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| Section A. Conceptual Framework(s) |
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| The conceptual framework(s) establishes the shared vision for a unit's efforts in preparing educators to work effectively in P-12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. The conceptual framework(s) is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated. |
| Please indicate evaluations of and changes made to the unit's conceptual framework (if any) during this year: |
| The approval of the Education Specialist (Ed.S.) and Doctor of Education (Ed.D) degrees in Leadership for Learning in spring 2006 launched discussions about how well the current conceptual framework supports the distinct, innovative direction of these new programs. The overarching framework represented by the theme, ?Collaborative Development of Expertise in Teaching and Learning,? is sufficient for our teacher educator programs but falls short on the leader side. The educational leadership faculty has patiently awaited a more inclusive presence of our leader programs within the CF but now is the opportune time to make such additions. In the following months, faculty will incorporate literature to support expansion of our framework that includes the goals, outcomes, and proficiencies of teacher and administrator leader programs. |
Conceptual framework Areas for Improvement cited as a result of the last NCATE review: |
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| Section B. Candidate Performance
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| Standard 1. Candidate Knowledge, Skills, and Dispositions
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| Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards. | |
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| Of course our efforts in this standard are more than highly related to the activity in response to Standard 2. Some bear repeating in both places.
Initial Level Programs
The Master of Arts in Teaching (MAT) in English (6-12) and mathematics (6-12) received developmental approval by the Georgia Professional Standards Commission (PSC) in May, 2006. The programs provide an accelerated path to certification for well-qualified, committed students holding a bachelor?s degree in English or mathematics. Its distinctive feature is the 18 hours of required advanced (masters level) content. A cohort in each area began in summer 2006.
Advanced Programs
Several new advanced programs received approval:
1. M.Ed. in Educational Leadership with a concentration in Instructional Technology
2. Ed.S and Ed.D. in Leadership for Learning with concentrations in Adolescent Education-Mathematics, Elementary and Early Childhood Education, Inclusive Education (formerly Special Education), and Instructional Technology
The M.Ed. in Collaborative Practices changed in name to M.Ed. in ESOL to reflect the curriculum. The M.Ed. in Interrelated Special Education was re-named M.Ed. in Individualized General Curriculum for compatibility with state certification.
At the same time the new MAT program was reviewed by a state Board of Examiners? team, the Reading Endorsement and ESOL Endorsement, two programs cited with Areas for Improvement from the PSC?s review in fall 2004, received full approval with all conditions removed. Both programs are fully operational again.
All programs are currently assessing candidates in light of discipline specific national and state standards. | |
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Areas for Improvement related to Standard 1 cited as a result of the last NCATE review: | |
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Please indicate how the unit has addressed these Areas for Improvement (Optional). | |
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| Standard 2. Assessment System and Unit Evaluation | |
| The unit has an assessment system that collects and analyzes data on the applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs. | |
| Please describe the unit's plans for and progress in meeting this standard. | |
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| The major accomplishment in all programs (initial and advanced degree programs, and non-degree programs) was identifying the 6-8 program specific assessments used to determine candidates? acquisition of the essential knowledge, skills, and dispositions inherent in their SPA and/or GAPSC standards. Program faculty conversed for the better part of last year and agreed upon a comprehensive set of assessments which they will track on all candidates during this academic year. With the clock ticking closer to 2007, the beginning point for 3yrs of required data, we are taking this current year to evaluate appropriateness of the required assessments, their corresponding scoring guides, data collection, data reporting, and data reflections. The unit commits to the 6-8 assessments for ALL programs regardless of preparation level or degree/non-degree. We understand and value the benefit of having pertinent information about our candidates. | |
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Areas for Improvement related to Standard 2 cited as a result of the last NCATE review: | |
| Unit- and program-level technologies do not allow for the integration of some program-level data at the unit level. | |
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Please indicate how the unit has addressed these Areas for Improvement (Optional). | |
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| The year long pilot of new software with two program areas was successful enough that we extended the invitation to any program in the unit desiring to adopt on a trial basis the software that would help manage their program-specific assessment results. We purchased student and faculty accounts for 7 program areas so that faculty could begin right away recording, compiling, and reporting results from key assessments. At the end of the year, we will evaluate the success of the software and determine if the success rate warrants unit-wide adoption. If not, we?ll continue to investigate other possibilities until we find the right match. Meanwhile, we are integrating the unit assessments into this new software with the goal of operating eventually under one system. Having two systems now is hard on the faculty and individuals who manage the unit level assessment system. | |
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| Section C. Unit capacity
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| Standard 3. Field Experiences and Clinical Practice. | |
| The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn. | |
| Please indicate any significant evaluations, changes and/or improvements related to Standard 3 that occurred in your unit this year: | |
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| As part of the re-organization of the unit?s administrative offices, the Center for Field Experiences and Partnerships (CFEP) was reconfigured from a comprehensive unit with responsibilities for field experience/clinical placements, partnerships with area school and community enterprises, and beginning teacher induction programming to the Office of Field Experiences that operates with a narrower focus than its predecessor CFEP. Service, Outreach, and Partnerships (SOAP), a new service unit in Bagwell College of Education takes on some of the roles once assumed by CFEP, namely soliciting and maintaining partnerships with school districts and new teacher induction workshops. The degree to which this reconfiguration of separating school field experience placements from other related matters serves us well is still under review.
Several matters related to field and clinical experiences in initial programs prompted discussions among program coordinators and the Office of Field Experiences: 1) establishing criteria for successful completion of student teaching for the current catalog; 2) establishing grading policies for student teaching for the current catalog; and 3) establishing guidelines for courtesy placements for student teaching for inclusion in the Field Experiences Handbook. As a result of grading policy changes, the following forms were revised and adopted as part of the unit?s assessment system and included in the 2005-06 university catalogue: 1) Student Teacher Remediation Plan, 2) Student Teacher Remediation Follow-up Report, and 3) Incomplete Grade Documentation Form. In addition, program coordinators approved changes to the guidelines for student teaching courtesy placements. These appear in the Field Experiences Handbook. | |
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Areas for Improvement related to Standard 3 cited as a result of the last NCATE review: | |
| (Advanced Preparation) The unit does not ensure that candidates in ESOL programs have field experiences that require them to demonstrate their skills with P-12 students. | |
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Please indicate how the unit has addressed these Areas for Improvement (Optional). | |
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| In January 2006, the Georgia Professional Standards Commission (PSC) conducted an on-site review of the ESOL endorsement program in response to several concerns raised during the NCATE/PSC visit in fall 2004. This NCATE Area for Improvement was cited as well in the state report, but the PSC BOE team in 2006 found that the program had corrected the problem with sufficient evidence to remove the condition. The Commission?s decision is officially noted in a letter to the unit. | |
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| Standard 4. Diversity | |
| The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse students in P-12 schools. | |
| Please indicate any significant evaluations, changes and/or improvements related to Standard 4 that occurred in your unit this year: | |
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| The Diversity Committee has new membership and additional charges beyond those directly related to this standard. Accomplishments this year included:
1. Clearer articulation of the definition of diversity and its implications for teacher education
2. A comprehensive review of the unit?s baseline statistics for diverse representation among undergraduate students, graduate students, and faculty
3. Recommendations for meeting the University System of Georgia?s Regents? Principles for Teachers specifying a ?Doubling the Number, Doubling the Diversity? goal by 2010 through effective recruitment and retention strategies
4. A four year recruitment plan developed in part with members of a focus group from several campus services with the goal to target different groups including middle and high school students, paraprofessionals, two year institutions, teachers in critical shortage areas, and international students
5. An evaluation feedback cycle to measure progress, successes, and shortcomings of the committee?s efforts
6. Identification of campus wide programs with potential for collaboration in promoting retention, support services, and mentoring. | |
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Areas for Improvement related to Standard 4 cited as a result of the last NCATE review: | |
| (Advanced Preparation) The unit does not ensure that candidates have experiences with diverse P-12 students. | |
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Please indicate how the unit has addressed these Areas for Improvement (Optional). | |
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| Advanced candidates have multiple opportunities for field experiences that connect them with students of diverse backgrounds and characteristics. To guarantee such opportunities among candidates, advanced program coordinators voted in fall 2005 to require field experience placements with diverse P-12 students. This requirement can be met through the candidate?s own classroom (if sufficient diversity is present) or through a variety of alternative placements that meet the unit?s criteria for diversity. | |
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| Standard 5. Faculty Qualifications, Performance, and Development. | |
| Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance. They also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development. | |
| Please indicate any significant evaluations, changes and/or improvements related to Standard 5 that occurred in your unit this year: | |
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| With preparations for KSU?s regional accreditation review (SACS) underway this year, documenting faculty qualifications has been a major task. Criteria for determining eligibility for teaching in the new doctoral program are now in place, and qualified faculty know the expected competencies related to scholarship, teaching, and service. Revisions in the form of updating records and expanding the faculty databases to reflect multiple aggregate and disaggregate data requests from external agencies are ongoing.
A team of faculty from the unit participated in a University System of Georgia Board of Regents-sponsored year long Georgia Performance Standards Academy of Learning. This team has been charged by the University System to redeliver Understanding by Design pedagogical content knowledge to the entire university faculty. This will be accomplished through the development of mini-academies and ongoing mentoring of faculty.
Recently, the unit was successful in obtaining agreement to establish professional development schools in Fulton County and Marietta City in connection with the new MAT in TESOL degree program in the Department of Inclusive Education. Additional professional development schools serve diverse populations in south Cobb County with specific emphasis on elementary school reading, writing, and math.
Our Partnership for Reform in Science and Math (PRISM) has provided unit sponsored P-12 Georgia Professional Standards? workshops for teachers in local area schools who teach these core subjects. Regional and national conferences hosted by the office of Service, Outreach, and Partnerships (SOAP) encourage faculty to be continuous learners.
Several new and continuing projects demonstrate faculty?s commitment to scholarship and creative activity correlated with their teacher educator interests:
1. Creation of an online refereed journal entitled Taking Teaching and learning Seriously
2. PRISM website established to showcase GPS grade level learning units and exemplary units in science and math
3. Georgia Professional Standards Commission grant shared with a consortium of Georgia colleges and universities to develop exemplary teaching modules in Birth to Five education
4. Participation of music education faculty in the grant, Character Through Service Learning
5. Continuing grant activity in a six-year $1.3 million GEAR UP project to monitor progress and prepare a grade-level cohort of students targeting low income students for various postsecondary options
6. Grant to work with Minority Student Affairs in recruiting and retaining African American Males in college
7. Grant to train public schools in two local districts in ?Blogging to Learn?
8. Grant of $2.8 million Community Based Abstinence Education through the Maternal and Child Health Bureau
New university guidelines for promotion and tenure will impact annual review and yearly goal setting as well as post-tenure review actions. | |
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Areas for Improvement related to Standard 5 cited as a result of the last NCATE review: | |
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Please indicate how the unit has addressed these Areas for Improvement (Optional). | |
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| Standard 6. Unit Governance and Resources. | |
| The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards. | |
| Please indicate any significant evaluations, changes and/or improvements related to Standard 6 that occurred in your unit this year. Please include any changes related to :
- The addition or removal of programs
- Changes in program delivery, particularly when traditionally delivered
programs become distance learning programs. NCATE defines distance
learning programs as programs in which more than 50 percent of the courses
are not delivered face-to-face
- Unit or institutional name changes
- Addition or removal of a level of preparation
- Significant change in physical facilities
- Status of an institution, i.e., merged, separated, etc.
- Significant changes resulting from unforeseen conditions, e.g., natural disasters, health calamities, etc
- Significant changes in budget
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| The Master of Arts in Teaching (MAT) in English (6-12) and mathematics (6-12) received developmental approval by the Georgia Professional Standards Commission (PSC) in May, 2006. The programs provide an accelerated path to certification for well-qualified, committed students holding a bachelor?s degree in English or mathematics. Its distinctive feature is the 18 hours of required advanced (masters level) content. A cohort in each area began in summer 2006.
We have new leadership in the Office of President and at least one new dean in the unit both of whom began in summer 2006. The established unit, Bagwell College of Education, also experienced a re-organization of administrative positions and some re-assignment of individuals in those roles.
For the first time, university enrollment exceeded 19,000 students, thus prompting an increase in new faculty lines throughout the unit. The purchase of an office building adjacent to the main campus provided additional administrative space and a model classroom for the Montessori program that was approved as an alternative track in the elementary education M.Ed. program. The Department of Educational Leadership will re-locate to this new office building in fall 2007. Plans are to develop adjacent property to house a new child care center and the Bagwell College of Education. New funding and budget guidelines emanating from the Regents and university levels hold potential impact for the unit in significant ways.
Technology upgrades occur regularly in classrooms and offices throughout the unit, with related efforts in the expansion of the electronic access to documents through Georgia?s GALILEO library system.
And lastly, the unit known as the Professional Teacher Education Unit (PTEU) which meets regularly during the year has realigned its collaborative meetings with its original mission of providing professional development to its members. | |
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Areas for Improvement related to Standard 6 cited as a result of the last NCATE review: | |
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Please indicate how the unit has addressed these Areas for Improvement (Optional). | |
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