2022 Title II Report - Alternative Route

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

EMAIL

[email protected]

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

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.

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.

Are there programs in which candidates are the teacher of record?

Yes

If yes, provide the next two responses. If no, leave them blank.

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

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).

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

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