2008-09 Annual Report
Teacher Preparation Program Report
Savannah College of Art and DesignSection I.a: Program admission
The elements listed below are required for admission into SCAD's teacher certification programs at the postgraduate level:
A link to SCAD's website where additional information about admission requirements can be found online.
Students are formally admitted into SCAD's initial teacher certification program as postgraduates.
SCAD's teacher certification program does not conditionally admit students.
- Application
- Fee/payment
- Transcript
- Minimum number of courses/credits/semester hours completed
- Minimum undergraduate GPA
- Minimum ACT score
- Minimum SAT score
- Minimum GRE score
- Recommendations
- Essay or personal statement
- Bachelor's degree or higher
A link to SCAD's website where additional information about admission requirements can be found online.
Students are formally admitted into SCAD's initial teacher certification program as postgraduates.
SCAD's teacher certification program does not conditionally admit students.
Section I.b: Program enrollment
| Total number of students enrolled in 2008-09 | 10 | |
| Unduplicated number of males enrolled in 2008-09 | 1 | |
| Unduplicated number of females enrolled in 2008-09 | 9 |
2008-09 | Number enrolled | |
| Ethnicity | ||
| Hispanic/Latino of any race | 0 | |
| Race | ||
| American Indian or Alaska Native | 0 | |
| Asian | 0 | |
| Black or African American | 0 | |
| Native Hawaiian or other Pacific Islander | 0 | |
| White | 10 | |
| Two or more races | 0 |
Section I.c: Supervised experience
| Average number of clock hours required prior to student teaching | 300 | |
| Average number of clock hours required for student teaching | 600 | |
| Number of full-time equivalent faculty in supervised clinical experience during this academic year | 2 | |
| Number of full-time equivalent adjunct faculty in supervised clinical experience during this academic year (IHE and PreK – 12 staff) | 0 | |
| Number of students in supervised clinical experience during this academic year | 10 |
Section I.d: Certified licensed
Teaching subject/area | Number certified/ licensed 2008-09 | Number certified/ licensed 2007-08 | Number certified/ licensed 2006-07 | |||
| TOTAL (all areas/subjects) | 10 | 2 | 0 | |||
| Art (P-12) | 10 | 2 | 0 |
Section I.e: Program completers
The total number of initial teacher certification preparation program completers are 10 in the 2008-09 academic year and two in the 2007-08 academic year.
Section II: Annual goals
Each institution of higher education (IHE) must set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Department of Education or by the state education agency.
SCAD is not certifying teachers in a teacher shortage area.
Section II: Assurances
Training provided to prospective teachers responds to the identified needs of the local educational agencies or states where the institution's graduates are likely to teach, based on past hiring and recruitment trends.
Training provided to prospective teachers is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom.
Prospective special education teachers receive coursework in core academic subjects and receive training in providing instruction in core academic subjects.
General education teachers receive training in providing instruction to children with disabilities.
General education teachers receive training in providing instruction to limited English proficient students.
Prospective teachers receive training on how to effectively teach in urban and rural schools, as applicable.
Describe SCAD's most successful strategies in meeting the assurances listed above:
SCAD is in compliance with this assurance.
Training provided to prospective teachers is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom.
SCAD is in compliance with this assurance.
Prospective special education teachers receive coursework in core academic subjects and receive training in providing instruction in core academic subjects.
Not applicable.
General education teachers receive training in providing instruction to children with disabilities.
SCAD is in compliance with this assurance.
General education teachers receive training in providing instruction to limited English proficient students.
SCAD is in compliance with this assurance.
Prospective teachers receive training on how to effectively teach in urban and rural schools, as applicable.
SCAD is in compliance with this assurance.
Describe SCAD's most successful strategies in meeting the assurances listed above:
Our candidates are required to complete 900 hours of field experience in a variety of settings as stated in our Program Outcomes. We achieve this by monitoring quarterly settings and placing students in a proportionate amount of time in public, private, charter, urban and suburban settings as monitored by our administrative coordinator. Coursework is also aligned with instructing students to meet the needs of students with special needs.
Section III: Assessment rates
Assessment code – Assessment name | Number taking test | Number passing test | Pass rate % | |||
| 109 – Art Education: Test I GACE Evaluation Systems group of Pearson. All program completers, 2008-09 | 10 | 10 | 100 | |||
| 109 – Art Education: Test I GACE Evaluation Systems group of Pearson. All program completers, 2007-08 | 2 | |||||
| 110 – Art Education: Test II GACE Evaluation Systems group of Pearson. All program completers, 2008-09 | 10 | 10 | 100 | |||
| 110 – Art Education: Test II GACE Evaluation Systems group of Pearson. All program completers, 2007-08 | 2 | |||||
| 201 – GACE Basic Skills Mathematics Evaluation Systems group of Pearson. All program completers, 2007-08 | 2 | |||||
| 200 – GACE Basic Skills Reading Evaluation Systems group of Pearson. All program completers, 2007-08 | 2 | |||||
| 202 – GACE Basic Skills Writing Evaluation Systems group of Pearson. All program completers, 2007-08 | 2 | |||||
| 5730 – Praxis CBT PPST BS Mathematics Educational Testing Service (ETS). All program completers, 2008-09. | 1 | |||||
| 5710 – Praxis CBT PPST BS Reading Educational Testing Service (ETS). All program completers, 2008-09 | 1 | |||||
| 5720 – Praxis CBT PPST BS Writing Educational Testing Service (ETS). All program completers, 2008-09. | 1 |
Section III: Summary rates
Academic Year | Number taking one or more required tests | Number passing all tests taken | Pass Rate % | |||
| All program completers, 2008-09 | 10 | 10 | 100 | |||
| All program completers, 2007-08 | 2 |
Section IV: Low-performing
SCAD's teacher preparation program is currently approved by the state of Georgia.
SCAD's teacher preparation program is not currently designated as "low-performing" by the state (as per section 207(a) of the HEA of 2008).
SCAD's teacher preparation program is not currently designated as "low-performing" by the state (as per section 207(a) of the HEA of 2008).
Section V: Technology
SCAD's program prepares teachers to:
Provide a description of how your program prepares teachers to integrate 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 increased student academic achievement. Include a description of how your program prepares teachers to use the principles of universal design for learning, as applicable.
The M.A.T. program is designed to promote candidate proficiency in the use, application and integration of instructional technology. Beginning with a technologically proficient faculty, situated in a cutting-edge university, the integrated use of technology runs throughout the program, its field experiences and course offerings.
Candidates first demonstrate their understanding of technological practices by successfully proving in their undergraduate course that they have taken a level 100 computer art or computer basics course. In the course EDUC 710, Fundamentals of Teaching, Learning and Assessment, the candidates are prompted to create a movie that illustrates their philosophy of education. This movie addresses the candidates' abilities to synthesize ideas about classroom practice and apply them to a software program utilized in art education classrooms. The instructional strategies employed by candidates can be modified and transferred to their future work with students. Technology-rich units of study that elicit higher order thinking are used as examples to lay down a foundation for the principles of teaching, learning and assessment. Along with replicating the teaching units, candidates use technology to document evidence of their performance and to hold test-based discussions online.
The Savannah College of Art and Design developed Program Outcomes 4 to address the technology mandate specifically. The following performance indicators are assessed within the courses offered throughout the program, based on course projects and expectations. Candidates are now also taking a portfolio seminar via SCAD eLearning to further increase their familiarity with the Blackboard platform.
Outcome 4: Technology and literacy
Use 21st-century literacy tools as vehicles for communication, learning, accountability and professional development. This proficiency is evident when a candidate:
Assessment opportunities include coursework, process portfolio and professional portfolio.
The above criteria refer to the skills necessary for the candidate's program completion. In order to use technology to improve student learning, candidates also need to be able to use their knowledge about new technologies to foster additional 21st-century literacy skills that evoke higher-order thinking. Essential to the arts, these skills include the ability to create, invent and solve problems.
Class projects and course requirements during the first term in EDUC 710: Fundamentals of Teaching, Learning, and Assessment and EDUC 714: Applied Field Experience introduce candidates to an integrated use of technology for their own learning. Subsequent courses reinforce and expand the integrated use of technology as a tool for learning. They pose the essential question, "What is the purpose of this learning experience, and which technology tools might aid in the attainment of the desired results?" Specific opportunities for art education include, but are not limited to, claymation and stop motion animation, multimedia production, videomaking, online artist critiques, and collaborative online project development.
By the end of the M.A.T. program, candidates finish assembling a professional e-portfolio that utilizes technology to demonstrate attainment of all program outcomes. Beginning with the process portfolio that sets the stage for the professional portfolio, candidates have ample time and support to learn and demonstrate attainment of Outcome 4: Technology and Literacy.
The M.A.T. outcome for technology and literacy is aligned with the Georgia Technology Standards for Educators adopted from ISTE and NETS standards for all teachers. The use of technology is embedded into course expectations rather that taught as a "stand-alone" course. Those candidates who do not already have a fluency with the technology tools used in the program receive outside tutoring and attend workshops taught by peers with advanced knowledge of technology.
- 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
- use technology effectively to analyze data to improve teaching and learning
Provide a description of how your program prepares teachers to integrate 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 increased student academic achievement. Include a description of how your program prepares teachers to use the principles of universal design for learning, as applicable.
The M.A.T. program is designed to promote candidate proficiency in the use, application and integration of instructional technology. Beginning with a technologically proficient faculty, situated in a cutting-edge university, the integrated use of technology runs throughout the program, its field experiences and course offerings.
Candidates first demonstrate their understanding of technological practices by successfully proving in their undergraduate course that they have taken a level 100 computer art or computer basics course. In the course EDUC 710, Fundamentals of Teaching, Learning and Assessment, the candidates are prompted to create a movie that illustrates their philosophy of education. This movie addresses the candidates' abilities to synthesize ideas about classroom practice and apply them to a software program utilized in art education classrooms. The instructional strategies employed by candidates can be modified and transferred to their future work with students. Technology-rich units of study that elicit higher order thinking are used as examples to lay down a foundation for the principles of teaching, learning and assessment. Along with replicating the teaching units, candidates use technology to document evidence of their performance and to hold test-based discussions online.
The Savannah College of Art and Design developed Program Outcomes 4 to address the technology mandate specifically. The following performance indicators are assessed within the courses offered throughout the program, based on course projects and expectations. Candidates are now also taking a portfolio seminar via SCAD eLearning to further increase their familiarity with the Blackboard platform.
Outcome 4: Technology and literacy
Use 21st-century literacy tools as vehicles for communication, learning, accountability and professional development. This proficiency is evident when a candidate:
- uses new media as a form of artistic expression
- participates in eLearning events
- designs lessons that incorporate new media
- prepares e-portfolios
- uses the Internet for information gathering
- uses video, image, audio and text samples as evidence of performance
- teaches online lessons
- communicates around the globe via Web-based conferencing systems
- engages in in-depth discussions about text that foster critical analysis and expansion of learning
- participates on a team as designer, producer or generator of multimedia productions
Assessment opportunities include coursework, process portfolio and professional portfolio.
The above criteria refer to the skills necessary for the candidate's program completion. In order to use technology to improve student learning, candidates also need to be able to use their knowledge about new technologies to foster additional 21st-century literacy skills that evoke higher-order thinking. Essential to the arts, these skills include the ability to create, invent and solve problems.
Class projects and course requirements during the first term in EDUC 710: Fundamentals of Teaching, Learning, and Assessment and EDUC 714: Applied Field Experience introduce candidates to an integrated use of technology for their own learning. Subsequent courses reinforce and expand the integrated use of technology as a tool for learning. They pose the essential question, "What is the purpose of this learning experience, and which technology tools might aid in the attainment of the desired results?" Specific opportunities for art education include, but are not limited to, claymation and stop motion animation, multimedia production, videomaking, online artist critiques, and collaborative online project development.
By the end of the M.A.T. program, candidates finish assembling a professional e-portfolio that utilizes technology to demonstrate attainment of all program outcomes. Beginning with the process portfolio that sets the stage for the professional portfolio, candidates have ample time and support to learn and demonstrate attainment of Outcome 4: Technology and Literacy.
The M.A.T. outcome for technology and literacy is aligned with the Georgia Technology Standards for Educators adopted from ISTE and NETS standards for all teachers. The use of technology is embedded into course expectations rather that taught as a "stand-alone" course. Those candidates who do not already have a fluency with the technology tools used in the program receive outside tutoring and attend workshops taught by peers with advanced knowledge of technology.
Section VI: Teacher training
SCAD's program prepares general education teachers to teach students with disabilities effectively.
SCAD does not offer a general education program.
SCAD does not offer a general education program.
