Transcript (Animated) Ice Skater - Fitchburg State University

WELCOME
EDUCATION UNIT MEETING
January 17, 2013
AGENDA
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Updates/Announcements
NCATE Update and the
Work Ahead of Us
UPDATES &
ANNOUNCEMENTS
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Jason Miles, our new Field
Placement and Partnership
Coordinator
TESEL Grant
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Project Director: Lynn D’Agastino
Faculty Training
TESEL FACULTY TRAINING
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Fulltime and adjunct faculty
Fulltime Faculty $500 stipend for time outside the
designated work day; adjunct faculty $250 stipend
Book study: Mastering Academic Language: A
Framework for Supporting Student Achievement by
Debbie Zacarian of the Center for English Language
Education and Advancing Student Achievement
Fulltime faculty training: Thursday, March 7 from
9:30-3:30 and Wednesday, April 24 from 2:00-5:00
Adjunct: April 6 from 9:00-3:00 and April 27, 9:003:00. Choose one training
Dr. Robin Bowen has given fulltime faculty
permission to release classes day with an alternative
assignment on March 7 and April 24
How to register will be coming soon
UPDATES &
ANNOUNCEMENTS (CONT.)
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Kindergarten Math Screening
Fitchburg High School Saturday
Academy
NCATE BOE Chair, State Chair, and
DESE State Coordinator for Educator
Preparation will be here tomorrow for
the pre-visit.
Any Others?
NCATE MOVING FORWARD
NEED YOUR HELP!!
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Continue to become familiar with
our evidence and preparing for the
April 7-9, 2013 onsite visit
Read the Institutional Report and
the Offsite Report
Sign up for a standard or other
piece you could help with
THE BOE
OFFSITE VISIT REPORT
COMMENDATIONS
STANDARD 1: CANDIDATE KNOWLEDGE,
SKILLS, AND PROFESSIONAL DISPOSITIONS
Candidates preparing to work in schools as
teachers or other school professionals know
and demonstrate the content knowledge,
pedagogical content knowledge and skills,
pedagogical and professional knowledge
and skills, and professional dispositions
necessary to help all students learn.
Assessments indicate that candidates meet
professional, state, and institutional
standards.
STANDARD 1
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Multiple performance assessments and multiple
stage reviews assure that candidates have
sufficient knowledge to be effective educators
STANDARD 2: ASSESSMENT SYSTEM
AND UNIT EVALUATION
The unit has an assessment system
that collects and analyzes data on
applicant qualifications, candidate
and graduate performance, and unit
operations to evaluate and improve the
performance of candidates, the unit,
and its programs.
STANDARD 2
Evidence provided by the unit indicates that
significant refinement has taken place since the
last NCATE visit that moves the assessment
system towards the target level for this standard as
indicated in 2.a.
STANDARD 3: FIELD EXPERIENCES AND
CLINICAL PRACTICE
7/18/2015
Free template from www.brainybetty.com
The unit and its school partners design,
implement, and evaluate field experiences
and clinical practice so that teacher
candidates and other school professionals
develop and demonstrate the knowledge,
skills, and professional dispositions
necessary to help all students learn.
STANDARD 3
7/18/2015
Free template from www.brainybetty.com
In summary, the unit has an articulated plan and
processes for field experiences and clinical practices
although further clarification is needed for the
extended campus sites. Multiple assessments are
employed to evaluate candidates’ progress through
the program. The field experiences follow a
developmental sequence at the initial level and
advanced programs have real world relevant praxis
experiences support with project based
assessments. The unit works closely with their P12 school partners to ensure shared design,
delivery and evaluation of field experiences and
clinical practices.
STANDARD 4: DIVERSITY
The unit designs, implements, and evaluates
curriculum and provides experiences for candidates
to acquire and demonstrate the knowledge, skills,
and professional dispositions necessary to help all
students learn. Assessments indicate that
candidates can demonstrate and apply proficiencies
related to diversity. Experiences provided for
candidates include working with diverse
populations, including higher education and P–12
school faculty, candidates, and students in P–12
schools.
STANDARD 4
Policies governing field-based work focus on
requirements for diverse placements. The policy for
candidates’ field placements in initial programs
underscores the unit faculty’s commitment. The
policy states that two-thirds of all placements must
be in diverse settings. At the advanced level,
graduate candidates must complete a two-day
experience in a diverse classroom. Policies noted in
handbooks reemphasis pieces from the conceptual
framework by stressing that candidates need to
develop leadership skills in promoting diversity, as
well as encourage an appreciation of diversity.
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.
STANDARD 5
Unit faculty model the principles described in the
conceptual framework through their teaching and have
a thorough understanding of the content they teach.
Course syllabi reflect the conceptual framework. The
focus on the development of reflection, critical thinking,
problem solving and professional dispositions occurs
throughout the curriculum in both initial and advanced
teacher education programs. Unit faculty model good
teaching by integrating diversity throughout the
curriculum, employing technology, and addressing
differentiated instruction. Teaching is regularly
assessed at the unit level through student evaluations.
Emphasis on teaching quality is a part of the annual
review process for faculty.
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.
STANDARD 6
All early childhood, elementary, middle, and
special education programs are housed at McKay
Teacher Education Center which includes a P-8
public innovation school. Since the last NCATE
review, all classrooms have been fully equipped
with media technology. Evidence reviewed
indicates that the university technology
infrastructure is stable and maintained with
adequate support personnel. The unit uses TK20 to
manage its assessment system. Evidence indicates
that classrooms, faculty offices, library, and other
university facilities adequately support the various
research, teaching, and learning activities of the
candidates and faculty members
THE BOE
OFFSITE VISIT REPORT
AREAS OF CONCERN
STANDARD 1
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How is the unit ensuring that curriculum,
content, and assessments are similar across the
extended campus sites by program? (Across all
standards)
STANDARD 2
Assessment system addressing fairness and
accuracy.
 Assessment system is uniformly implemented at
extended campus sites.
 Update on the use of the TK20 technology
program to validate effectiveness
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Please Complete Any Pending Assignments for
Spring 2012 and Fall 2012.
 Ann will help people get training and support for
completing these.
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STANDARD 3
Evidence to support the diversity of staff and
faculty on unit’s Standard 3 Committee and in
school-based field placements.
 Evidence to support unit maintenance design and
assessment of fieldwork experiences at extended
campus sites.
 Verify candidate understanding of conceptual
framework.
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STANDARD 4
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While the IR indicates that structures are in place to some
provide opportunities for candidates to work with diverse
faculty, evidence was not presented to ensure that all
candidates interact with at least two faculty from diverse
ethnic/racial groups.
Due to the limited number of diverse candidates in the
unit, evidence was not presented to ensure that the
majority of the candidates interact with two or more peers
from diverse backgrounds.
The curriculum for both initial and advanced programs is
weak in addressing candidates’ ability to work with
English language learners and/or P-12 students from
culturally and linguistically diverse backgrounds.
The design of the curriculum and experiences for the
advanced program and other school personnel was missing.
STANDARD 5
Clarification of Extended Campus faculty
qualifications, scholarship, etc.
 Instructional strategies used by faculty.
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What strategies do faculty members use?
 How do they integrate diversity and technology into
their teaching?
 How have faculty shifted course pedagogy to model
new strategies necessary to successfully increase
student learning in regard too the Common Core
standards?
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STANDARD 6
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The unit’s budget may not provide adequate
support for its operations.
Implementation of the governance of the
extended campus sites remains unclear.
It is unclear as to how advisement occurs for
graduate and extended campus site candidates.
IT IS ALMOST OVER!!
THANK YOU FOR COMING!
QUESTIONS/COMMENTS?
Next meeting:
February 7,
2013
2:00-3:30
This is a change from
the earlier e-mail.