SUNY Brockport Title II Report Card Information

2022 Report (2020-2021 Academic Year Data)

In accordance with the accountability provisions of the Higher Education Act, Brockport publishes information contained in the Title II report for its programs, including pass rates and scaled scores of its candidates’ performance on certification exams. This page includes the information required by Title II.

Pass Rates & Scaled Scores

The following table includes New York State teacher certification exam data for SUNY Brockport education program completers. Data are aggregated by graduating cohort. Please note that where a program graduated fewer than 10 candidates in a year, the three most recent years’ data are combined. State-wide data are also provided as a benchmark.

Summary pass rates

This table shows the pass rate for students that attempted all exams appropriate to their certification titles:

Program Information

A list of teacher preparation programs at SUNY Brockport are available online.

Criteria for admission and graduation are stated on program webpages.

Clinical Experience Information

The average number of hours of supervised clinical experience required for those in the program prior to student teaching is 131.3 (average number of clock hours required prior to student teaching varies from 100-150, depending on the program). The number of clock hours required for student teaching is 600. The number of full-time equivalent faculty supervising clinical experience is 18. The number of full-time equivalent faculty supervising clinical experience is 34. The number of cooperating teachers/K-12 staff supervising clinical experience during this academic year was 641. The number of students in supervised clinical experience during this academic year was 478.

Enrollment information

The table below shows the number of enrolled candidates, and the number of program completers for the academic year:

The table below shows the number of program completers for the academic year, disaggregated by subject and area of certification or licensure:

The table below shows the number of program completers for the academic year, disaggregated by academic major:

Assurances

Brockport teacher preparation programs assure the following:

• 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.
• Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom.
• Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects.
• Prospective general education teachers are prepared to provide instruction to students with disabilities.
• Prospective general education teachers are prepared to provide instruction to limited English proficient students.
• Prospective general education teachers are prepared to provide instruction to students from low-income families.
• Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable.

Description of the activities Brockport has implemented to meet the assurances provided:

The Professional Education Unit maintains an Advisory Board comprised of representatives of local educational agencies and schools to help identify local needs, and to ensure programs prepare candidates for challenges they face in the field. Special education candidates complete either the childhood inclusive or adolescence inclusive education program. Both of these programs require that the candidates complete an academic major in one of the core academic subjects, and all programs include coursework in all core academic subjects. All childhood inclusive and adolescence inclusive education students complete coursework to prepare for certification in students with disabilities. The childhood inclusive and adolescence inclusive programs include methods of instruction, and accompanying field experiences and student teaching that prepare our candidates to provide instruction to students with limited English proficiency, students from low-income families, and both urban and rural students.

Annual Goals

Mathematics education program(s) annual goal:

To grow the mathematics education program, the College will add flexibility to the programs by proposing a single certification program and dual certification majors for mathematics education.

Goal progress, strategies used & steps to improve performance or lessons learned:

The College has proposed new majors for mathematics education programs.

Science education program(s) annual goal:

Increase enrollment in the science education programs.

Goal progress, strategies used & steps to improve performance or lessons learned:

We reached maximum capacity (course caps) in 2019-2020 via recruitment to undergraduate science majors. We implemented direct marketing thru "THINK ABOUT TEACHING SCIENCE" flyers at open house.

Special Education program(s) annual goal:

To maximize the number of candidates who complete all program requirements for SWD certification in childhood and adolescence.

Goal progress, strategies used & steps to improve performance or lessons learned:

All childhood inclusive and adolescence inclusive education students complete coursework that prepares them for certification in students with disabilities. Candidates are also advised multiple times throughout their program on how to apply for students with disabilities certification.

Preparation of teaching limited English proficient students annual goal:

To continue to increase the number of students enrolled in and completing ESOL and Bilingual programs.

Goal progress, strategies used & steps to improve performance or lessons learned:

Yes, we had adjuncts teach extra courses that were beyond faculty capacity, so that we would have space in our programs. We also accepted most applicants as long as they met requirements and we felt they would be successful in our programs and be good ESOL/ENL teachers. It is our desire to serve the public and to welcome a variety of students to our programs.

Low Performing

• SUNY Brockport programs are currently accredited by CAEP.
• SUNY Brockport programs are not designated as “low performing” by the state.

Use of Technology

SUNY Brockport programs prepare teachers to integrate technology effectively into curricula and instruction, use technology effectively to collect data to improve teaching and learning, use technology effectively to manage data to improve teaching and learning, and use technology effectively to analyze data to improve teaching and learning.

The integration of technology into curriculum & instruction, including the principles of design for learning, is assessed via a unit plan assessment, student teaching evaluation, exit surveys, and Advisory Board feedback in all programs. There are also program-specific course assessments that assess candidates' abilities with technology. Data from these assessments are analyzed annually by Education programs' faculty and staff, who then implement changes to improve candidate performance. Data are posted publicly on the Brockport Professional Education Unit's website. Overall, data indicate candidates are successful in implementing technology into instruction.

Teacher Training

Below are descriptions of the activities that prepare general education teachers to:

1. Teach students with disabilities effectively
   All general education programs have required coursework in special education. In field experience or student teaching, all students are required to work with children with special learning needs. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator.
2. Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act.
   In Adolescence and Childhood Inclusive Programs, IEP team function is a part of the special education core curriculum (9 credits of coursework focusing on foundations, methods, and assessment of students with disabilities, plus 6-9 credits of additional coursework focusing on inclusive pedagogy in the content areas). Teacher candidates also take the students with disabilities CST. They also take a 50 hour field experience in students with disabilities.
3. Effectively teach students who are limited English proficient.
   Teacher candidates are required to work with students of limited English proficiency in field experience and student teaching. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator.
4. Teach students with disabilities effectively
   All general education programs have required coursework in special education. In field experience or student teaching, all students are required to work with children with special learning needs. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator.
5. Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act.
   In Adolescence and Childhood Inclusive Programs, IEP team function is a part of the special education core curriculum (9 credits of coursework focusing on foundations, methods, and assessment of students with disabilities, plus 6-9 credits of additional coursework focusing on inclusive pedagogy in the content areas). Teacher candidates also take the students with disabilities CST. They also take a 50 hour field experience in students with disabilities.
6. Effectively teach students who are limited English proficient.
   Teacher candidates are required to work with students of limited English proficiency in field experience and student teaching. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator.