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Teacher Education FY2007 Level 3 Plan Assessment

Institutional goals were established as part of CSU's Strategic Planning process. The Department of Teacher Education's unit goals were written to address institutional goals.

Institutional: 1,7
Unit: 1,2
Planning Initiative:
Continue to develop the model classrooms for ECE and MG/SEC

Assessment of Results:
In the ECE model classroom, we have added $3000 worth of materials in math and science.  We have developed an inventory of the materials and a check-out system so that students can check out the materials for use in the lab placements.  this has been particularly successful with many "check-outs" taking place.  The materials were reorganized for easier access. 

Grant funds in the amount of $2000 have been allocated for the purchase of science equipment and supplies to be used for instruction in the Middle Grades/Secondary model classroom.  The science education program coordinator is putting together a list of equipment/supplies that will be ordered before the end of June 2007.

Use of Results:
Equipment for middle grades and secondary science instruction has been identified as a critical need in the Department of Teacher Education.  We will continue to work to find various sources of funding to purchase updated and new equipment to be used for instruction in science education courses.  with the new required science courses in the Early Childhood program, we will also need to enhance the science resources available in the ECE model classroom.

Institutional: 1
Unit: 3
Planning Initiative:
Review and report on issues related to asynchronous and Web-enhanced instruction

Assessment of Results:
An interest inventory was conducted of those who were preparing to graduate from CSU and also of a few partner school teachers.  The results indicated that there was interest in an online degree program.

Several faculty members attended a BOR meeting in March regarding online master's degrees.  Information from that meeting was shared with the College of Education Dean, Department of Teacher Education Chair, and other faculty members.

Use of Results:
Results were presented to the Dean of the College of Education.  Due to other initiatives in the COE, the development of an online program was put on hold.  The department will be discussing the BOR online franchise proposal and deciding on next steps.

Institutional: 4
Unit: 5
Planning Initiative: Collaborate with P-12 faculty in the Partner School Network to impact student learning

Assessment of Results:

Advisory committees at each of the partner schools met regularly to discuss candidate performance and the design and delivery of field experiences.  Input from these committees is reviewed and used in making decisions relating to curriculum, field experiences, and clinical practice.  Feedback from partner schools about our teacher candidates and their impact on student learning has consistently been very positive.

An early childhood faculty member has been working  partner schools to facilitate with a 3rd grade teacher in one of our partner schools and teaching a math class for one hour a day. Test results showed that the math achievement levels of students in her class were at or above those of their peers in other 3rd grade classrooms at that school.

Another early childhood faculty member has been working with a kindergarten teacher and two 2nd grade teachers on improving their math teaching (and students' learning) through the use of math games. They are collecting data on the games’ effectiveness with children's mathematical reasoning and attitudes.

Teacher candidates in EDRG 4219 [Diagnostic and Prescriptive Reading Instruction] worked with children in the Partner School Network. Teacher candidates conducted a case study in which they pre-tested, provided appropriate intervention, and post-tested the assigned child. The posttest results generally showed gains in reading.

Graduate faculty worked with graduate students through action research projects in their classrooms. Students shared their research at a Teacher Education Symposium. 

Faculty members, candidates, and teachers from our partner schools presented together at various professional conferences and worked together to plan and deliver activities for various school events such as Math/Science Day.

Other ways in which faculty have collaborated with our partner schools include doing demonstration lessons at schools, presenting to student clubs, judging student work at various school district fairs, and mentoring 1st and 2nd year teachers.

Meetings for teacher preparation faculty and P-12 faculty and administrators from the Partner School Network were  held each semester during 2006-2007. These meetings provided an opportunity for our partner schools to give input into the design, delivery, and evaluation of field experiences and clinical practice.

Use of Results:
Three schools (2 elementary and 1 middle,) were added to the Partner School Network in response to the increasing number of lab placements each semester and feedback from CSU faculty and P-12 faculty and administrators.

The feedback and data collected from our partner schools indicate that our collaboration with P-12 schools is having a positive impact on the learning of our candidates, cooperating teachers, and P-12 students.  Faculty will continue to collaborate with our partner schools in the ways described.  Through regular meetings with teacher preparation faculty and P-12 faculty and administrators, we will look for ways to enhance and expand our collaborative efforts.

Institutional: 1
Unit: 1
Planning Initiative:
Provide a consistent and coherent course of study which allows undergraduate and graduate students to complete their respective programs of study in a timely manner

Assessment of Results:
Changes in the coursework and blocks for the ECE program were submitted in Fall 2006.  Additional changes (e.g., new Area F science courses) will be implemented in Fall 2007.

Developmental reports for the new M.Ed program in School Library Media and the P-5 Science Endorsement were submitted to the Professional Standards Commission in February 2007.

A committee was formed in Spring 2006 to begin looking at possible changes to our Ed.S. programs. The committee had an initial meeting, but discussions about combining the Ed.S. programs were  postponed in order to try other strategies to increase enrollment in graduate programs.

All programs completed a Comprehensive Program Review. Graduate enrollment and graduation rates were identified as issues that need to be addressed.

All initial certification programs submitted revised program requirements incorporating the new education foundation courses required by the Board of Regents. A committee consisting of members from the Department of Teacher Education developed syllabi for the new courses and submitted those for approval by the curriculum committees. The revised programs have been approved and the new courses will be offered beginning in Summer 2007.

Use of Results:
We are continuing to monitor the changes to the ECE coursework and block schedule.

We are awaiting feedback from Content Review Panels on the developmental program reports.  An onsite visit is scheduled for September 2007.

New graduate admission requirements were implemented in Spring 2007 that allow prospective students to use their clear renewable teaching certificate in lieu of GRE scores.  In addition, a bank credit hour program was implemented that allows cooperating teachers in our partner schools to take a class free of charge when they enroll in a graduate program.

The changes described above have been implemented to try to increase enrollment in graduate programs.

Meetings with advisors, program coordinators, and EDUC instructors are being held to acquaint advisors and faculty members with the new course requirements and program changes.

Institutional: 9
Unit: 3
Planning Initiative:
Develop and implement a coherent system for recruiting, orienting, retaining and evaluating part time faculty

Assessment of Results:
All part-time faculty are evaluated annually.

A mandatory orientation for new part-time faculty is held in the fall. At this meeting, Teacher Education policies and procedures are discussed and all part-time faculty members receive a copy of the Part-Time Faculty Handbook.

Use of Results:
Evaluation results are used to make decisions about continuing employment of part-time faculty members.

Institutional: 3
Unit: 1
Planning Initiative:
Continue to fill vacant faculty positions within the department

Assessment of Results:
Six new faculty members joined the Department of Teacher Education in Fall 2006 (2 early childhood, 1 physical education, 1 wellness, 1 science education, and 1 temporary math education instructor). We still need to fill a vacant position in middle grades education.

Use of Results:
We will continue to request additional faculty positions.  At this point, the most critical position that needs to be filled is the middle grades position.  Another position that is needed is one in Education Foundations.

Institutional: 1
Unit: 2,4
Planning Initiative:
Continue to refine the graduate framework

Assessment of Results:
The Candidate Knowledge, Skills, and Dispositions Committee reviewed the graduate framework and assessment instruments and will make recommendations to the College of Education in the annual COE report for 2006-2007.

Use of Results:
The recommendations from the Candidate Knowledge, Skills, and Dispositions Committee will be considered and appropriate plans developed for 2007-2008.