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College of Education
April 24, 2008
Purpose of Today’s Meeting
Celebrate! Plan to attend the Spring Fling! Summarize this Year’s Accomplishments
– 2007-2008 Themes: 1. Building Connectedness2. Opportunities and Challenges
– 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
Accomplishments 2007-2008
Theme: Building Connectedness– 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
Theme: Building Connectedness (cont.)– 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
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
Other highlights:– 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
Other Highlights, cont.– 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-upa. Planning for a long and healthy lifeb. Assessment of current health (Focus groups)
2. Develop (or continue) Program Advisory Committees
a. Dean’s Advisory Committee
3. 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 Collegea. College Leadership Team
5. College web site reviewa. Volunteers needed!
6. Standardization of faculty productivity reporting
Long and Healthy Life
My task when hired Cuts across all elements of our operations SWOT analysis
– 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
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 QuestionsThe Central graduate…
Is knowledgeable and competent with:– 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 QuestionsThe Central graduate…
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
Final thoughts:– 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
All 3 groups indicated:– 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
Elementary Principals:– Our students have a general knowledge, but are
not well prepared, in the areas of curriculum-assessment-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
Secondary Principals– Students need more knowledge and use of GLEs,
assessment, relevant feedback, and differentiated instructional strategies
– Students need additional classroom experience
Focus Group Results
Superintendents– 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
When comparing our graduates to other institutions:– 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
Has UCM remained on the “cutting edge” in teacher preparation?– 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
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
– More methods classes, – Earlier blend of methods and content area
Task Force Reports
Defining Excellence Organizational Structure Joint Appointments 21st Century Learning Environment
Defining Excellence Task Force
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
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
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
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
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
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
Charge: Study potential reorganization of programs within the college.
The purposes of reorganization could include:– 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
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 longer-term 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
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
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. We recommend that the Office of the Dean carefully read and consider both this report and the survey data.
2. We recommend that the Office of Dean carry out the “Quickly available and less-obtrusive recommendations”
Organizational Task Force – Final Recommendations
3. 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.
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 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) “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.
b) 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) 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.
d) 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
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
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
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
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
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
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
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
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
Identified areas of concern, including– 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
Potential Benefits– Increased involvement of PEF faculty with cross-
discipline or “core” courses– Closer relationships between colleagues in
different depts. or colleges
Joint Appointments Task ForceRecommendations
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
Steering Committee – monthly meetings
SPA reports submitted on time! Kudos! Revision of Conceptual Framework Review of “core” Professional Education
block for all education majors– Joyce Downing, J.P. Burke, Dennis Ehlert, Nicole
Nickens, Jerry Neal
Conceptual Framework Graphic
NCATE Foundation (cont.)
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
Sources of data:– 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
PDS– Cited by multiple groups– Should be extended to all students, part of integrated senior
experience Scheduling options for variety of students
– 21st Century Task Force– Already have year-round school, courses in various
formats, times, locations for both traditional and nontraditional students
Standards-based programs– Programs and assessments aligned with current
pedagogical and content standards
SWOT AnalysisStrengths and Opportunities
Community relationships– 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– 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
Assessment system– 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– 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
Joint Appointments– Not recommended at this time across PEF, issues
of P&T need to be worked out between colleges, desirable to some within CoE
Program alignment– Results of TFOS survey
Vision for 21st Century learning environment– 21st Century Learning task force report provides
a start
SWOT Analysis – Weaknesses
Curriculum knowledge– 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– candidate data (student teaching, followup
survey)– Candidates need additional training and practice
SWOT Analysis – Weaknesses
Field Experiences– 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– 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
Knowledge of special education– West Central Administrators– Candidates need greater skills for differentiating
instruction, accommodations, rights/responsibilities
Literacy instruction skills– West Central Administrators– Candidates need to be able to better differentiate
instruction
SWOT Analysis – Weaknesses
Professionalism– West Central Administrators– Candidates need to better work with diverse
parents, dress and present self professionally
Secondary behavior management– West Central Administrators– More practical skills, better prepared for diverse
students
SWOT Analysis – Weaknesses
Teaching candidates to use assessment to guide practice– West central administratoors, candidate data
(student teaching, follow-up survey)– Candidates need more instruction and practice
SWOT Analysis – Threats
External criticism of university-based teacher preparation– AASCU, numerous national reports– Must be flexible, responsive to community needs,
provide persuasive evidence of program effectiveness
Faculty workload– TFOS survey, C&I restructuring survey– Too much time spent on non-instructional activity
(e.g., portfolio, meetings)
SWOT Analysis – Threats
Lack of innovation– 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– MO workforce 2025– Higher level of incoming freshmen who need remedial math
and reading classes
Strategic Directions for the College of Education
Faculty supervision of student teachers PDS on steroids!
– Similar to medical school residency– Expand to secondary
Reduce faculty workload – work smarter, not harder!– Move from Portfolio to Teacher Work Samples
Assesses what students are being asked to do Less distraction for candidate during student teaching Less demanding on faculty to evaluate
Strategic Directions (cont.)
Consider implementing Professional Learning Communities in the College
Alliance for Innovation and Research in Education (College of Education AIRE)– Grant writer– Autism Spectrum Disorders Clinic– Greater collaboration between RPDC & MCCE– Charter Schools are Central to who we are!
Ramp up faculty and candidate involvement
Strategic Directions (cont.)
Innovative, experimental programs– 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
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:
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.