licensure Specialist
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
