Transcript College of Education - University of Central Missouri

College of Education
April 24, 2008
Purpose of Today’s Meeting
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Celebrate! Plan to attend the Spring Fling!
Summarize this Year’s Accomplishments
– 2007-2008 Themes:
1.
2.
Progress on the 6 Goals 2007-08
– Task Force reports
– SWOT Analysis
Discuss CoE Strategic Goals for the Future
Discuss / approve Faculty Handbook / Governance
Structure
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Building Connectedness
Opportunities and Challenges
Accomplishments 2007-2008
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Theme: Building Connectedness
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Started COE newsletter (Fall/Spring)
Set up new college governance structure, Faculty
Assembly (aka College Assembly) has been
revising handbook
Additional faculty involvement in charter school
sponsorship/oversight
Initial K-12 & secondary SIG forum
Partner Superintendent conversations
Accomplishments 2007-2008
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Theme: Building Connectedness (cont.)
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Identified members of Deans Advisory Council (to
begin Fall 2008)
Held meetings with SFCC and MCC regarding
AAT articulation
Moved INST program (and Odin) to CTE
Starting a blog to assist in mentoring 1st/2nd year
teachers (designed, should be up by graduation)
Accomplishments 2007-2008
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Theme: Identifying opportunities and challenges
– Concluded work of task forces, a number of the
recommendations have already been acted on
– Revisions to structure & work of TEC
– Survey of area superintendents and principals
(also builds connectedness)
– Creation of AIRE
– New development officer Michelle Schubert
– Funding for Midwest Clinic for ASD
Accomplishments 2007-2008
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Other highlights:
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Hosted 1st annual summer special education
symposium: Children of the Code (involved CTE,
RPDC, EDSP)
Faculty in the COE organized two regional
professional conferences (SRATE and SRCEA)
FACS celebrated 100 years
BTE finished an extensive 2-year curriculum
review/overhaul process
UCM 2nd university approved for PLTW
Accomplishments 2007-2008
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Other Highlights, cont.
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RPDC added Professional Learning Committees
to its repertoire of training areas
MCCE initiatives to develop additional curriculum
and professional development materials
COE has earned more Quality REACHE awards
(4) than any other college at UCM
Submitted 18 SPA program reports ON TIME!
Progress on 2007-08 Goals
1.
A health check-up
a.
b.
2.
Develop (or continue) Program Advisory
Committees
a.
3.
Planning for a long and healthy life
Assessment of current health (Focus groups)
Dean’s Advisory Committee
Build the foundation for a successful on-site
NCATE review
a.
On-going assessment and data reporting
Progress on 2007-08 Goals
4.
Create synergy among units in College
a.
5.
College web site review
a.
6.
College Leadership Team
Volunteers needed!
Standardization of faculty productivity
reporting
Long and Healthy Life
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My task when hired
Cuts across all elements of our operations
SWOT analysis
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Identify trends
Future opportunities
Build on our past, with our eyes on the future
Continuous improvement model
Creation of Task Forces
West Central District Administrators’
Focus Group
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Dennis Ehlert, Skip Grigsby, Georgia Jarman
Elementary Principals, Secondary Principals,
Superintendents
Focus groups of 4-6
Summary data only, not individual graduates
Some consistent themes, ignore the outliers
Doing a good job, some room for
improvement
Focus Group Questions
The Central graduate…
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Is knowledgeable and competent with:
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Curriculum: develops standards-based curriculum, units, and
lesson plans.
Assessment: designs/uses appropriate formative and
summative assessments for feedback to students, and uses
the results for diagnosis and prescription of instruction.
Instructional strategies: Uses varied and appropriate
instructional strategies to meet the needs of all learners,
including the appropriate use of technology to support
meaningful learning.
Classroom management: effectively manages instruction and
behavior / creates positive learning environments / builds
community.
Focus Group Questions
The Central graduate…
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Develops and maintains professional relationships
with colleagues, parents and community.
Understands and practices continuous improvement
process / values and demonstrates a commitment to
lifelong learning and a willingness to grow and
change / accepts constructive suggestions.
Focus Group Questions
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Final thoughts:
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University of Central Missouri teacher education
graduates are [better, as well, or not as well]
prepared as new graduates from other teacher
education programs in the region. Why? Please
provide examples.
Are we on the “cutting edge”? Are there trends in
the field that we’re not keeping up with?
What recommendations would you have for our
teacher education program at Central?
Other? Are we asking the right questions?
Focus Group Results
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All 3 groups indicated:
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Our students are ready to engage in life-long
learning and continuous improvement
Our students need work in presenting themselves
professionally (dress and dealing with parents)
Students need more contact with the classroom,
some suggested year-long internship, others 16
week student teaching
They were glad we were asking these questions.
Focus Group Results
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Elementary Principals:
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Our students have a general knowledge, but are
not well prepared, in the areas of curriculumassessment-instruction.
Classroom management needs some work
Students need more development in GLEs and
their use, curriculum alignment, scoring guides,
literacy, and use of curriculum guides.
Want to see college professors supervising
student teachers
Focus Group Results
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Secondary Principals
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Students need more knowledge and use of GLEs,
assessment, relevant feedback, and differentiated
instructional strategies
Students need additional classroom experience
Focus Group Results
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Superintendents
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Generally speaking, elementary teachers are
better prepared than secondary teachers
Other institutions’ students have a stronger
background in literacy instruction
Secondary needs improvement in both
management and instructional strategies
Not enough communication between content
areas in secondary
The PDS is an outstanding program that should
be expanded to secondary
Focus Group Results
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When comparing our graduates to other
institutions:
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Some superintendents prefer to hire exclusively
from UCM
Some principals and superintendents do NOT
believe our graduates are as well prepared
Some expressed concern that our program has
remained the same over a period of time while
other institutions have stepped up their instruction
Focus Group Results
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Has UCM remained on the “cutting edge” in
teacher preparation?
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Both elementary and secondary principals said
we have NOT, superintendents mixed.
Need increased instruction in the appropriate use
of technology
Want to see college professors supervising
student teachers
Need work in data analysis and alternative
intervention strategies
Focus Group Recommendations
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More time in the classroom
More knowledge of special education
Stay current with RPDC
More knowledge of GLEs, classroom
management and differentiated instruction
In secondary education
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More methods classes,
Earlier blend of methods and content area
Task Force Reports
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Defining Excellence
Organizational Structure
Joint Appointments
21st Century Learning Environment
Defining Excellence Task Force
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Charge: Define “excellence” as it pertains to
the reputation of the new College of
Education. What attributes characterize
leading colleges of education? Which
institutions do we aspire to be like? What will
enable UCM to move from its strong
reputation as a regional leader to a national
leader in teacher education?
Defining Excellence –
General Concepts
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Success is defined by performance relative to
mission
Definition of excellence determined by our passion,
what we are best at, and how we use our resources
Right decisions are made no matter how difficult or
painful to achieve mission and long-term greatness
“Good is the Enemy of Great!”
Defining Excellence – Characteristics
of Exceptional Programs
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Interweave coursework and clinical
experiences throughout entire program
PDS experience for ALL education majors
Last year of program 100% field-based
Supervision of student teaching by regular
full-time faculty
Defining Excellence – Characteristics
of Exceptional Programs
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Reflective integration of theory into practice
Mentoring (faculty/students, faculty/public
teachers)
Shared vision, mission, and goals
Learning communities
Committed leadership
Assessment data drives instruction
Defining Excellence –
Recommendations
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Establish PDS at all levels: cohort structure
Build stronger partnerships (UCM, RPDC, MCCE,
public schools, Charter schools)
Instructional technology integrated within all
courses and field experiences – model best
practices in the use of technology
Establish criteria for measuring excellence,
teacher qualifications, and effectiveness
Defining Excellence –
Recommendations
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Incorporate multiple job-embedded
experiences: highly effective mentors,
extended clinical experiences, modeling
research-based instructional practices, case
study analysis, cohort structure
Strengthen mentor-professor relationships
Organizational Structure Task Force
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Charge: Study potential reorganization of programs
within the college.
The purposes of reorganization could include:
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Improving learning connections for students.
Creating a new, unique vision for the CoE to enable UCM to
move from its strong reputation as a regional leader to a
national leader in teacher education.
Developing or strengthening program synergy. This
should be based upon program alignment, rather than
faculty who may teach in multiple areas.
Improving efficiency with respect to both faculty and
administrative work loads.
Organizational Task Force - disclaimer
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This is a fairly comprehensive report that the TFOS
spent a good deal of time on. Their work spanned
several months and involved conversations,
meetings, readings, and the TFOS survey which was
completed by 75 of our CoE colleagues. There were
several different recommendations and even
different levels or degrees of recommendations
(including short term and simple ideas, and longerterm ideas that need further consideration). There
are a number of long-term issues raised in the TFOS
report that will be address the future.
Organizational Structure – Early Ideas
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To better ensure qualified graduates, identify a
common CoE core of courses for undergraduate
programs
Collapse/combine educational/developmental
psychology core courses to emphasize educational
issues/applications
Establish a new department: Foundations of
Educational Practice. This could facilitate a rigorous,
coherent, and organized curriculum across
educational programs and could include joint
appointments of PEF members, increased field
experiences, and increased interaction with the CoE
centers and local public schools.
Organizational Structure – Early Ideas
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Establish a CoE Research & Technology Center to
assist faculty and students with research and other
scholarly work including grant writing and technology
applications in instruction.
Organize professional learning communities around
common goals and work activities (within and across
departments)
Organizational Task Force –
Four Final Recommendations
1.
2.
We recommend that the Office of the Dean
carefully read and consider both this report
and the survey data.
We recommend that the Office of Dean
carry out the “Quickly available and lessobtrusive recommendations”
Organizational Task Force –
Final Recommendations
3.
4.
We recommend that the Office of the Dean work
together with faculty and other relevant
constituencies to formulate plans for proposals that,
if applied, would bring the various CoE
constituencies into greater geographic proximity to
one another.
We recommend that the Office of the Dean work
together with faculty and other relevant
constituencies to formulate plans for proposals that,
if applied, would restructure CoE departments in a
way that there is a more optimal balance across
departments in terms of size, FTE, and
administrative support.
Organizational Task Force – Final
Recommendations – “Less Obtrusive”
a)
b)
“Don’t work harder—work smarter.” Honest
evaluation of policies, practices, traditions, and
habits that could be modified to be more efficient
(while not compromising any of the excellence that
we feel called to) and proactive, particularly with
regard to the demands/restrictions on faculty and
staff time and energy, should be undertaken.
the CoE leadership should intentionally/by design
foster increased opportunities and situations
(including incentives) for departments, programs,
and centers to meet and work together, advancing
collaboration and synergy among CoE constituents.
Organizational Task Force – Final
Recommendations – “Less Obtrusive”
c)
d)
The CoE leadership should continue to increase
communication among all CoE departments,
programs, and centers. Special attention should be
paid to PEF members in colleges other than the
CoE.
The CoE leadership should produce and make
available a simple report or organizational chart that
clarifies the relationship between the CoE, its
constituent parts, and the TEP Unit.
21st Century Learning Task Force
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Charge: Define what we believe an
appropriate learning environment for the
future would look like in the College of
Education. What attributes characterize
learning in the future? What type of learning
environment will enable UCM to move from
its strong reputation as a regional leader to a
national leader in teacher education?
21st Century Learning Task Force Background
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Two important characteristics are crucial to the entire
enterprise: Adaptability and Flexibility.
We know that students are changing – most of them
are not afraid of technology and can competently
use multiple tools, sometimes simultaneously.
They multitask, have expectations different from
those of the generation that preceded them, and
have very different world views from most of the
educators who are teaching them – due in part to the
changing world and the rapid development of
information tools.
21st Century Learning Task Force Background
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We are moving away from the idea of “rote”
knowledge and into an environment that
requires higher level thinking.
Structure can inhibit and restrain, or support
and it must always be revisited to determine
if it is working effectively.
21st Century Learning Task Force Report
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The report was organized under six broad
themes:
(1) Envisioning the learning environment,
(2) Administrative and Legislative support for
change,
(3) School Structural Changes,
(4) Role/skills of the teacher,
(5) Role/skills of the student, and
(6) Technologies for learning.
21st Century Learning Task Force Report
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The College of Education should consider preparing students to
effectively teach in a learning environment that reflects:
– Current research (brain, multiple intelligences, learning
styles, etc.)
– Problem-based learning and/or Project-based learning
– Integrated/interdisciplinary learning
– Team-based learning
– Connectivity - anytime, anywhere
– Connections to community, careers - life
– International opportunities
– Service learning
– Open entry - open exit curriculum to promote continuous,
life long learning and the tools/technology/resources to
make this effective.
21st Century Learning Task Force Report
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What would an educational model look like that
blends together all of the following: Websites, library
databases, podcasts, ebooks, books, games, virtual
environments, manipulatives, testing, educational
videos, educational audio, Kindle, learning objects
(digital objects used for instruction), artificial
intelligence, platform independent web-based
applications (Google docs), open source
applications, learning management systems, “cloud”
systems, Wi-Fi / WiMAX / broadband wireless,
IM/texting, and/or real time satellite feeds?
21st Century Learning Task Force –
Questions / Recommendations
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What infrastructure is needed to support changes?
How is innovation rewarded?
How can action plans be implemented?
How are resistance and anxiety overcome in a
secure and humane manner?
How can we integrate lab and other school
experiences into the UCM CoE process to put these
ideas into place?
Joint Appointments Task Force
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Charge: Identify potential benefits and
liabilities of implementing joint appointments
for PEF faculty and the College of Education.
Make recommendations for possible
configurations within the CoE.
Joint Appointments Task Force
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Identified areas of concern, including
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Promotion & tenure
Increased work load for faculty
May potentially drain resources from one dept.
Faculty member may be caught between
competing departments
Merit pay determination
Joint Appointments Task Force
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Potential Benefits
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Increased involvement of PEF faculty with crossdiscipline or “core” courses
Closer relationships between colleagues in
different depts. or colleges
Joint Appointments Task Force
Recommendations
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We do NOT recommend wide spread
implementation of Joint Appointments at this
time, but should consider in the future
As a first step, regular meetings between
faculty across campus in teacher education
should meet more often to discuss common
issues.
Foundation for Successful NCATE
Visit
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Steering Committee – monthly meetings
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SPA reports submitted on time! Kudos!
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Revision of Conceptual Framework
Review of “core” Professional Education
block for all education majors
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Joyce Downing, J.P. Burke, Dennis Ehlert, Nicole
Nickens, Jerry Neal
Conceptual Framework Graphic
NCATE Foundation (cont.)
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2 Teams sent to NCATE training in Arlington,
VA
Review of Dispositions
TEAC data
Focus on identification of concerns and
specific plans to remedy
Middle School AFI’s addressed
SWOT Analysis
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Sources of data:
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Candidate data
West Central Administrators
Task Forces
C&I restructuring survey 2008
AASCU
DESE Examiner’s Manual
Missouri Workforce 2025
2003 Revisioning Teacher Education task force
SWOT Analysis - Strengths
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PDS
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Scheduling options for variety of students
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Cited by multiple groups
Should be extended to all students, part of integrated senior
experience
21st Century Task Force
Already have year-round school, courses in various formats,
times, locations for both traditional and nontraditional
students
Standards-based programs
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Programs and assessments aligned with current
pedagogical and content standards
SWOT Analysis
Strengths and Opportunities
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Community relationships
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21st CTF, PDS board, West Central Admin Survey, TF on
Defining Excellence
Have good relationships with a number of districts, need to
deepen and broaden those in meaningful ways
Technology focus
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21st CTF, DESE Examiners Manual, TF on Defining
Excellence
Statewide mission, many faculty very engaged in exploring
best-practice use of technology (e.g., 4 Rodin awards,
handhelds in classrooms, Blackboard), availability of tools is
pretty good, need all faculty to embrace technology
SWOT Analysis – Opportunities
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Assessment system
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AASCU, DESE examiner manual, Task force on defining
excellence
Aligned with standards, need to increase focus on impact
on student learning (reconsider TWS?), narrowing the
achievement gap, need to clearly define entrance/exit
criteria
Collaboration
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21st CTF
Need to encourage team-teaching and cross-disciplinary
collaboration that models desired student outcomes
(inquiry, evidence-based practice, communication, critical
thinking, problem solving)
SWOT Analysis – Opportunities
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Joint Appointments
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Program alignment
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Not recommended at this time across PEF, issues
of P&T need to be worked out between colleges,
desirable to some within CoE
Results of TFOS survey
Vision for 21st Century learning environment
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21st Century Learning task force report provides
a start
SWOT Analysis – Weaknesses
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Curriculum knowledge
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West Central Administrators
Candidates have general knowledge, but lack
specifics of relationship between curriculum and
assessment, GLEs, alignment, differentiated
instructional strategies, or use of technology
Differentiating instruction for diverse learners
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candidate data (student teaching, followup
survey)
Candidates need additional training and practice
SWOT Analysis – Weaknesses
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Field Experiences
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West Central Administrators, 2003 Revisioning Teacher Ed
task force, 2007 Admin Survey Cmte report, TF Defining
Excellence
Should be scaffolded early, full senior year experience, full
semester student teaching, supervised by faculty
Flexibility/Adaptability
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West Central Administrators, 2003 Revisioning Teacher Ed
task force, 21st C TF
Need more flexibility in course offerings, need to stay
competitive (not just do things the way we have always
done them), need commitment to overcoming
SWOT Analysis – Weaknesses
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Knowledge of special education
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West Central Administrators
Candidates need greater skills for differentiating
instruction, accommodations, rights/responsibilities
Literacy instruction skills
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West Central Administrators
Candidates need to be able to better differentiate
instruction
SWOT Analysis – Weaknesses
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Professionalism
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West Central Administrators
Candidates need to better work with diverse
parents, dress and present self professionally
Secondary behavior management
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West Central Administrators
More practical skills, better prepared for diverse
students
SWOT Analysis – Weaknesses
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Teaching candidates to use assessment to
guide practice
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West central administratoors, candidate data
(student teaching, follow-up survey)
Candidates need more instruction and practice
SWOT Analysis – Threats
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External criticism of university-based teacher
preparation
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AASCU, numerous national reports
Must be flexible, responsive to community needs,
provide persuasive evidence of program
effectiveness
Faculty workload
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TFOS survey, C&I restructuring survey
Too much time spent on non-instructional activity
(e.g., portfolio, meetings)
SWOT Analysis – Threats
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Lack of innovation
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TFOS survey and report, PDS board, C&I restructuring
survey
Large, unwieldy department configurations make response
to changing practices slow, stifle innovation, smaller
programs get "lost" and lack autonomy
Student entry skills
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MO workforce 2025
Higher level of incoming freshmen who need remedial math
and reading classes
Strategic Directions
for the College of Education
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Faculty supervision of student teachers
PDS on steroids!
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Similar to medical school residency
Expand to secondary
Reduce faculty workload – work smarter, not
harder!
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Move from Portfolio to Teacher Work Samples
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Assesses what students are being asked to do
Less distraction for candidate during student teaching
Less demanding on faculty to evaluate
Strategic Directions (cont.)
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Consider implementing Professional
Learning Communities in the College
Alliance for Innovation and Research in
Education (College of Education AIRE)
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Grant writer
Autism Spectrum Disorders Clinic
Greater collaboration between RPDC & MCCE
Charter Schools are Central to who we are!
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Ramp up faculty and candidate involvement
Strategic Directions (cont.)
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Innovative, experimental programs
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Expand all programs into KC market at CSC
Full immersion senior year – UCM candidates
experience the entire school year
Develop program similar to MU’s Fellows
Program
Candidate cohorts
Faculty sabbaticals to teach in pk-12
Mission and Vision Statements
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The mission of the College of Education is to
prepare graduates for responsible professional, civic,
and social engagement in education.
The vision of the College of Education is to be
nationally recognized for distinguished academic
programs, qualified and professional graduates, and
excellent facilities, accomplished within an
empowering environment.
Our Mission is Accomplished by:
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The faculty and staff of the college serve students in
positive, student-centered learning communities that
are responsive to emerging needs.
Those in the college engage in continuous
improvement processes in order to maintain
excellent academic programs.
Faculty members model best instructional practices
through a variety of delivery modes with an
emphasis on emerging technologies.