Transcript Document

Accreditation, Accountability
and Assessment in Arts and
Sciences: Working Together
to Prepare Quality Educators
AACTE 2008
Hilda Rosselli, Dean
College of Education
Western Oregon University
Context
• Small public liberal arts comprehensive
university (5000 students)
• Originated as a Normal School
• Home of Teacher Work Sample Methodology
• Forty-eight percent of the undergraduate
candidates take all of their LACC and content
courses through LAS College.
• LAS is a source for many MAT candidates
who have a degree in a content area.
Areas of Added Value
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Conceptual Foundations and Driving Values
Advising
Admissions
Content Knowledge (Initial and Advanced)
Curriculum and Program Design
Data and Program Improvement
K-20 Retention Efforts
Professional Development and Scholarship
Teaching in and of itself does not
ensure student learning.
Founded on Common
Foundational Values
• Democratic Ideals
• Educational Equity
• Cultural Sensitivity
• Intellectual Vitality
• Professionalism
Typical Diversity Courses
within LACC
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ANTH 370D Women in Cross-Cultural Perspective
BA 392D Management of Diversity
CJ 436D Minorities, Crime, Social Policy & Social Control
D170D World Dance
EC 417D Problems of Economic Development of Nations
ENG 389D Minority Literature
GEOG 107D Introduction to Cultural Geography
HE 465D International Health
HST 467D Chicana/o History
MUS 205D Music of the Black Heritage
SOC 360D Sociology of Gender
Advising Process
• LAS faculty share education advising
responsibilities for these students during their
early years.
• Codetermine the best courses for pre education
to take in both LACC and content areas.
• Share in the refinement of advising materials
and process.
• Discuss implications from state updates related
to standards for K-12 education.
Admission Process
• LAS faculty complete a recommendation form
for each candidate entering the education
program.
• Each candidate is personally interviewed by a
team of LAS and COE faculty.
• Shared discussions help reinforce application of
program standards, reinforcement of
dispositions and CF values.
Content Knowledge
• Courses are offered in LAS that emphasize
strong pedagogy component as well as
content knowledge.
• LAS faculty assist COE with transcript
analysis on post baccalaureate candidates.
• Results from PRAXIS II exams (required of all
middle and high school candidates by the end
of their first term in the Ed program) are
analyzed and shared with LAS faculty as well
COE faculty.
Advanced Programs
• In the MS in Ed, content knowledge is
assessed by a written comprehensive
examination with questions evaluated by LAS
and COE faculty in both the professional core
and respective content areas.
• Collaborative Reading Endorsement Program
is taught by both LAS Linguistics and COE
Literacy faculty.
Curriculum and
Program Design
• MAT design committee was comprised of COE
faculty, LAS faculty, a student, a district personnel
coordinator, a teacher, and school administrator.
• Signed Faculty agreements for Endorsement Areas
• All curriculum changes are approved by both COE
and LAS faculty through first a Curriculum
Committee and then by Faculty Senate.
• LAS Dean is a member of COE Consortium and
reviews data from the unit’s assessment activities.
Data and Program Improvement
• Institutional Student Aspirations, Program
Outcomes and Assessment Plans for each
Program
• Rubrics and scoring guides
• Changes in curriculum-Linguistics
• EDSMART and data aggregation-PRAXIS II,
exit, content specific TWS, and follow ups
• DARE and Assessment Coordinator
K-20 Retention Efforts
• Bilingual Teacher Initiative
– Courses to be offered in Spanish
• International student support
• Psychology students working with local
middle school students
• LAS/COE involvement with state High School
Diploma changes
– Essential Skills
– Increased focus on Math and Science
Shared Professional
Development
• Intergenerational Poverty
• Global Migration Conference
• Ecojustice series
• Alignment between Oregon’s P-12 standards
and teacher preparation efforts
• Boyer’s Scholarship of Teaching
Statewide Writing
Assessment Scoring
• An 8 hour day in which candidates learn how
and practice scoring 4th, 7th, or 10th grade
writing samples
• Required for all elementary and secondary
teacher candidates
• Hosted by LAS and COE faculty with Oregon
Department of Education
Sample LAS faculty
Scholarship and Service
• Dr. Lonnie Guralnick, Chair of Math and Science
has twice been elected to the local school board.
• Dr Laurie Burton, coauthor of "Mathematics for
Elementary Teachers: An Activity Approach”, used
her sabbatical to work with local math teachers.
• Dr. Cornelia Paraskevas provides workshops on
fluency and punctuation for local school district.
Sample LAS faculty
Scholarship and Service
• Drs. Bryan Dutton, Steve Taylor and Pete Poston
sponsor Environmental Science Institutes for
classroom teachers and help host the annual state
Science Fair with a COE faculty member.
• Dr. Elaina Jamieson helps host annual Summer
Art Institutes for classroom teachers.
• LAS and COE faculty grants- Oregon Collaborative for Excellence in Preparation of
Teachers (OCEPT) from National Science Foundation.
 PT3, FIPSE, and Teacher Quality grants.
Sample Undergraduate
Student Research Focus
• Using Computers to Enhance Mathematics
Learning at the Middle School Level by
Gretchen Baumgartner
• Music, Movement, and Learning Basic
Multiplication Facts: A Phenomenological
Study by Daniel Gilmore