UNCTQ ( Teacher Quality)
Welcome to the University of Northern Colorado Teacher Quality Webpage
The preparation of high quality teachers and other education personnel is in our DNA at UNC. From our beginnings as the State Normal School in 1889, UNC has maintained a focus on educator quality. Currently, UNC prepares the largest number of teachers across the widest array of areas (early childhood, elementary education, 16 secondary areas, special education, art, music, and physical education) in Colorado. Programs are located in several cities across the state: Greeley, Denver, Loveland, and Colorado Springs. All are designed to prepare educators through four-year programs and through shorter alternative routes available to individuals with an undergraduate degree. UNC also prepares other school personnel, including principals, school psychologists, and school counselors. Enrollment in our preparation programs has been growing.
This section of the College of Education and Behavioral Sciences website, titled “University of Northern Colorado Teacher Quality” (UNCTQ), details the processes and outcomes of our focus on teacher quality. Here you will find information about the data we collect on our teacher candidates and graduates. Education programs at UNC monitor student performance throughout the program of study. We survey our students after they graduate to determine their perceptions about their programs in light of their job experiences. Importantly, we follow up with those who work with and employ our students and graduates, including for example teachers, principals and human resource personnel, to gain an external perspective about quality. External validation is also sought through various accrediting and review bodies that provide a regular and thorough analysis of our programs.
Also included among the data on this website is information about faculty research and grant writing outcomes. In order to maintain and enhance program quality it is critical that faculty members remain current in their area of expertise. The outcomes of research into, for example, child development or reading, are incorporated into classroom instruction.
The purpose of this evidence collection is to document program and graduate quality and also to direct program improvement. For example, because of data collected we have changed the content of coursework and required that all teacher candidates have an experience in a diverse school. Faculty members from across the campus are currently working on major revisions to the secondary teacher preparation programs. These revisions are based on evidence we have collected about our programs, along with mandated changes in the field and research-based practices. They will involve changes to the liberal arts core, education coursework and teacher field experiences.
The evidence on these pages demonstrates our commitment to the preparation of top-quality educators. We welcome feedback. Please email me at Eugene.firstname.lastname@example.org if you would like to comments about our data or our programs.
Eugene P. Sheehan