Eastern
Professional
Education Unit
Continuing
Accreditation
2002
INSTITUTIONAL REPORT
http://www.education.eku.edu/fact_book/institutionalreport/irmasterdoc.htm
To be fully operational, document must be
opened from the Internet.
Hyperlinks will be broken if downloaded.
VISIT DATES: 9-13 November 2002
Submitted by:
Eastern
Accreditation
Coordinator: Paul R. Erickson, PhD
INTRODUCTION
This document contains the Continuing Accreditation Report of Eastern
Kentucky’ University’s Professional Education Unit. This report is submitted as part of the joint
NCATE/Kentucky Education Professional Standards Board (EPSB) continuing
accreditation process. The document
details the relationship of the Professional Education Unit and new guidelines
established by the new
NCATE 2002 Standards. The administration and faculty of
the Professional Education Unit with its associated programs submits this
document as part of the requirements for re-accreditation of the professional
education programs at Eastern Kentucky University Kentucky
- Overview of the Institution
- Overview of the Professional Education Unit (Unit)
- Mission of the Unit
- College of Education
- The Model Laboratory School
- Extended Campus Sites
- Distance Education
-
Programs
[Program Matrix]
- Significant Accomplishments from 1997 -- 2002
- Conceptual Framework.
- Professional Education Continuous Assessment Plan
- Evidence for Meeting Each Standard.
- Standard 1—Candidate Knowledge, Skills, and
Dispositions
- Element 1:
Content Knowledge for Teacher Candidates
- Element 2:
Content Knowledge for Other Professional School Personnel
- Element 3:
Pedagogical Content Knowledge for Teacher Candidates
- Element 4:
Professional and Pedagogical Knowledge and Skills for Teacher Candidates
- Element 5:
Professional Knowledge and Skills for Other School Personnel
- Element 6:
Dispositions for All Candidates
- Element 7:
Student Learning for Teacher Candidates
- Element 8:
Student Learning for Other Professional School Personnel
- Standard
2—Program Assessment and Unit Capacity
- Element 1:
Assessment System
- Element 2: Data Collection, Analysis, and Evaluation
- Element 3: Use of Data for Program Improvement
- Standard 3—Field Experiences and
Clinical Practice
- Element 1:
Collaboration between Unit and School Partners
- Element 2: Design, Implementation, and Evaluation of
Field Experiences and Clinical Practice
- Element 3:
Candidates’ Development and Demonstration of Knowledge, Skills, and
Dispositions to Help All Students Learn
- Standard 4—Diversity
- Element 1:
Design, Implementation, and Evaluation of Curriculum and Experiences
- Element 2:
Experiences Working with Diverse Faculty
- Element 3:
Experiences Working with Diverse Candidates
- Element 4:
Experiences Working with Diverse Students in P–12 Schools
- Standard 5—Faculty Qualifications, Performance, and
Development
- Element 1:
Qualified Faculty
- Element 2:
Modeling Best Professional Practices in Teaching
- Element 3:
Modeling Best Professional Practices in Scholarship
- Element 4:
Modeling Best Professional Practices in Service
- Element 5:
Collaboration
- Element 6:
Unit Evaluation of Professional Education Faculty Performance
- Element 7:
Unit Facilitation of Professional Development
- Standard 6—Unit Governance and Resources
- Professional Education Unit Changes and Initiatives
(1997-2002)
Where possible, this document will provide direct
electronic links to supporting documentation.
Evidence for this report will primarily be electronic in nature. Documents that are not available on the Web
or through the college server will be provided in the
Exhibit Room. The primary Web link for
this document is: http://www.education.eku.edu/fact_book/institutionalreport/irmasterdoc.htm
Introduction to the
The
University today serves thousands of Kentuckians. The curriculum leads to
associate degrees, baccalaureate degrees, and a growing graduate program that
currently offers degrees at the master's level in many other fields as well as
the already well-established Master of Arts degree in Education and the various
fifth-and sixth-year leadership and certification programs in education.
Specialist degree programs have been implemented in education, psychology, and
technology. In addition to these programs, Eastern offers joint doctoral
programs with the
Ever-mindful of the purpose of its founding, Eastern continues to recognize its historic function of preparing quality teachers for the elementary and secondary schools of the Commonwealth. A strong liberal arts curriculum leading to appropriate degrees, together with pre-professional courses in several areas and graduate programs, enable Eastern to serve the Commonwealth as a regional university.
The Kentucky Council on Post
Secondary Education has approved the following Mission Statement for
Geographic
Region. In the development and offering of its programs and
services, the University shall place priority on meeting the needs of the
citizens of central, eastern, and southeastern
Institutional
Admission Standards.
Degree
Levels.
Strategic
Directions/Program Priorities. Eastern Kentucky University shall:
continue its tradition as an educator of classroom teachers, school administrators
and counselors and other education professionals; support the needs of
Kentucky's business community; respond to appropriate societal needs and public
policy objectives; and respond to the region's technical education needs. These
strategic directions translate into a core of liberal arts baccalaureate
programs, in addition to degree programs at the certificate, associate,
baccalaureate, Master's, and specialist levels.
Enhancement of Instruction. The primary mission of
the University shall be to provide its candidates instruction of the highest
possible quality. The University shall utilize information obtained through its
assessment program to enhance the quality of its instructional programs.
Public
Service and Research Functions. The public service efforts of
Collaborative
Ventures. As a member of the Commonwealth's higher education system,
it is incumbent on the University to cooperate with the other state
institutions, the Council on Post Secondary Education in Kentucky, and other
state and federal agencies in fulfilling the strategies for higher education in
Kentucky. This shall include the appropriate and efficient use of
telecommunications technology. Further, to the extent possible, the University
should foster articulation between its programs and those of other
institutions, both public and private, which emphasize the transfer of credits
from other institutions toward degree completion.
Efficiency
and Effectiveness.
Within
its statutory responsibilities,
Within these general
responsibilities and purposes, the University has three specific
functions--teaching, public service, and research--and places emphasis on the
three in that order. Through its colleges and schools, the University seeks to
offer quality instruction at a variety of degree levels in general education,
the arts, the sciences, business, education, pre-professional and professional
areas, and applied and technical disciplines. Through consultative services,
continuing education, and the extended campus, the University seeks to provide
service to the community and the region. Research seeks both to advance
knowledge in the subject matter areas with which the University is concerned
and to support the primary function of teaching.
Overview
of the Professional Education Unit
The Professional Education Unit at Eastern Kentucky University, including the Colleges of Education, Arts and Sciences, Business and Technology and Health Sciences, has the following ten purposes: (1) to provide courses of study for academic majors in education, including certification programs for teachers and other supporting school personnel, and programs for related human services personnel; (2) to provide the academic and field experiences necessary for candidates to function effectively in a culturally diverse society; (3) to provide academic and field experiences in preparing teachers to ensure that all children receive their education in the least restrictive setting; (4) to provide a program of academic advising for candidates majoring in programs within the Unit; (5) to cooperate in providing teacher certification programs; (6) to encourage the development of interdisciplinary programs/courses, both inter- and intra-college in nature; (7) to encourage the improvement of the teaching-learning relationship through improvement of instruction, utilization of available resources, and academic program review and evaluation; (8) to serve the community and the region by working cooperatively with their school systems; (9) to engage in research to advance knowledge and enhance the primary function of instruction; and (10) to provide leadership in education reform.
The Professional Education Unit is a member of the American Association of Colleges for Teacher Education (AACTE) and is accredited by the National Council for the Accreditation of Teacher Education (NCATE ). The Association of Colleges and Schools of Education in State Universities and Land Grant Colleges and Affiliated Private Universities ACSESULGC/APU , American Speech-Language-Hearing Association (ASHA). In addition, the college is affiliated with the Kentucky Association of Colleges for Teacher Education (KACTE). National Association of Laboratory Schools (NALS)
Mission
Statement: To teach, to learn, to help others teach and learn.
The
Professional Education Programs at EKU are dedicated to preparing the highest
quality educators and related professionals for
Since its
founding as a Normal School in 1906,
The
Program- The following majors are offered through the Program: Instruction of Supervision; Health, Physical Education and Recreation; Educational Policies, Studies and Evaluation; Special Education; and Vocational Education.
The
In addition to the facilities at
the
The Distance Education Committee at
EKU has designed the delivery of distance learning courses to be constant with
areas of the mission of the institution and the unit, supported by the
conceptual framework and knowledge base, supported by ongoing resources. At
this time there are no completely online programs, however the unit offers online courses as
well as courses using Kentucky Telelinking Network (KTLN). The faculty
involved with teaching distance education courses are the same faculty members
that teach on-campus courses. Professional development workshops are provided
in computer technology and Blackboard for staff and faculty involved in online
teaching.
Programs
The Professional Education Unit
offers programs in support of
educator preparation.
Click HERE for program matrix. Click
here for EPSB approved
programs.
Professional Education Conceptual
Framework
The Evolution of the Conceptual
Framework
Beginning with the fall semester of
1999, the
In the fall semester of 2000, the unit faculty, faculty from across the University, and practitioners began to study and offer revisions to the APPLE model. Over the course of the next three semesters, it was determined that while that model did a good job presenting the academic part of the unit’s programs it was lacking in its presentation of the individual and the dispositions necessary for effective, successful teaching. Therefore, to make the document more coherent, the conceptual framework was redesigned into three major elements. Two of these, Knowledge and Pedagogical Skills, were identified in the APPLE model and retained. The third, Dispositions, was added to address the new emphasis on the person and the dispositions associated with effectiveness. Throughout the process an effort was made to emphasize that the Professional Education Unit includes the COE and all other colleges offering professional education programs. It was reaffirmed that the Teacher Education Committee (a standing university committee chaired by the dean of the COE) is the body responsible for all aspects of the educator preparation program.
The model itself was redrawn to show the three elements of Content, Pedagogy, and Dispositions as interlocking and overlapping. At the center of that interlocking model is the person. As the candidate progresses through the program, that overlap should increase until the three elements amalgamate into a unique “professional educator” reflective of our model: the effective educator as an effective person. The unit continues to refine the conceptual framework and the model. Work is underway to animate the model to illustrate the dynamic nature of the growth of the overlap as the candidate moves toward completion.
To fully develop its shared vision, the Conceptual Framework has been presented to several groups across the campus such as those who serve as Professional Education Fellows. The Dean has presented it to the Council of Deans for their input and reaction. It has been presented to conferences conducted on campus and sponsored by the unit’s Center for the Renewal of Schools and the Education Professions and to the public school superintendents in the SouthEast/SouthCentral Educational Cooperative and the Central Kentucky Educational Cooperative.
Evidence for
Meeting Each Standard
Standard 1—Candidate Knowledge, Skills, and
Dispositions
Candidates preparing to work in schools as teachers or
other professional school personnel and determine the content, pedagogical, and
professional knowledge, skills, and dispositions necessary to help all students
learn. Assessments indicate that
candidates meet professional and institutional standards.
Sources of Evidence: Academic Computing Services,
admissions exams, candidate
journals, candidate portfolios, candidate
reflections, CARES reports,
field
experience forms, Graduate Catalog in Exhibit Room, Kentucky’s
Experienced Teacher Standards, Learning
Resource Center, lesson plans in Exhibit
Room, M.A.
T. program folios, Model Laboratory School, PRAXIS
pass rates, Program
Folios, course
syllabi, Undergraduate Catalog, University Writing Requirement (UWR).
The
The Department of Special Education is responsible for initial and advanced preparation programs for teachers and other personnel in the areas of communication disorders, deaf and hard of hearing, interdisciplinary early childhood education (in collaboration with the Department of Family and Consumer Sciences), learning and behavior disorders, and moderate and severely disabled. It offers an advanced program for directors of special of education. All professional school personnel programs offered through the Department of Counseling and Educational Leadership are at the advanced level. Specifically the Department of Counseling and Educational Leadership prepares principals, directors of pupil personnel services, supervisors of instruction, superintendents, and school counselors.
Three programs offered by the Department of Curriculum and Instruction and the Department of Special Education bridging the initial and advanced levels have recently been added. Curriculum and Instruction offers the Master of Arts in Teaching in Secondary and P/12 Education and the Master of Arts in Teaching in Middle Grade Education. Special Education offers an option to the Master of Arts in Education leading to initial certification in Learning and Behavior Disorders.
1.1
Content
Knowledge for Teacher Candidates
Initial Programs
At
A second stage in acquiring content knowledge is achieved through means of required courses for academic emphases and/or content majors. Elementary candidates select one area of academic emphasis and complete 21 semester hours of work in this area; Middle Grades candidates select two emphases and complete 24 semester hours in each area; candidates for subject area certification in grades P-12 complete an academic major in their selected area. Special Education majors pursuing middle grade certification complete one 24-hour area of subject matter emphasis. Candidates demonstrate knowledge by achieving a minimum 2.5 GPA in these areas, with no grade lower than a C in any course in the selected area and supporting course requirements Undergraduate Catalog (see p. 99-100 Student Teaching).
Initial teacher certification
candidates further demonstrate content knowledge in the subject area they plan
to teach as they study and apply principles of effective teaching in methods
courses and during student teaching (described in
Kentucky’s
New Teacher Standards I-IX). Professional organization standards
have been used to guide curriculum development for all initial certification
programs (Program Folios).
Evidence of general and specific content knowledge
for teacher candidates can be found in undergraduate teacher portfolios (Exhibit Room)
which are initiated in the second education foundations course taken by
candidates, EDF 203. These portfolios are monitored throughout the candidates’
preparation programs and include products from a variety of course assignments
demonstrating their ability to meet
Evidence of
content knowledge is evaluated by instructors for each course assignment
included in the portfolios and as part of three formal portfolio reviews
conducted during candidates’ preparation programs. The first review is
conducted as part of admission to the Teacher Education Program by the
candidate’s advisor and one other faculty member. The second is conducted by
instructors who teach methods classes as a part of admission to student
teaching. The third is conducted by the student teaching supervisor as an exit
interview at the end of student teaching during which the candidate presents
the completed portfolio. Candidates analyze and select items to include in
their portfolios and add written reflections to document relevance of each item
to
Evidence can also
be found in student teaching evaluations completed by the classroom cooperating
teacher and the university supervisor.
(Exhibit
Room) These evaluations are based on the candidate’s
ability to incorporate content knowledge effectively in designing learning
experiences for P-12 students. Content mastery is evidenced in videotaped
lessons taught by student teachers (Exhibit Room)
Demonstration of
content knowledge is indicated at the end of candidates’ preparation programs
by PRAXIS II scores. Every candidate for initial certification takes the PRAXIS
II examination either prior to or during student teaching. The unit
pass rates on PRAXIS II consistently fall
within the acceptable range as defined by state and national mandates.
Advanced Programs
Candidates in all advanced
programs must provide evidence of having completed appropriate initial and/or
advanced study prior to admission to a program.
In addition to transcripts verifying satisfactory prior performance in subject
matter and professional content studies, programs may require satisfactory
performance on a variety of measures including standardized tests and committee
interviews. (Program
folios and graduate catalog in Exhibit Room).
Continuing certification programs (KDE Rank II Fifth year, Masters, KDE Rank I Sixth year) have been aligned with professional organization standards and designed to meet content knowledge criteria specified in Kentucky’s Experienced Teacher Standards (ETS) I-X (reference). ETS Standard II requires an expanded level of content knowledge in every discipline P-12, beyond the level required for NTS I-IX. Program requirements at the advanced level specify graduate course work in both academic content and professional education areas (program folios).
Evidence of content knowledge for candidates in advanced programs can be found in course assignments, research projects, case studies, and masters’ level comprehensive exams. Candidates in many programs initiate a portfolio during the first 6 hours of graduate study which includes a Professional Improvement Plan identifying subject matter and professional growth goals to be achieved throughout their program. They select coursework and professional development experiences throughout their programs designed to help them reach their goals. At the end of their program, they write a self-evaluative reflection paper describing their progress toward achieving the content and professional growth goals they set. The portfolio and reflection paper are reviewed and evaluated by the candidate’s academic advisor and/or committee and discussed during a program exit interview. Content and professional knowledge are combined in advanced programs in special education. Course syllabi and related performance activities, practicum performances, comprehensive examinations, and individual student portfolios provide evidence of candidate mastery of content knowledge in these programs.
Initial and Advanced Programs
Candidates enrolled in the
Secondary/P-12 Master of Arts in Teaching or the Middle Grades Master of Arts
in Teaching (initial teacher certification programs) in the Department of
Curriculum and Instruction complete an undergraduate content degree prior to
admission to the M.A.T. program. Transcripts for Secondary/P-12 candidates are
reviewed by faculty members in content area departments to ensure adequate
content knowledge. If the faculty review committee agrees that the candidate
needs additional content background, the candidate may be asked to take
additional undergraduate courses in the content areas as prerequisites for
courses in the advanced degree program. Since middle grade certification involves two
academic areas, transcripts are evaluated by program faculty to determine
whether students have adequate background in their two chosen areas. Identified
deficits must be completed. Applicants for M.A.T. programs must pass the PRAXIS
exam(s) in their content field(s) and complete a minimum of 12 semester hours
of advanced course work in their content area(s). Evidence, including an action
research project related to classroom practice that is completed in the
capstone course, can be found in candidates’ program portfolios. Candidates
further demonstrate knowledge through a required written report and by a
passing score on comprehensive exams at the end of their program (M.A.T.
Program Folio).
1.2
Content Knowledge for Other
Candidates in the only program for “other professional school personnel” at the initial level, communication disorders, demonstrate their content knowledge by their ability to explain and apply principles and concepts delineated in professional (ASHA) and state standards. Candidates in these programs provide evidence of content knowledge through their performance in major and supporting courses, practicum experiences, labs, standardized tests, research projects, and portfolios. Students in the CD program must attain a minimum overall GPA of 2.8, earn a grade of “C” or better in SED 372 and 373, and complete 25 hours of observation during which a written analysis of client behavior during each observation reflecting knowledge of and ability to use content in their field is required.
In the Department of Curriculum and Instruction, candidates enrolled in the Library Science graduate program learn the skills, knowledge and dispositions that enable them to be information specialists, instructional partners, library media program managers, and teachers who deliver an information literacy curriculum. This program incorporates many authentic learning experiences requiring candidates to solve realistic problems, develop units that integrate information literacy skills within core content, design WebQuests, and produce a visual essay.
As is
true of other Special Education programs, content and professional knowledge
are combined in advanced programs.
Course syllabi and related performance activities, practicum
performances, comprehensive examinations, and individual student portfolios
provide evidence of candidate mastery of content knowledge in these programs.
Mastery of content knowledge in
Educational Leadership, a program within the Department of Counseling and
Educational Leadership, is measured by performance on the Kentucky Principal
Test and the School Leaders Licensure Assessment and by activities and tests
within the various classes. Each candidate in the principalship program (one of
the leadership programs) must complete a portfolio of activities at the end of
the program as part of EAD
810. While specific entries may
vary, each candidate is responsible for demonstrating through portfolio
entries, field experiences, and course performance his or her mastery of
knowledge and skills of effective educational leadership.
1.3
Pedagogical Content Knowledge for Teacher Candidates
Initial
Programs
At
Eastern Kentucky University, teacher education candidates gain a broad
knowledge of content specific instructional strategies through required content
methods courses, related field and practicum experiences, and through student
teaching. In addition, candidates
observe and practice content specific strategies in the courses required for
their major and/or areas of academic emphasis.
While these courses and experiences emphasize pedagogical content
knowledge, appropriate dispositions and mastery of content knowledge and skills
are integrated.
The pedagogical content knowledge required of candidates completing initial and continuing certification programs is defined by professional, state, and national standards.
Beginning with their first
professional education course EDF 103 and throughout their programs, candidates
become familiar with Kentucky’s New Teacher Standards, standards of appropriate
learned societies, Kentucky’s core content for curricula, theories of human
development and learning, technological skills, the needs of diverse
populations, and varied appropriate procedures for instruction and assessment. Candidates
for initial certification must meet all of
All programs use a variety of
state, university, and course assessments in developing entrance and exit
requirements and curricula. To complete
a program, candidates seeking initial certification must: successfully complete at least 150 hours of
field and clinical experiences and a semester of student teaching; pass the
PRAXIS II examinations in pedagogy and in their content area(s) or specialty(ies); and submit a
teaching portfolio demonstrating competence in the nine Kentucky NTS. Candidates must also complete all required
coursework and student teaching at acceptable levels (CARES reports).
Teacher education candidates at EKU
are exposed to diverse cultures through both general education courses (e.g., symbolics
of information, humanities, social sciences, natural sciences, health and
physical education) and specific content specialty courses. Strategies for meeting the needs of diverse
learners are addressed in both general and specific methods courses. Appalachian, African-American, Hispanic,
Japanese and numerous other cultural groups are represented in the school
systems in which candidates are placed for field experiences and student
teaching. (Southeastern and
Within the education core classes,
candidates complete field experiences focusing on developmental characteristics
of learners and general pedagogy. Candidates are expected to integrate, apply,
and evaluate learning theory and knowledge of human development as they relate
to the delivery of specific content. All
field and clinical experiences for EDF 319 Human Development and Learning are
scheduled at
All teacher education candidates
must complete content specific methods courses that require field
experiences. Elementary majors complete
a block of reading/language arts, math, social studies, and natural science
specific methods as well as methods courses in art, music, physical education,
health education, and special education. Middle grades majors complete content
specific methods courses in each of their two required areas of emphasis (English,
math, natural science, or social studies), and secondary teaching majors
complete one such course. Students in P/12 certification programs (art, French,
health, music, physical education, and Spanish) complete at least two courses
spanning the P-12 grade range. Each
course requires additional content-specific field experiences as well.
Candidates in Special Education (LBD, MSD and CD) complete
appropriate method courses. (field experience report forms in
the Department of Curriculum
and Instruction; examples of candidate
reflections,
middle
grades candidate electronic journals, and teacher education candidate
portfolios).
At the elementary, middle, and secondary levels, English/language arts majors practice such methods as reading/writing workshop, literature circles, Poetry Alive techniques, writing portfolio development and assessment, sentence combining and WebQuests. In social studies they explore concept attainment and concept development teaching strategies, discovery and inquiry learning, interactive candidate notebooks, case study methods, and project-based learning. Candidates with a science emphasis or major address concept mapping; discrepant events; science fair projects; guided, challenge, and open inquiry; and science process skills. Using manipulatives, Polya’s problem solving techniques, and graphing calculators are examples of math-specific pedagogy for which entries may be found in candidate portfolios. (Exhibit Room).
At all teaching levels, content-specific methods for integrating environmental education are addressed through Project Wild and field experiences at Maywoods, EKU’s environmental learning center. Through elementary, middle, and secondary (English, Foreign Language candidates only) reading method courses, teacher education candidates learn to address content-specific reading skills within the area(s) they teach. These may involve use of directed reading and thinking activities, graphic organizers, specific vocabulary teaching techniques, summarizing strategies, and study skills. Elementary and Middle Grades student teachers are trained in content-specific methods for integrating law related education during their student teaching semester. (Office of Field Experiences: lesson plans). All programs, both at initial and advanced levels, address teacher dispositions appropriate to the particular teaching field or certification program. Dispositions are addressed directly in many course syllabi and indirectly in the remainder.
The Department of Special Education
at
Through content-specific
field experiences in regular education and special education, candidates
observe, plan, and teach content-specific lessons, develop teaching materials,
design bulletin boards, tutor individual candidates, work with small groups,
assess candidate work providing appropriate accommodations and modifications
for diverse learners, and reflect upon and evaluate their own performance. A strong institutional support network exists
including the resources of the Library’s Learning
Resource Center, and technology support within College of Education and the
University’s Academic Computing Services,
Model Laboratory School, and school
and service agencies throughout Kentucky.
The Learning Resource Center provides content-specific instructional
resources, assessment instruments, a complete K-12 library of fiction and
non-fiction books for children and adolescents, as well as a collection of
state approved K-12 textbooks for all subject areas. Model Laboratory provides on-site
demonstrations of specific content instructional strategies for undergraduate
and graduate classes.
Advanced Programs
Teacher candidates in all advanced programs for continuing certification (Masters, Rank II Non-degree and Rank I Non-degree) in regular classroom settings demonstrate competence in Kentucky’s ten Experienced Teacher Standards. While nine of these standards are reflective of the NTS, an additional standard addressing technology has been added to the ETS. Programs for candidates adding new specializations to their certifications (i.e., gifted/talented, reading-writing) also require demonstration of pedagogical knowledge and skills espoused by learned societies supporting those particular teaching specializations. Opportunities through which candidates demonstrate advanced pedagogical content knowledge include core courses required in programs, research projects and presentations, development of instructional plans and materials, curricular projects, practica, portfolios and exit exams and presentations. Teachers in graduate degree and non-degree continuing certification programs (Library Science, Counseling, Educational Leadership, and Supervision, for example) must submit a portfolio that demonstrates competences reflective of the standards for their specialization (Other School Personnel Related Learned Societies) and complete a comprehensive examination in their area of study. Additional content specific coursework is required at the graduate level.
Initial and Advanced Programs
Candidates in Master of Arts in Teaching programs complete several courses that address pedagogical and professional knowledge. In EGC 820, candidates are introduced to the foundations of education, curriculum, and instructional planning. In EGC 830 candidates study application of learning theory to generic models of teaching to build a base for their special methods course (EGC 835 – middle grade or EGC 845 – secondary and P/12). While these courses are designed to focus more specifically on pedagogical content knowledge and skills, they also enhance general pedagogy and professional skills (see course syllabi). M.A.T. candidates demonstrate mastery of professional and pedagogical knowledge and skills through their professional portfolios (particularly NTS I, II, III, V, VI, and VII); grades earned in EGC 820, 830, 835 or 845; scores on the PRAXIS PLT, and successful completion of student teaching.
1.4
Professional and Pedagogical Knowledge and
Skills for Teacher Candidates
The professional and pedagogical
knowledge and skills required of candidates completing initial and continuing (advanced)
certification programs at
Initial Programs
To ensure that candidates meet these professional and pedagogical requirements, all certification programs use a variety of state and course assessments. Candidates in initial certification programs must (a) pass the PRAXIS II or state-mandated examinations that include general pedagogy, (b) successfully complete a series of on-demand performance events developed by either the Educational Professional Standards Board or individual program faculties and (c) submit a teaching portfolio (Exhibit Room) demonstrating competence in the nine NTS. Performance events in classes, field experiences, practica, student teaching and portfolio entries require candidates to analyze and reflect upon their teaching; to modify instruction for diverse candidate populations; to collaboration with other teachers, parents, and community members; to use technology in instruction; and to identify professional development needs based on weaknesses.
During field experiences, candidates document through journal writing their ability to reflect on their practice and to make necessary adjustments to enhance student learning. Candidates complete a variety of performance-based activities that document their pedagogical and professional knowledge and skills. For example, candidates in the various programs previously were required to successfully complete a service-learning project (see portfolios in Exhibit Room) that has evolved into a mentoring project, take field trips into communities, design instructional technology projects, and design student assessments. Candidates complete 150 hours of purposeful observation and participation in various school settings.
In addition to their coursework, candidates may broaden
professional knowledge through participation in student organizations, such as
the Kentucky Education Association Student Program (which has recently
completed several community services) the Middle School Student Association,
Council for Exceptional Children, American Speech-Language –Hearing
Association, National Student Speech-Language-Hearing Association and Kentucky
Speech-Language-Hearing Association. Most programs require or encourage
candidates to attend state and national professional meetings. As a result,
candidates are becoming familiar with and involved in professional
organizations related to their particular academic field. For example, this past year, five elementary
education candidates presented at the Kentucky Science Teachers Association
Conference in
Advanced Programs
Candidates in continuing (advanced) certification programs participate in self assessment and goal setting related to growth they wish to achieve through their advanced study. They take a variety of courses that focus on pedagogical and professional knowledge and skills. Some of these are specifically required in their programs and others are elected by the student. These courses address general pedagogical issues such as school and classroom cultures, human development, curriculum, classroom management, social and cultural problems, assessment, communities and families, and technology. (Program folios) (course syllabi: EDF 839, ELE 810, EMG 810, ESE 863, EPY 816, and others).
Candidates in continuing (advanced) certification programs are generally in-service teachers who use their own classrooms as laboratories where they test theories and skills they are studying throughout their programs. As a result, they design course projects which are of vital concern to them and they apply professional and pedagogical knowledge and skills in various school contexts. Evidence of their knowledge of and ability to apply pedagogical skills are reflected and demonstrated in course assignments and projects, course presentations, performance during practicum experiences, entries in their program portfolios, and responses to open-ended or situational questions which are part of their comprehensive examinations.
Initial and Advanced Programs
Candidates in the Master of Arts in Teaching (M.A.T.) programs gain general
pedagogical knowledge and skills through EGC 830 and content specific pedagogical knowledge and skills through EGC 835 and EGC 845. These candidates participate in the undergraduate methods course in their field and complete additional graduate requirements or they participate in an evening or week-end course designed for candidates who are employed as teachers with a provisional teaching certificate. M.A.T. students also acquire content specific pedagogical knowledge and skills as they work with mentor teachers during field and clinical experiences. M.A.T. candidates must also complete a semester of student teaching during which they
practice content specific pedagogy. Candidates in M.A.T. programs demonstrate mastery of pedagogical content and skills as they successfully complete required methods courses, through entries in their professional portfolios, and through successful completion of the graduate practicum.
To address the special education teacher shortage in the state, the Master’s of Arts
in Education (MAEd.) Initial Certification Option in Special Education was developed as an alternative route to certification and a master’s degree in the Learning and Behavior Disorders (LBD) program. The MAEd. is based on the Council for Exceptional Children (CEC) Standards and the Kentucky NTS and Experienced Teacher Standards. Candidates take a variety of courses that focus on pedagogical and professional knowledge and skills. General pedagogical knowledge and skills are gained through EGC 820 and content specific pedagogical knowledge
and skills are addressed through SED 791, SED 793, SED 776, EMG 806, and EME 843.
Candidates demonstrate their mastery of pedagogical specific content and skills through completion of an action research project and practice content specific pedagogy during field and practicum experiences. Candidates are required to take and successfully pass the PRAXIS examinations required for certification in LBD by the state.
1.5 Professional Knowledge and Skills For
Other School Personnel
Within the
Other School Personnel
Related Learned Societies
|
Program
Area - Graduate |
Accreditation
and Certification Programs |
|
Standards for the Certificate of Clinical
Competence adopted by the American Speech-Language-Hearing Association |
|
|
Director of Pupil Personnel Services |
National Council for the Accreditation of Teacher
Education |
|
Director of Special Education |
National Council for the Accreditation of Teacher
Education Council of Exceptional Children (CEC) |
|
American Association of School Librarians |
|
|
Principals – All Grades Graduate Catalog, p 64, par.3
|
National Council for the Accreditation of Teacher
Education |
|
Professional Certificate for Instructional
Leadership Graduate Catalog, p 65,
par.1 |
National Council for the Accreditation of Teacher
Education |
|
School Counseling |
Provisional and Kentucky Department of Education *Council on Accreditation of Counseling and
Related Educational Programs (CACREP) |
|
School Superintendent [Graduate Catalog, p 66, par.3] |
National Council for the Accreditation of Teacher
Education |
*Note: In
process of applying; Letters of Accreditation in Exhibits Room
In all
course
syllabi in the
Knowledge about multicultural populations that candidates may encounter in their work environment is acquired through practicum experiences, field trip experiences, attendance and participation at specific events focused on diversity and through course discussions, assigned readings, and guest speakers. Because understanding other cultures is a continuous and not a discrete process, the Communication Disorders program, both initial and advanced training program, require candidates to obtain a professional reference for assessment, intervention, and collaborating with other professionals and families, “Communication Disorders In Multicultural Populations” by Battle (2002) (Exhibit Room). This text provides a framework for understanding communication disorders in a multicultural society with assessment and intervention strategies that will enable the candidate to develop his/her foundation of cultural competency (i.e., avoid developing stereotypes and keep the individual at the forefront of any clinical encounter).
Multicultural issues are integrated throughout all counseling courses. COU 804, Counseling Diverse Populations, provides a framework for systematically analyzing similarities and differences that can serve as a reference in providing ethnographic clinical services.
As candidates progress through their program, their
reflections shift from a focus on content to application. They develop professional plans and set
professional goals with which they measure their progress. The tools of measurement are Portfolios,
(Professional Growth Plans, Candidate Portfolio, Exhibit
Room). The results
from measuring progress are used to modify their professional development
plans. Evidence of their reflections can
be found in progress notes, journals, portfolio entries, and videotapes. (candidate projects in portfolios,
Exhibit
Room). The hierarchy
of reflective skills is emphasized and integrated throughout the coursework.
1.6
Dispositions
For All Candidates
NCATE provides the following definition for dispositions:
The values, commitments, and professional ethics that
influence behaviors towards students, families, colleagues, and communities and
affect student learning, motivation, and development as well as the educator’s own
professional growth. Dispositions are guided by beliefs and attitudes related
to values such as caring, fairness, honesty, responsibility, and social
justice. For example, they might include a belief that all students can learn,
a vision of high and challenging standards, or a commitment to a safe and
supportive learning environment.
Initial Programs
Admission Process
Interview and Portfolio Review –
Dispositions have always been an important consideration of the admissions process for teacher preparation programs at EKU although they have taken on new significance as screening procedures have evolved. An advisor and another faculty member interview each candidate at the time of the first portfolio review. The interview questions focus on attitudes, perceptions, and characteristics of effective teachers. At the time of the interview, the faculty members make professional judgments about the candidates’ responses and provide a decision that the candidate has met or not met the requirements of the interview.
Recommendations
Admission to teacher education requires four recommendations from EKU faculty members. The recommendation form includes opportunity for the faculty member to identify areas of concern such as written language, spoken language, mental alertness, punctuality, attitudes, beliefs, values and commitments to education. The Teacher Education Admissions Committee as a result of the recommendations that are submitted may interview candidates. Committee minutes may be accessed for documentation of this procedure.
Personal
and Professional Fitness Declaration and Criminal Checks
Candidates are asked to
declare any problems they may have encountered related to their behavior
including any convictions of misdemeanors or felonies. The College of Education (COE) contacts the
Office of Judicial Affairs to check for any candidate who has a record of
offenses on campus. At the time of
admissions to student teaching the candidate is asked to submit an FBI criminal
check that includes fingerprinting and a national check for criminal records. All of these checks are representative of
efforts to ensure that teacher candidates have appropriate attitudes and
behaviors that will be conducive to effective teaching.
Prerequisite
Courses
Candidates
in the beginning education courses are introduced to teaching as a profession
and the dispositions of effective teachers. Through assignments, they are given
opportunity to articulate their own characteristics and explain why they want
to become a teacher. Candidates develop self-assessment skills during these
foundations courses. All courses are
used as gates of entry into the teacher education program. Candidates
participate in observations and one-on-one mentoring projects with at-risk
candidates. They complete reflective journals on their experiences. Through
these reflective journals, faculty members assist candidates in measuring or
assessing their own dispositions for teaching. Copies of experiences including
a mentoring project may be located under Standard VI on the electronic
portfolio,
Exhibit
Room
EDF 103
In the fall term
2001, the
EDF 203
Fall 2001 was the first semester for EDF 203, Schools and Society, a revision of EDF 202 Introduction to Education. In this course candidates begin to develop their professional education portfolios and engage in a mentoring project that requires the candidate to identify a student who is at risk for failure and interact with that student through a structured mentoring program throughout the semester. During this course the instructor has an opportunity to assess each student’s dispositions for teaching through class assignments, discussions, and portfolio entries. At the end of the course, the instructors will verify that the candidate has shown evidence that he/she has the proper dispositions for teaching. In situations where the instructor is not able to verify the proper dispositions, the candidate will be interviewed by the Teacher Education Admissions Committee. The Committee will determine if the candidate demonstrates through the interview that he/she has effective dispositions. It is the candidate’s responsibility to provide evidence of appropriate teacher dispositions.
If the candidate successfully completes the interview process and the committee verifies that the candidate demonstrates appropriate dispositions, the candidate may continue through the admission process.
If the committee determines that the candidate fails to meet the necessary dispositions for teaching the following actions may be taken: candidates may be recommended for therapy, tutoring, field experiences, public speaking, sensitivity training, or other activities as deemed appropriate by the committee.
Upon completion of the recommended activities, candidates may participate in a second interview and provide documentation of their efforts to follow through with the committee’s recommendations. Candidates will demonstrate through their behavior and responses that they possess the dispositions appropriate for teaching. Candidates who still fail to demonstrate the necessary dispositions will be informed that they are not able to demonstrate the appropriate dispositions for teaching and will be advised to seek another major. Candidates who fail will not be allowed to continue in the teacher education program.
Candidates who are
evaluated as not having appropriate dispositions for teaching may appeal this
decision to the Dean of the
EDF 310
Candidates who took the predecessors of EDF 103 and EDF 203 (EDF 102 and 202) and candidates transferring an introductory education course from another institution take EDF 310. In this class candidates initiate their e-portfolios, complete a mentoring project and dispositions orientation, and apply for admission to Teacher Education. They must satisfactorily complete all of the screening procedures described as part of EDF 103 and 203.
Codes of Ethics
Teaching and other education professions are governed by ethical codes. The codes of ethics include the obligations that a teacher has regarding the student, the parents, and the profession. The codes of ethics are introduced and used in a variety of courses. The NEA Code of Ethics, Council for Exceptional Children Standards for Professional Practice and the Kentucky School Personnel Code of Ethics, are examples of the codes included in the curriculum of teacher and educator preparation programs.
Field Experiences
Beginning with their first professional education course, candidates are involved in field experiences related to their chosen programs. The field experiences are designed to involve candidates in real-life, authentic situations so they can observe and participate with experienced teachers and their students. The opportunities for observing and defining the teacher qualities that result in successful student management and instruction are the purpose of these field experiences. The evaluation forms used in the field experiences address the teacher attitudes and perceptions that are so vital to a candidate who will eventually become a teacher and affect the lives of children for many years over a career span. (see EPY 319, elementary and middle grade field experience vouchers, Practicum and Student Teacher Handbooks and Evaluation Forms, KTIP observation forms, Exhibits Room).
NTS Related to Dispositions
The NTS describe what first year teachers should know and be able to do in authentic teaching situations and the academic content, teaching behaviors, and instructional processes that are necessary to promote effective student learning. They imply more than the mere demonstration of teaching competence. They imply a current and sufficient academic content understanding that promotes consistent quality performance on teaching tasks. Authentic teaching tasks included in methods courses in all initial preparation programs and in practicum and student teaching provide opportunities and contexts for performances by beginning teachers.
Dispositions are addressed in the
nine New
Teaching Standards particularly in Standard Two: Creates and maintains
learning climates. The beliefs and attitudes of caring, fairness, honesty,
responsibility and social justice contribute significantly to teachers’
abilities to create a successful learning environment. Standard II is measured
by the teacher’s ability to create a learning climate that supports the
development of student abilities to use communication skills, apply core
concepts, become self- sufficient individuals, become responsible team members,
think and solve problems and integrate knowledge.
Course Syllabi
Analysis of professional education syllabi reveals four levels of involvement with dispositions: awareness level, observation level, participation level, and a self- assessment level. Through review of the syllabi within the college, at least 19 concrete ways for measuring dispositions have been identified. Examples of measurement standards include personal reflections, perception statements, simulations, collaboration with agencies and other professionals and parent and family communications.
Level of Dispositions Defined:
Awareness Level: dispositions for teachers are discussed in class. Dispositions are identified in reading assignments. Candidates begin to use dispositions’ language in their writing and presentations.
Observation Level: candidates actively observe dispositions in action by observing teachers teaching, engaging in role plays and simulations, attending community functions, professional meetings, and or observing course videos.
Participation Level: candidates demonstrate appropriate dispositions through teaching by creating lesson plans, developing IEP’s/IFSP’s, or clinical notes; by implementing lessons plans; by participating in practicum or clinical hours, participation in professional conferences or meetings; and/or by participating in student teaching.
Self-Assessment Level: candidates demonstrate appropriate dispositions for teaching through reflection and professional growth. Candidates reflect on their personal beliefs and behaviors through portfolio interviews, formative and summative evaluation conferences, maintaining a reflection journal, and or the development of a professional growth plan.
Advanced Programs
Advanced teacher preparation programs provide significant focus on dispositions. As is true of the NTS, ETS strongly reflect dispositions. These standards provide one set of guidelines for advanced programs. Candidates in advanced programs are predisposed to increase their content and pedagogical knowledge and skills. At the beginning of each program, they assess their strengths and identify areas in which they wish to grow. They set goals for themselves and select courses and other professional development opportunities through which they will receive support in meeting goals they establish. The majority of course syllabi at both advanced and initial levels throughout the college include objectives focusing on the enhancement of dispositions. Candidates reflect on their personal beliefs and behaviors through portfolio interviews and reflections, formative and summative evaluation conferences, and participation in oral and or written comprehensive exams that address knowledge, skills, and dispositions.
Dispositions are at the core of program in Counseling Education. The success of the counselor rests squarely on the dispositions evidenced as knowledge and skills are applied in all counseling settings. From the points of admission to program completion, candidate values, commitments, and professional ethics are continuously studied, demonstrated, and assessed.
In Education Leadership programs, a significant focus is placed upon “dispositions“ during admission and exit interviews as well as during required courses in the programs.
Dispositions have been and continue
to be an important part of the
1.7 Student
Learning for Teacher Candidates
Teacher candidates (Initial and Continuing) are taught how students learn, how to detect and assess student differences and needs, and how different instructional materials and techniques can be used to address learners with diverse backgrounds.
Initial Programs
Initial
preparation teacher candidates are required to document the impact of their
teaching on P-12 student learning (Student portfolios,
Exhibit
Room). Plans are
being developed by the EDF 203 faculty to evaluate the impact of the 15 hour
mentoring project required of all candidates on the P-12 students’
learning. The evidence of this effect
will be collected through questionnaires from the teachers who supervise
candidates during the mentoring project.
Candidates will also be asked to report specific learning benefits to
the students with whom they work. During
individual courses and field placements during block semesters and practica,
candidates are being required to record and report evidence of the impact they
are making on student learning in schools (Exhibit
Room).
During student teaching all Elementary and Middle Grade candidates are expected to demonstrate the impact of their instruction on student learning. Candidates teach lessons and units during student teaching and report data indicating the level(s) of student achievement (Examples in Combs 425).
Candidates maintain a working portfolio during their entire preparation program. At three specified points during their program, the Teacher Education Program Portfolio is evaluated. The three checkpoints occur during the (1) Interview for admission to teacher education, (2) Interview for admission to student teaching, and (3) Program exit interview during student teaching.
During initial teacher candidate programs, candidates not only have the opportunity to learn about individual needs of learners, but they also must demonstrate their ability to address individual needs of learners. The Teacher Education Program Portfolio of each initial candidate has as its main focus Kentucky’s NTS which require that all teachers (a) be able to design and plan instruction tied to Kentucky’s learner goals and academic expectations, (b) demonstrate knowledge of content in the lessons they design, implement and manage instruction appropriately for diverse groups of students, and (c) assess and communicate learning results. Further, candidates are required to demonstrate that they reflect on and evaluate teaching and student learning, and that they make appropriate changes based on assessment results and adapt instruction to accommodate individual differences. Portfolios provide documentation of candidates’ application of technology in meeting the needs of individual learners. Examples of work meeting the Teacher Standards for Preparation and Certification can be found in the candidate’s Teacher Education Program Portfolio.
Coursework at
During coursework, candidates complete a variety of assignments related to the assessment of student learning. An example of this at the undergraduate level can be found in EDF 413 (EPY 413), Assessment in Education syllabus. Candidates learn that all assessment must be tied to the learner objectives and outcomes, that it is necessary to evaluate student progress and to use this assessment to guide further learning. Candidates design a test based on learning outcomes for a unit appropriate to their certification. They study, reflect upon and design relevant methods of assessment other than testing, such as portfolios and performance task evaluations of student learning (Syllabus EDF 413).
In methods classes, candidates
study a variety of ways to direct student activities in a manner that will
enhance student learning. In courses
that require field experiences,
To further illustrate the focus on
candidate learning in a their portfolio, undergraduate candidates in the
Moderate and Severe Disabilities Bachelor’ Degree/Provisional Certification are
required to include (a) individual instructional programs to teach functional
skills; (b) a behavior management program; (c) data sheets showing daily
candidate performance; (d) graph data showing candidate progress over time; (e)
a portfolio entry for a student with disabilities that shows progress in areas
that correspond to the state Program of Studies and embeds integration with
peers, the opportunity for candidates to make choices, and the use of
technology; and (f) completed assessments of student ability with corresponding
Individualized Education Plans or Individualized Transition Plans.
Initial certification candidates at the graduate level complete similar portfolio items that include entries such as case studies of students, reports of mentoring projects, and classroom management plans. Candidates receiving certification in grades P-12 complete portfolio entries that reflect experiences across many grade ranges.
Candidates’ ability to evaluate student learning is assessed by faculty in the respective programs. For example, faculty in initial certification programs (a) conduct exit interviews with candidates completing the program, (b) send follow-up questionnaires to candidates after they complete the program, (c) maintain anecdotal records on candidates as they progress through the program, (d) collect feedback on the performances of candidates from cooperating teachers, and (e) monitor the scores of candidates on the areas of the PRAXIS exam that are required for certification. Throughout their programs, candidates are involved in their professional community so that they learn more about working with students in their field of study. This may include school districts, agencies that serve students with disabilities, early childhood agencies, and professional organizations. For example, the Moderate and Severe Disabilities Program requires candidates to visit and observe agencies that serve children ages birth through preschool, serve adults with disabilities, provide assistive technology services, and provide related services (e.g., psychological assessment, speech/language therapy, occupational therapy, physical therapy, residential services, and employment options).
To demonstrate the role of a teacher as a researcher of student learning techniques and a member of Learned Societies candidates in initial and continued certification program are encouraged to participate in professional meetings and make presentations at recognized learned societies, at local, state, and national levels.
At the conclusion of the certification program, candidates demonstrate their mastery of the Principles of Learning and Teaching by presenting satisfactory scores on a certification-appropriate PRAXIS exam, by demonstrating that they have satisfactorily met the Teacher Education Program Portfolio requirement during the program exit interview at the conclusion of student teaching and by providing evidence that that have affected student learning.
During the first year of teaching, candidates further demonstrate that they have successfully mastered the NCATE Standard 1 element 7, Student Learning, when they complete the Kentucky Teacher Intern Program.
Advanced candidates build upon the knowledge foundation gained through their undergraduate studies in the baccalaureate degree program and through their experiences as P-12 teachers as they strive to grow in their ability “to teach, to learn, to help others teach and learn.”
Professional education courses taken by advanced candidates have been developed to reflect the Kentucky Experienced Teacher Standards (Experienced Teacher Standards). In addition they are infused with the NCATE themes, KERA Initiatives and standards established by Learned Societies. This is documented in the program matrices in the program review folios.
Subject matter courses are selected
by the candidate and his/her advisor to strengthen background knowledge in
subjects that the candidate teaches.
These courses have been identified or approved as viable graduate courses
to help candidates strengthen background knowledge supportive of their
teaching,
As evidenced with this report,
candidates for teacher certification programs at Eastern Kentucky University
are required to study how a student learns
(
EDF 319 Formerly EPY), and participate in
student
learning activities.
Element 1.8
Student Learning For Other
Other professional school personnel meet the standards related to candidates’ learning through a variety of activities in their programs. For example, in the Counseling and Educational Psychology program candidates prepare a presentation for a school faculty and school council that develops a planned counseling program for the school (see Student Products, Exhibit Room). In addition, candidates develop a needs assessment instrument based on the school's information about the student. Candidate learning experiences are designed to meet professional organization, state, and faculty-developed standards and indicators of performance as appropriate to each program area, i.e., counseling. These experiences are also designed to be responsive to learning issues that are identified as being important in the NCATE 2000 Standards (e.g., understanding and building upon the developmental level of students, and viewing diversity as a strength and promoting social justice). Details regarding how and where in the curriculum this is accomplished are provided in each program folio, but examples include course requirements in cultural diversity, school improvement, human cognitive and social development, and positive school-community relations. Ensuring that candidates focus on the environmental, demographic, and policy contexts of the people with whom they will work is also accomplished by connecting coursework to field-based experiences (e.g., an example is the year-long practicum requirement that must be completed by counseling and educational leadership candidates) (see student portfolios, Exhibit Room).. In effect, candidates for professional school roles other than teaching are prepared in a manner that keeps a positive environment for student learning a centerpiece of their preparation. This is accomplished by embedding concerns for student learning and the environments where such learning takes place within the standards for each program, within the curricular experiences engaged in by candidates, and within the assessment procedures used in each program.
Numerous opportunities for connecting one's knowledge base with potential candidates and families that may be encountered in the schools is provided through a variety of learning experiences such as practicum experiences, course requirements, assigned course readings, case studies and role-playing activities. With the state’s only training program in Deaf Education housed in the Wallace Building on campus, candidates are exposed to the deaf culture through coursework in sign language and lab experiences in addition to interacting with deaf and hard of hearing faculty and candidates American Sign Language (ASL) is integrated into the curriculum for the programs in Special Education. All candidates may take a sign language class to fulfill a general education requirement regardless of degree program
To critique and reflect on one's own learning and ability to
help others learn is a valuable skill in the development of an effective
professional. During the acquisition of
knowledge, skills, and dispositions, candidates
write
reflections and conduct self-assessments to assist their understanding of
ways to improve student learning Candidates also generate critiques concerning
the
effectiveness
of their teaching strategies and materials used for improving student
learning The written evidence of their
critiques and reflections can be found in progress notes, journals, portfolio
entries, self-rating scales, and self-analysis of video taped interactions with
students and Candidate Projects (Exhibit
Room).
Other school personnel provide educational experiences which train candidates to gather, analyze, and use data in a continuous developmental process. Processes and practices are taught which enable the candidate to come full circle from undergraduate to graduate and from entry level to mentoring level professionals. A variety of training opportunities include field experiences, diagnostic case assessments, reflections, self evaluations, simulations, child evaluation and assessment, action research, observations as well as analyzing and evaluating written treatment plans.
Within each
program curriculum and course syllabus in the
Other school personnel understand
and demonstrate the professional knowledge expected in their fields by using
current research to inform their practices. Classroom experiences at both the
undergraduate and graduate level address the use of research and its
application in student learning prior to guided
field-based experiences. In the classroom, candidates learn about research
methodology through assignments and projects that are both individually and
group-based such as literature reviews, case studies, role-playing, and
observations in a variety of settings. Candidates are expected to learn
computer application and technology to enhance research assignments via
Internet searches, web-enhanced learning and use of programs such as Power
Point for oral presentations to share findings. Candidates have access to
several computer
labs located throughout campus including the Crabbe Library,
Programs for other school personnel provide educational experiences that train candidates to gather, analyze, and use data in a continuous developmental process. Processes and practices are taught which enable the candidate to progress sequentially from undergraduate to graduate and also from entry level to mentoring entry-level professionals. A variety of training opportunities include field experiences, diagnostic case assessments, reflections, self-evaluations, simulations, child evaluation and assessment, action research and observations as well as analyzing and evaluating written treatment plans (student portfolios and related materials, (Exhibit Room).
As candidates progress through their program, their reflections shift from a focus on content to application. They develop pre-professional plans and set professional goals that they measure for progress. The results from measuring progress are used to modify their professional development plan. The written evidence of their reflections can be found in progress notes, journals, portfolio entries, and/or videotapes. The hierarchy of reflective skills is emphasized and integrated throughout the coursework.
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 unit and its programs.
Significant Evidence:
Professional
Education Continuous Assessment Plan;
Initial
Program Matrices;
Advanced
Program Matrices; Program Assessment
Committee Annual Reports
To prepare
quality professional education personnel, the
During the academic year 2001-2002 as part of the NCATE self-study, the Unit’s assessment system was reviewed by an appointed group of stakeholders including faculty from each department in the Unit, representative faculty from other colleges within the University, teachers and administrators from the local school district, and current candidates within the Unit. This committee requested departments and programs within the Unit to report in-depth how they measured the quality of their initial and advanced candidates; the effectiveness of the overall program including its faculty, courses, and advising; and how collaborative these assessment activities were. (Compilation of these reviews may be found in the EPSB Professional Education Survey and the linked matrices Initial / Advanced.) From information gleaned in this review, a new Professional Education Continuous Assessment Plan was developed, proposed, approved, and initiated by the Unit in the spring of 2002.
Note: The new Professional
Education Continuous Assessment Plan and the
Initial
/
Advanced.
matrices should be reviewed before reading the
following report.
Evaluation and reporting of
content knowledge, pedagogical skills, and dispositions for initial
certification professional education candidates
For initial certification
candidates, three checkpoints or gates are used to assess content knowledge,
pedagogical skills and dispositions. Tracking of candidates (5
Year Admissions Report – Tracking of
candidates (Admissions,
Tracking Candidate Forms, Praxis, Certification) through these three gates begins
with their declaration of one of the certification programs offered through Eastern
as their major. This tracking is a
collaborative effort between the candidate, his/her
assigned faculty advisor, and the Office of Student Services. Early tracking is accomplished through basic
orientation at a course level (
The first assessment checkpoint for initial certification candidates is Admission into the Professional Education Program . This milestone is reached after the candidate has completed 60-semester hours of credit, met program GPA requirements, and has passed a series of external and internal evaluations including satisfactory completion of a formal interview that includes a portfolio presentation. The portfolio at this critical gate is presented in a required format organized around the Kentucky New Teacher Standards. The required format at this critical stage includes such pieces as a Letter of Presentation, a Philosophy of Education, Resume, a Professional Growth Plan, and a minimum of two entry pieces demonstrating the candidate’s content knowledge, pedagogical skills, and dispositions including personal reflections. Required entry pieces come from class assignments and projects completed in introductory professional education courses (EDF 103 or 310 and EDF 203—Schooling and Society). Two faculty members including the candidate’s faculty advisor and another faculty from the candidate’s program and/or department conduct the Admission into the Professional Education Program interview and complete the portfolio review and scoring process. When the candidate has completed all of the requirements for Admission to Professional Education, he/she is recommended to the Teacher Education Admissions Committee. The Teacher Education Admissions Committee, made up of representatives from the Unit, the University, and local school districts, reviews each candidate’s file. Final acceptance into the Professional Education Program is granted by the Teacher Education Admissions Committee.
To assure that the admissions process is fair, accurate, and consistent, an appeals process for the Teacher Education Admissions Committee allows candidates who have been denied admission to the Professional Education Program an opportunity to request a second review of their records as well as a personal interview before the Committee.
Once the candidate has been admitted to the Professional Education Program, the next critical assessment gate is Admission to Student Teaching. Again, there are both formative and summative measures that document the candidate’s eligibility for this important event including a second portfolio interview and presentation with the candidate’s faculty advisor and a second faculty member from the candidate’s department and/or program. Candidates must apply for Student Teaching during the first four weeks of the semester prior to the term in which student teaching is to occur. Applications are evaluated and processed by the Office of Professional Laboratory Experiences in conjunction with the candidate’s advisor, Department Chair, and Office of Student Services to determine whether the candidate has completed all necessary internal and external requirements including the successful completion of the Admission to Student Teaching interview and portfolio review. The candidate’s portfolio at this level contains entries selected by the candidate from the best work from courses, field experiences, and other key experiences during his/her time at Eastern. Again, these “best work” samples are organized around the nine Kentucky New Teacher Standards and are evidence of the candidate’s content knowledge, pedagogical skills, and dispositions for successful teaching. In addition, the portfolio requires reflections on these samples along with a revised philosophy, resume, personal introduction, and professional growth plan. The process ends with acceptance to student teaching and placement in the student teaching site.
Student teaching is the culminating performance for each initial certification candidate. Assessments during this period include observations and evaluations of the candidate in the classroom by the cooperating teacher and the Unit supervisor, completion of standardized evaluations (required PRAXIS II tests), and a presentation and review of the portfolio at this level. A minimum of four formal visits is conducted by the Unit supervisor who provides written feedback regarding the candidate’s progress in the teaching setting. A minimum of one observation is conducted using the Kentucky Teacher Internship Program observation instrument which includes a rating across all nine Kentucky New Teacher Standards. The classroom cooperating teacher provides continuous assessment and feedback each day of student teaching and transmits weekly evaluations, a mid-term, and a final evaluation to the candidate and the Unit supervisor. The final, written evaluation of the candidate is completed by the cooperating teacher and the Unit supervisor and includes ratings of specific performances across all nine new teacher standards and an evaluation of the candidate’s professional and ethical conduct and demeanor.
Student
teaching provides the candidate practice, not only in teaching but in
self-assessment and professional development.
The candidate
maintains a reflective journal or reflective entries on
lessons each day of this culminating semester. These reflective writings contain the
candidate’s summation of what is being learned, insights into experiences, and
self-evaluations of successes and areas for improvement. In addition,
written critiques of videotaped lessons are prepared and
shared with the Unit supervisor.
Using this reflective process to inform practice, the candidate develops and
implements
a professional growth plan with the unit
supervisor and cooperating teacher. This
process of planning, implementing, assessing, reflecting, modifying and
increasing professional skills embodies the essence of
The candidate’s portfolio continues to be developed by updating and replacing earlier work with additional or outstanding projects completed as a part of student teaching. The self-evaluation reflections included with these are to be detailed and comprehensive. A critical part of the portfolio entries in the student teaching placement includes evidence of effectiveness of the candidate’s teaching. This effectiveness of teaching is demonstrated when the candidate includes examples of both formative and summative assessments demonstrating what students have learned as a result of lessons and experiences presented by the candidate. The candidate’s portfolio is presented to, reviewed, and scored by the candidate’s cooperating teacher and Unit supervisor at the completion of his/her student teaching assignment.
It is a combination of the successful
completion of all program requirements, completion of the prescribed Praxis II
tests, positive evaluation by cooperating teacher and university supervisor,
completion and successful presentation and
a passing score on the portfolio at this final level
that officially marks completion of student teaching and the third and final
gate--Exit from the Professional Education Program .
Advanced
Programs
Evaluation of Advanced professional education candidates’ content
knowledge,
pedagogical skills, and dispositions occur at up to six gates or checkpoints
(See Graph in PECAP) for degree and non-degree programs (The Unit offers Rank
and additional certification programs at advanced levels). The first assessment
point for both degree and non-degree programs is
Admission to the University as a graduate student
(Refer to narratives for programs in the matrices
initial
/ Advanced for
specific requirements for each program).
The second assessment point is
Admission to Graduate Program by the program’s respective
departments.
Within these first two assessment periods, candidates are tracked by the
In addition, candidates in advanced non-degree and degree programs must present a Professional Portfolio that reflects content knowledge, pedagogical skills and dispositions for teaching. These Professional Portfolios are based upon the ten Kentucky Experienced Teacher Standards or upon other appropriate professional standards. Professional portfolio reviews or checks may be conducted at any point during the degree-seeking student’s advancement; however, application for Admission into Candidacy for Degree represents one point of review in many programs. Final review will occur at the time of program completion. In some programs, review and evaluation of the portfolio is the responsibility of the advisor; in others, the review is incorporated into the comprehensive examination which is part of the program exit procedure. Advanced non-degree programs (Graduate Certification and Rank Programs) have a Mid-point Portfolio Review only which occurs after completion of a specified number of hours in the program and is conducted by the candidate’s program faculty advisor. Candidates in degree and additional certification programs must successfully complete a practicum and/or a student teaching or internship assignment.
Candidates seeking an advanced degree who have made application for
graduation must demonstrate the
required GPA for their respective program, successful completion of a written and/or Comprehensive
Program Assessment and/or
a successful Exit Portfolio Review conducted by his/her graduate faculty
advisor. Candidates in non-degree programs must demonstrate the required GPA
for their respective program and pass an Exit Portfolio Review by their
graduate faculty advisor. After
successfully completing all exit requirements, all advanced candidates have
state certification requirements verified by the Unit certification officer
based in the Unit’s Office of Student Services.
Evaluation and reporting of the effectiveness and quality of individual
programs and the Unit as a whole
In addition to careful assessment and monitoring of candidates, the Unit’s overall assessment plan also includes assessment activities that focus on the quality and effectiveness of its individual programs. (APAR). Information about the performance of candidates within a program is an important measure of the effectiveness of the preparation program. The Office of Student Services provides department chairs, coordinators and others responsible for individual programs, and individual faculty with information about their respective candidates’ and graduates’ performance on required national assessments. In addition to these reporting instruments, personnel from the Office of Student Services are available to meet with each department chair and with program faculty annually to review and discuss candidate and graduate performance results. The Office of Professional Laboratory Experiences is another Unit-level office that collects assessment data as it relates to candidate, faculty, and cooperating teacher performance in field placements—specifically student teaching. The Office of Professional Laboratory Experiences shares this information with program faculty at the completion of each semester. This Office, along with program faculty, uses that information to evaluate future placements and to improve the quality of supervision during this important culminating experience.
Other continuous assessment activities are more program-specific and faculty-specific. Formal activities such as surveys of alumni, surveys of employers, and questionnaires for practicum and cooperating teachers that focus on program effectiveness may be generated by program faculty, by the chairperson of the respective department, by the Unit, and by University and/or state mandated program reviews.
Faculty for individual programs across the Unit regularly review their curricula to assure that it reflects current learned society standards and current requirements of the Kentucky Educational Professional Standards Board, as well as the Kentucky Department of Education. Faculty demonstrate this alignment by citing these standards within the objectives of their course syllabi. Link to sample folio matrices This information, along with candidate performance on required national examinations as well as feedback from cooperating teachers and other school district personnel, is considered when determining what changes may be needed to improve the program as a whole.
These Unit-wide and program-specific
assessment reviews have lead to collaborative planning of general education
courses designed specifically for candidates pursuing degrees in the
Within this overall assessment
plan, the professional community, including principals, counselors, teachers,
alumni of the
The overall effectiveness of programs is determined not only by the quality of the candidate and the curriculum but by the quality of the faculty who carry the program. Formal activities that focus on the effectiveness of faculty and learning experiences are conducted and results shared with faculty members each semester through IDEA (Individual Development and Educational Assessment) summary forms and through anecdotal student comment forms. Faculty teaching performance as measured by these assessment tools and student comments is a critical part of the reappointment, tenure, promotion and merit review processes that are conducted on an annual basis.
Evaluation and reporting of graduates’ performance during the internship year (first year of teaching)
Tracking of candidates and their performance extends through the first year of teaching. Candidates completing an initial certification program may be tracked by the through the Kentucky Teacher Internship Program (KTIP) during their first year of teaching. In addition, all Unit faculty have been trained to serve as KTIP teacher educators. As KTIP teacher educators, faculty have the opportunity to observe the quality and success of recent graduates teaching within the University’s service area.
Evaluation of the Unit by current candidates and alumni
To complete the assessment picture, current initial and advanced certification candidates are asked to evaluate the effectiveness of their program and the Unit prior to their exit from the Professional Education Program link to questionnaire from Office of Student Services , link to questionnaire from the University, link to questionnaires for specific programs. Data from these questionnaires is compiled and shared with the chairs, coordinators, and directors within the Unit and then with program faculty.
In addition to these exit questionnaires, surveys of past graduates have been conducted at a Unit level every four to five years. These surveys have addressed broader issues such as the general climate of the Unit and general quality of preparation. Return rates on these surveys have been poor rendering them statistically insignificant. The most recent survey of alumni (including initial certification and advanced program alumni) was conducted in 2001. The NCATE Standard Two Committee, representing faculty from across the University as well as within the Unit, local school personnel, and current candidates, designed two surveys for alumni who had completed their programs and had been working in their professional position for at least one year. One survey was for initial certification alumni and the other for advanced program alumni. A summary of survey results may be viewed by connecting to this link. Again, return rate was less then 20 %.
In an effort to increase the usefulness of and response to alumni surveys, the new PECAP allows programs to design and collect more detailed, specific data from their past graduates. This will allow programs the opportunity to gather, analyze, summarize, and act upon data that more accurately measures the content knowledge, pedagogy, and dispositions needed in their specific area. Two program areas have completed such surveys. (Example, DHH program alumni survey and survey results.) Data from these have been incorporated into the Annual Program Assessment Report and will be used to consider ways in which to improve the overall program. Because programs are dependent upon the Unit and other colleges across the University and upon local school districts and agencies, collaborative efforts will be an important part of any proposed changes.
Evaluation data provides the
impetus for program changes. Program
changes or new programs may be initiated at the faculty, department, or Unit
level and follow a structured proposal protocol. The Dean of the
Prior to this NCATE self-study year, the College Curriculum Coordinating
Committee, meeting on a monthly basis, considered and determined the overall
desirability and effect of all proposals for new programs, courses, and
revisions of existing programs within the College of Education. This Committee had the authority to approve
or disapprove proposed changes. From the
Element 2.2 Data Collection,
Analysis, and Evaluation
Data concerning initial certification and advanced program preparation candidates and programs are collected from a variety of sources on a continuous basis. Candidate assessment data are collected during admission, checkpoint events, and upon program completion exiting. Initial certification and advanced teacher preparation program candidate admission data include a variety of assessments such as: grade point averages, test scores, and portfolio/interview results. Checkpoint events include: admission to student teaching/practicum, advanced degree admission to candidacy and program completion or advanced non-degree portfolio/project review. Information collected from these checkpoint events includes: planned program reviews, grade point averages, and program portfolio or project review. Exit assessment information includes such data as: test scores, exam results, grade point averages, program completion reviews, and portfolio/project/research reviews.
Graduates
of initial certification and
advanced
preparation programs are provided a survey from which information
concerning program and unit effectiveness can be obtained. An online
survey
of undergraduate degree candidates issued by
Initial certification and advanced teacher preparation program candidates may appeal grades by following procedures as stated in the Undergraduate Catalog 2001/03 and the Graduate Catalog 2001/03 . Each department’s Academic Practices Committee addresses grade appeal. Records of formal student grade appeals and documentation of their solutions are collected and stored in each department office (Exhibit Room).
A letter is sent by the Office of Student Services to initial certification candidates who fail to become admitted to the Teacher Education Program. This letter explains the process of appeal. The Admission to Teacher Education Committee reviews appeals, makes final admission decisions, and maintains records of appeals.
Advanced program candidates must
apply
for
admission to the Graduate School .
Candidates must meet the minimum requirements of the
The Unit collects information by using multiple assessments from internal and external sources. Data concerning initial certification and advanced teacher preparation candidates are collected systematically representing each part of the Unit’s framework: content knowledge, pedagogy skills, and dispositions. Unit and program specific assessments are used to collect data concerning graduate competence. Examples of this assessment data include: initial certification test scores, test scores for school administrators, initial certification graduate survey results, advanced program preparation program graduate survey results, and the Program Assessment Committee reports.
Assessment information concerning programs is collected and analyzed during the spring and summer semesters by the Program Assessment Committee (PAC) as part of the Professional Education Continuous Assessment System (PECAP). Annual program assessment reports are reported to the Teacher Education Assessment Sub-Committee by each program PAC during the fall semester. Proposed revisions or new program proposals are then submitted to the Teacher Education Committee for consideration and approval. Once approved by the Teacher Education Committee, proposals are forwarded to other appropriate University committees for approval.
Information
is obtained and transferred with the assistance of technology-based systems
such as: the
Kentucky
Educator Preparation Program Report Card site, digitally transmitted test
scores such as ACT and GRE, BANNER (the University’s
information system), and
CARES
reports (Colonel’s Advising and Registration Equals Success, the initial
certification candidate advising report).
Public access to assessment information
can be obtained from sources such as: the Professional Education Unit/College
Factbook, the
Element
2.3 Use of Data for Program Improvement
The Professional Education Program and the individual programs that comprise it collect an extensive variety of data on student and program performance. These data are used to evaluate individual student progress as well as overall program and Unit effectiveness. Within the Unit, faculty, administrators, and staff compile, analyze and review data regularly and make programmatic decisions based upon these data analyses. Prior to the 2001-2002 academic year, all programmatic curricular changes went through an extensive review process that began with program faculty approval. Program changes were proposed by faculty members, departments, the College of Education or the Unit. Program faculty considered the proposed change, and then forwarded the requested change for departmental approval. Once approved, the department made the proposal to the College of Education Curriculum Coordinating Committee or other appropriate college committee for approval. With the Unit’s approval, changes went to the University Council on Academic Affairs and other appropriate University committees. Requested changes included an explicit rationale statement which, in part, was supported by data that had been collected and analyzed.
A critical component of the Unit’s assessment system is sharing of information gained through the process. While the Unit made available assessment results generated by its offices in a variety of formats, in preparing for this NCATE report and visit, it became clear that data were not being shared and reviewed systematically and the quality of program review varied considerably throughout the Unit.
As a result of this NCATE self-study, a new Professional Education Continuous Assessment Plan has been proposed, approved, and begun to be implemented during the 2001-2002 academic year. In this new Professional Education Continuous Assessment Plan, each individual program generates and receives assessment data from department and Unit level evaluation activities. Each program, then, reviews, and synthesizes assessment data related to candidate, graduate, and program performance. In the spring term, the Department Program Assessment Committee presents a formal report to the department chair. This report summarizes program performance, program goals and objectives for the upcoming year, and proposes any revisions or changes that need to be acted upon in the coming year. Program reports are then submitted to the Teacher Education Assessment Sub-committee. Proposed revisions or new program proposals that come from this assessment review must include specific measures to gauge the effectiveness of changes. Revisions within course content and emphasis may be noted on the Annual Program Assessment Report and implemented by program faculty. For example, when the Education of the Deaf and Hard of Hearing Program reviewed data from a questionnaire sent to alumni and past cooperating teachers and supervisors, one area of preparation receiving low to middle ratings was the ability share information with families about hearing loss and its educational implications. At a course-level, program faculty have incorporated more information, the use of case method of instruction, and a parent panel to help candidates become more sensitive parents’ needs, more aware of resources for working with parents, and more aware of different ways to share information with them.
Proposed revisions or new program proposals that impact candidates at a department and Unit level are also proposed within the Annual Program Assessment Report. These proposals, however, are reviewed by the Teacher Education Assessment Sub-committee who then submits the proposed changes directly to the Teacher Education Committee for their consideration and approval. Membership of the Teacher Education Committee includes representatives from the Unit, from across the University and from the professional community allowing for input and reflection from the Unit as well as important stakeholders. Once approved by the Teacher Education Committee, proposals are forwarded to other appropriate University committees for their approval. Approved changes and revisions are then implemented with assessment of effectiveness an embedded part of the change. This new PECAP allows for more consistent review across all programs, thus strengthening the Unit.
Standard
3—Field Experiences and Clinical Practice
The unit and
its school partners design, implement, and evaluate field experiences and
clinical practice so that teacher candidates and other school
personnel develop and
demonstrate the knowledge, skills, and dispositions necessary to
help all students learn.
Significant
Evidence:
Types of field experiences,
Topics of field experiences, Field experience committee
placements
training
practicum experiences
Elementary
Middle Grades
Secondary
Special Education foundation courses E-Portfolio reflections practicum experiences
3.1
Collaboration Between Unit and School Partners
Field and clinical practices are an integral part of the
initial and advanced educational programs at Eastern Kentucky University
(EKU). Since field experience is
essential for the development of competent educators, EKU teacher education
candidates begin exploring the education profession through field experiences
during their very first education course
EDF 103. In subsequent courses and advanced programs, candidates
expand and develop their expertise leading to the culminating field experience
of student teaching or an internship/practicum.
All undergraduate teacher education programs in the
Initial Programs
To establish an approach to field
placement that is well-coordinated and responsive to school needs and realities
a
field
experience committee is appointed representing all departments in the
college and school partners.
Committee
activities include periodic reviews, experience analysis and actions
taken. In an effort to further
coordinate field and clinical experiences, two graduate assistants were
assigned to the Office of Professional Laboratory Experiences. This office is responsible for field
experience placements for the major
education
courses.
The unit has created an evaluation
instrument to be used with all field experiences. The data obtained will be used to evaluate
the efficacy of each experience and record the diversity of placements of all
candidates. The data results will be
available to assessment committees when considering possible programmatic
changes.
Collaboration with the unit and
school partners occurs in several ways.
Program faculty and school personnel jointly determine the field
experience placements. Maintaining good
communication
with school-based coordinators ensures that the field experiences are on track
and address the needs of the program and the particular schools. In many cases, the university supervisors
meet with building administrators before placements are made. In addition, school partners complete
evaluations of particular field experiences.
As with other
field experiences, the placement of candidates for student teaching is planned
through a joint effort between the unit and its school partners. A procedure is established which involves the
application
and evaluation process.
Communication
is provided to student teachers, cooperating teachers, university
supervisors, and principals
regarding the policies and
procedures governing the student teaching experience.
One important school partner is
EKU’s
Model
Laboratory School. Teacher education
candidates complete their EDF 103 and 319 field experiences at Model. These provide a uniform experience for the
students and a basis for class discussion.
The
In addition to Model, school
partnerships and candidate
placements
are made in a variety of educational settings.
These include local schools in
School-based faculty and
cooperating teachers are selected to supervise candidates based on their teaching
expertise and their demonstrated ability to guide and assess these teacher
candidates. Cooperating teachers meet
the standards for experience and advanced training as required in
704
KAR 20:706 .
Many of the cooperating teachers have completed the Kentucky Teacher
Internship Program training. Data
regarding cooperating teacher training and efficacy are maintained and used for
selecting the best cooperating teachers available (Exhibit Room). The Unit continues to improve the
training of
cooperating teachers for field and clinical practices.
During the fall, 2001, thirty-seven
cooperating
teachers were trained in KTIP, with a special emphasis on ways to mentor
student teachers. Host teachers at
Cooperating
teachers who work with
student teachers sign an
agreement
that delineates their roles and expectations for guiding clinical practice (Exhibit Room). School systems sign cooperative agreements
with the Unit regarding student teaching as well. Information is mailed to cooperating
teachers to assist them in accessing the Office of Professional Laboratory
Experiences Website (http://www.education.eku.edu/FieldExperiences). This site provides helpful suggestions for
the supervision of candidates. All cooperating teachers are assessed in some
manner. The cooperating teachers of
student teachers are formally evaluated using the
student
teacher evaluation of cooperating teachers form. Based on this candidate evaluation along with
recommendations from school personnel and university supervisors, the Director
of Professional Laboratory Experiences decides whether to continue using each
cooperating teachers. The candidates,
university supervisors and building administrators evaluate cooperating
teachers involved with other field experiences.
These are made on an informal basis, and are communicated to the
Director of the Office of Professional Laboratory Experiences.
University faculty who serve as
field supervisors meet within their program groups on a regular basis to
discuss issues concerning the efficacy of the field experiences, the
supervision process and collaborative approach to the field experiences. All
fulltime university supervisors are also trained in the KTIP program and use
that system with student teachers to provide continuous assessment of the
candidates based upon the Kentucky New Teacher Standards. University supervisors who are not full-time
faculty members are screened for appropriate academic background and teaching
experience. University supervisors of
student teachers are evaluated with the
student
teacher evaluation of university supervisor form.
Advanced Programs
Several graduate programs have
practicum
experiences that rely on partnerships established with local schools and
districts. For example, in the
educational
leadership program, EKU has established close working relationships with
school districts to deliver programs that are tailored to the educational needs
of local schools and districts.
Partnerships are established for the
library
practicum as well. Counseling
programs sponsor practica and internships in school districts where classes are
offered by EKU.
As part of special education
practicum experiences, such as SED 774 and SED 816, instructors plan and
coordinate practicum placements with school and district coordinators. For example, the SED 774 professor
implemented the practicum experience by informing the special education
director of the experience and requirements.
The professor then requested information about the children to ensure
services provided candidates were appropriate.
The SED 816 instructor presented requirements and experiences to the
candidates, and the school partners helped with the placement of candidates.
The field placements for MAT
students in such courses as EGC 845, 846 and 847, have involved partners in
numerous ways. EGC 846 placements were
designed based on the background and experience of candidates. The placements were determined by the
instructor and school principal.
Graduate programs train and
collaborate closely with site supervisors.
In the principalship program courses for “cohort groups” are often
taught utilizing local educators who team-teach with EKU professors. Candidates choose placement with building
principals. Principals who are
supervisors of candidates must have three years of experience as
principals. Counseling practicum
supervisors are trained and supervised by EKU professors each semester.
3.2 Design, Implementation and Evaluation of Field
Experiences and Clinical Practice
Initial Programs
Department chairs working with
program coordinators and faculty are responsible for organizing all programs. The coordinators, along with faculty who
teach in that program,
Candidates participate in a minimum
of one-hundred and fifty (150) hours of field/clinical experiences in their
various initial programs (Elementary,
Middle
Grades,
Secondary,
Special
Education), including the
foundation
courses, prior to student teaching. Student
teaching encompasses 16 weeks of clinical practice, eight weeks at two
different placements for elementary, special education, and middle school
programs, and 14 weeks at one placement or seven weeks at two placements each
for secondary student teachers. These
experiences exceed
Kentucky standards for student teaching.
Candidates reflect upon their field
experiences and student teaching by means of journals
[Exhibit Room)
portfolios
[Exhibit Room] and
lesson plans [Exhibit Room]. Faculty meets with candidates during
portfolio interviews, field experiences, and student teaching conferences. During these conferences candidates reflect
upon the effectiveness of their work with students. Candidates use lesson plan
formats that require reflection (Exhibit Room).
The candidates’ use of technology
in teaching students is reported and evaluated in their portfolio. Candidates begin the development of an
E-Portfolio
early in their programs.
Candidates team
with school partners and participate in professional decisions that affect
student performance (EDF
203;
SED
874).
Annual
evaluations are completed by student teachers on the efficacy of their
preparation programs and shared with assessment committees.
Advanced Programs
Graduate faculty work with local
supervisors of
practicum
experiences to design, implement, and evaluate the experiences. For example, the principalship program has
undergone significant changes to focus upon school leadership skills as well as
preparing candidates for the traditional principal certification. A
survey
is administered for making program revisions.
In addition this practicum experience was very extensive in the sense
that candidates had to perform activities at the primary, middle, and secondary
levels depending on what level their principalship program was completed. Clinical support is available throughout the
semester whenever needed via e-mail.
Administration faculty support is given during visits to candidates in
the schools and in developing portfolio entries.
Information technology is used in a
variety of ways to support practicum candidates. In special education placements candidates
were required to complete four assessments which were to be sent via e-mail to
professor. Candidates used the web site http://www.deafed.net and other internet tools
to gain resources. Power point
presentations, Word documents, and additional links were also used as resources
for candidates to use in the classroom.
Journal entries and feedback are submitted electronically during the SED
816 practicum. As part of the MAT
practicum communications, lesson plans are to be e-mailed to instructors prior
to visits, technology within lessons are encouraged and communications with
instructors is primarily by e-mail.
Principalship candidates in EAD 810 use technology in developing webpages, flyers, and Power Point Presentations. Candidates
also use word processor for reflections on artifacts. This course, as well as most advanced program
courses, is Blackboard enhanced.
The
field placement and practicum
experiences within advanced programs are extensive and intensive. For example, in SED 774 the experiences
require 120 field hours for three credits of course work. It required candidates to carry on the duties
of a certified deaf and hard of hearing teacher. Candidates communicate with students, teach
content in a variety of areas, ensure assisted listening devices are working,
and collaborate with the regular education teacher. ESL teaching candidates are responsible for
aiding ESL students in real-life situations where communication in English is
necessary. The SED 816 experience
involves seven weeks of an eight week course spent in a school, five days a
week for seven and a half hours a day.
These candidates were required to log daily activities and write weekly reflections
on what they learned and experienced.
MAT practicum experiences are very extensive in that students are
required to do 14 weeks of full day field experiences. It requires candidates to complete a minimum
of two weeks of solo teaching and encouraged candidates to participate in
extra-curricular activities. In general,
candidates in MAT programs and SED 897 follow guidelines established for
student teaching in the initial programs.
3.3 Candidates Development
and Demonstration of Knowledge, Skills, and Dispositions to Help All Students
Learn
As indicated
by the
Professional
Education Continuous Assessment Plan, the primary responsibility for field
and clinical experiences resides with the program faculty of the courses in
both the initial and advanced programs.
These experiences parallel and support course content and reflect the
unit’s conceptual framework showing the interaction between the candidate’s
disposition, pedagogy, and knowledge, essential ingredients for the development
of an effective person and educator. For
example, course instructors working closely with the cooperating teachers and
support personnel monitor experiences.
Candidates are required to write reflective reactions and
self-evaluations that are reviewed and analyzed by course instructors in order
to connect the often-abstract world of the college classroom with the real
world of teaching. Early in their
programs, as evidenced in the data describing the types of field experiences,
candidates do considerable teaching, and during the delivery of lessons/units
they make educational decisions that impact student learning. (
Exhibit Room )
Initial Programs
As candidates proceed
through
programs, the assessment of their field and clinical experiences moves from
external to a more internal focus as described in the
PECAP. Candidates develop a
portfolio
early in their programs, which addresses the nine new Kentucky Teacher
Standards. Throughout the field and
clinical experiences, candidates assess their proficiency using a variety of
reflection devices. For example, field
experiences provide opportunities for
reflection
by the candidate on pedagogical issues, content, and dispositions for
teaching. Elementary and middle grade
candidates
reflect
upon their experiences in selected schools in
Documentation of satisfactory progress
toward the nine Kentucky New Teacher Standards in the Teacher Education
Portfolio is required for admission to student teaching. The candidates initiate a professional growth
plan based upon the Kentucky New Teacher Standards during EDF 203/310. This growth plan is revised before each
portfolio review. During student
teaching, candidates must demonstrate continued progress toward the nine
standards leading to an exit review assessed by the cooperating teacher, the
candidate, and the university supervisor.
Candidates’ progress is guided by their growth plan, based upon their
progress on the nine standards and is assessed by the samples of work evident,
reflections through journal entries, lesson plans, units, plus other relevant
data in their portfolio (Exhibit Room). Cooperating teachers and university
supervisors complete a
mid-term
evaluation and a
final
evaluation.
Along with documenting personal
growth, candidates provide evidence that they impact student learning in
several ways. While developing their
Teacher Education Portfolios at all levels, they collect samples of student
work that illustrate learning. During
the student teaching semester, elementary, middle grades, and special education
candidates receive training in using
multiple
assessments with students and are required
to produce evidence that they have used a non-traditional assessment device to
enhance student learning. Candidates
collect samples of student products, with relevant analysis of student learning
(Exhibit Room). . Candidates are trained in violence
prevention curricula (law-related
education [LRE]) and are required to teach lessons and units in LRE (Exhibit Room).
In addition to candidate
evaluation, cooperating teachers have the opportunity to provide feedback on
early field experiences, student teaching and the various unit preparation
programs. These data are shared with the
departments responsible for the programs for their determination of program
changes as needed, using the process described in
PECAP.
Advanced Programs
Graduate
practica occur in a wide variety of settings that demonstrate candidate
competencies. Using self-assessments, on
site assessments, a variety of rubrics, including mid-term and final
evaluations, candidates demonstrate their knowledge, skills, and dispositions.
Graduate program field placements are in a rich variety of
settings with diverse populations of children.
For example, the ESL candidates were taken to
The unit designs, implements, and evaluates
curriculum and experiences for candidates to acquire and apply the knowledge,
skills, and dispositions necessary to help all students learn. These experiences include working with
diverse higher education and school faculty, diverse candidates, and diverse
students in P-12 schools.
Significant Evidence: College of Education
Minority Recruitment and Retention Plan, Faculty Vitae,
Topics
of Field Experiences, Course Syllabi: SED
401, SED
775, SED
800, COU
804, Demographics of Field Placements
The unit includes courses, field
experiences, objectives, and activities that focus on the content knowledge and
skills that enable our candidates to become effective educators in a broadly
diverse society. Candidates in the professional education
programs work with males and females with diverse ethnic, racial, language,
religious, and socioeconomic backgrounds and histories and from different
regions of the country and world.
Our programs promote the perspective of a global community and the
inclusion of learners with special needs and exceptionalities. We acknowledge the increasing diversity of
the population of learners in the schools of our state and our nation and
recognize the need for professional
education candidates, college faculty, field experiences, and curriculum
that reflects that diversity. The unit
is designed to provide candidates with a wide range of experiences and broad
curriculum to develop the content knowledge, pedagogical skills and
dispositions to become effective educators.
The Unit shares responsibility with
the University and the larger community to prepare educators who have a broad
perspective of diversity as an inclusive concept. Diversity is acknowledged to include ethnic,
cultural, lingual and religious differences, gender differences,
under-represented populations and individuals from minority backgrounds,
socioeconomic differences, and differences related to learning, behavior,
personality, and sexual orientation. The
goals of the curricula for professional education programs are for candidates
to develop and demonstrate content knowledge, pedagogical skills, and
dispositions to foster learning in all students. The University values and supports a diverse
faculty, endeavors to recruit and retain diverse candidates, and continues to
seek experiences that allow candidates to work with a diverse P-12 school
population.
Element 4.1 Design, Implementation, and Evaluation of
Curriculum and Experiences
The initial
and advanced programs are designed, implemented, and evaluated by utilizing
components of the model of Content
Knowledge, Pedagogy, and Dispositions.
The model reflects the attributes of the candidates, the faculty in the
university, and the faculty in the schools necessary to meet the needs of the
population of diverse learners. Within
the various programs there are entire courses that are focused on differences
inherent in human development, multicultural issues, and exceptionalities.
Candidates
in professional education programs begin with classes EDF
103 and EDF
203 (Introduction to Education and Schooling and Society) that stress the
dispositions and characteristics of effective educators and afford the
candidates opportunities to observe and participate in a variety of settings,
age levels and content areas. In
addition the candidates will take one or more classes that focus on the
developmental differences of students, and the influence of family, ethnic,
culture, and regional differences (e.g., EDF
319 Human Development and Learning, EMS
830 Multicultural Education).
Candidates in professional education
programs take one or more courses in meeting the needs of learners who have
exceptionalities. SED
401, Exceptional Learners in Inclusive Classrooms, is taken by
undergraduate teacher preparation candidates with the exception of majors in
special education and physical education.
Candidates in graduate programs for initial certification choose one of
several options (e.g., SED
800 Exceptional Learners in the Regular Classroom and SED
775 Nature and Needs of Exceptional Learners). These
courses are designed to provide information about the nature and needs of
students who have been identified as belonging to one or more categories of
exceptionality. Physical Education
majors take PHE 562, Adapted Physical Education, which emphasizes the needs of
individuals with disabilities. These courses provide information about
collaborative systems of delivering the needed services to the candidates
including appropriate methods of adapting and modifying instruction so that the
candidates can be successful in inclusive classrooms. The course syllabi in the
The advanced programs focus on
diverse populations. For example, the Educational Leadership graduate program
requires three courses that include a focus on diversity (EAD 801 Introduction
to School Leadership, EAD 831 Collaboration, EAD 846
Community & School Relationships).
The Counseling and Educational Psychology graduate program in School
Counseling infuses multicultural issues across the entire curriculum and
requires COU
804, Counseling Diverse Populations.
The
Element 4.2
Experiences Working with Diverse Faculty
The unit has a diverse faculty
including members from different cultural, racial, religious, ethnic and
regional backgrounds as well as a diverse perspective on issues, personalities,
preferences, and challenges. The unit
includes African-American professors as well as professors from
The unit includes staff and faculty
members who are deaf and hard of hearing, faculty members who have physical
disabilities, faculty members who have varied life-style preferences. The faculty members advocate and support
programs and activities to benefit the diversity of the faculty and
candidates. Faculty members serve on
committees that focus on diversity such as, the Planning Committee for the Diversity Conference,
which plans an annual diversity conference on the EKU campus. The Conference
offers the university community, school leaders and teachers in the region and
opportunity to interact with nationally known speakers on a wide range of
topics related to diversity. Faculty members also server on state, university,
college, and department committees that have as their purpose a commitment to
fostering a curriculum and an atmosphere of diversity and inclusion. The
The unit has established and is beginning to implement a Minority Recruitment and Retention Plan that focuses on faculty and candidates. The plan was developed with a wide representation of faculty and included student input. The Recruitment and Retention Specialist is responsible for coordinating, monitoring, and evaluating the Plan and initiating revisions that are needed.
|
Full-time Faculty Demographics |
||||
|
Year |
University* |
% Minority |
COE |
% Minority |
|
1997-98 |
630 |
7.6% |
61 |
13.1% |
|
1998-99 |
642 |
7.0% |
64 |
10.9% |
|
1999-00 |
680 |
7.5% |
65 |
15.4% |
|
2000-01 |
643 |
8.0% |
66 |
12.0% |
|
2001-02 |
643 |
8.0% |
|
|
|
*Does include non-resident
aliens |
||||
Element 4.3 Experiences Working with Diverse Candidates
Currently,
the unit has a 6 % minority candidate population. Twelve initial certification candidates
receive the Minority
Educator Recruitment and Retention Scholarship. Starting with the Fall
of 2001, the unit has a new staff position whose responsibilities include the
recruitment and retention of minority populations as well as the administration
of the Minority Scholarship program for teachers which is sponsored by the
Kentucky Department of Education.
|
Professional Education Candidates with Minority Backgrounds AACTE/NCATE Reports |
|||||
|
YEARS |
FULL TIME |
PART-TIME |
|||
|
Graduate |
Undergraduate |
Graduate |
Undergraduate |
||
|
1997-1998 |
3 |
47 |
NA |
NA |
|
|
1998-1999 |
2 |
57 |
NA |
NA |
|
|
1999-2000 |
0 |
61 |
NA |
NA |
|
|
2000-2001 |
0 |
50 |
14 |
12 |
|
Element 4.4 Experiences
Working with Diverse Students in P-12 Schools
Experiences
are designed to include P-12 school and other appropriate settings such as
child care centers, agency settings, and clinical settings. The experiences include observation,
participation, practica, and student teaching with individual students, small
groups, and whole classrooms. The candidates have experiences in the classrooms
of the service
region which represent varying degrees and types of diversity and
exceptionality. In addition to opportunities in the EKU service area, for the
past two years, pre-student teaching candidates (particularly elementary
candidates) have traveled to
The unit and the other colleges in
the university who participate in the preparation of professional educators
strive to provide opportunities for our candidates to understand and respect
the many aspects of diversity. The
curriculum provides for instruction and activities that develop the content
knowledge and skills for working effectively with diverse populations. The field experiences provide settings that
include diverse populations with which our candidates can interact and
implement the content knowledge and skills set forth in the curriculum. The component related to dispositions assures
that candidates entering the programs possess and further develop the basic
attitudes and perceptions that are conducive to effective educating. This content knowledge, skill and experience
and ongoing reflection on the aspects of diversity will affect their careers
and affect the impact that these candidates have on the students that they
encounter.
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
systemically evaluates faculty performance and facilitates professional
development.
Professional education faculty members in the unit model
best practices in scholarship, service, and teaching. This section describes faculty
qualifications, faculty collaborations with colleagues in other disciplines and
the public schools, and faculty evaluation and professional development.
Significant evidence:
Professional
Education Instructional Faculty,
Faculty
Vitae,
Faculty
Evaluation Forms,
IDEA,
Faculty
Handbook,
5.1
Qualified Faculty
Evidence that
both full-time and part-time faculty are qualified is provided in the
Professional
Education Instructional Faculty Table. The Unit includes 66 full-time professional
education instructional faculty and 36 part-time
faculty. These faculty
are separated into the Counseling and Educational Leadership Department, the
Curriculum and Instruction Department, and the Special Education
Department. Ninety-two percent of the
full-time faculty members in Counseling & Educational Leadership,
Curriculum and Instruction, and Special Education departments in the
All tenured and non-tenured faculty are
evaluated on a yearly basis.
Procedures
for the yearly evaluations of non-tenured faculty are found in the Faculty
Handbook. These procedures require the
faculty member to do a self-report using the
Faculty
Member’s Annual Self Evaluation of Professional Performance form.
Procedures
for tenured faculty evaluation are based on the merit awards evaluations. The University guidelines for merit awards
are outlined in the Faculty Handbook.
The
Clinical faculty are also well qualified. In fall 2001, 129 cooperating teachers or internship supervisors were involved in the preparation of the candidates. As indicated in Section 3.1, cooperating teachers meet the guidelines in 704 KAR 20:706. Consequently, 100% of the clinical faculty had licensure in their fields. One hundred percent also had a minimum of four years of teaching experience and a Rank II certificate.
A new focus in training for all
cooperating teachers is Kentucky Teacher Internship Program mentoring training.
Over 28% of these teachers are KTIP trained.
A major component of the EKU clinical faculty is the
5.2 Modeling Best Professional Practices in
Teaching
Faculty in the Professional Education Unit model best professional
practices in teaching. All
faculty at EKU are expected to demonstrate current knowledge in their
discipline by developing and following a well-planned course syllabus;
willingly accepting teaching assignments; demonstrating effective teaching
techniques; demonstrating a positive attitude toward students; advising
students effectively; posting and maintaining at least the minimum office
hours; evaluating students systematically and accurately, and meeting classes regularly and punctually. Faculty are
required to do a self-assessment based on these categories and on
meritorious
teaching categories on a yearly basis. Their best professional practices are
documented in several ways.
Unit faculty receive high ratings for their teaching.
The
candidates evaluate the quality of instruction and the quality of each
course. Mean scores for teaching
performance of unit faculty are consistently high as evidenced by the
IDEA
Student Ratings of Instruction evaluations. Forty-eight percent of College of Education
faculty rate in the High Average and Highest category in Excellence of Teacher
as compare to forty-three percent university wide. In addition, many of our faculty
have received awards for excellence in teaching. These awards are
identified in individual faculty vitae. For example,
Joanne
Guilfoil received a certificate of
recognition from the National Art Education Association in 1999, which is
directly related to her responsibilities as an art educator.
Esther
Leung was named the Foundation Professor for 1988 at
At EKU,
advising
is an important element of the teaching responsibilities. Faculty advisors help students
understand the purposes of a university education, explore the expectations of
a chosen major, and formulate plans for academic and career paths.
Advisees evaluate
undergraduate and graduate advisors every semester. Undergraduate advisees receive the evaluation
forms during the regularly scheduled advising window. The advisees are responsible for returning
these forms to the department office.
Graduate advisor evaluation forms are distributed to students in
graduate classes. All evaluations are
reviewed by the department chair and returned to the faculty member. Faculty members use these evaluations to
improve their contacts and interactions with candidates.
Another form of evaluation directly
related to teaching responsibilities is the
University
Supervisor evaluations completed by each student teacher. These evaluations are sent to the faculty
member’s department chair for review and then on to the faculty member. As with other evaluations, faculty members
use the results to improve their performance as student teacher
supervisors.
The unit’s
conceptual framework is reflected in each course taught in the Professional Education
Unit as evidenced in course syllabi. Faculty in the
Professional Education Unit model the concept of “an effective educator as
effective person” in their own instruction and assessment of candidates. Further, they demonstrate knowledge of content,
effective pedagogy, and appropriate dispositions in their classrooms. There are
many examples of strategies that faculty employ in their classrooms that
demonstrate this modeling. In American Sign Language I, ASL 101, Nina
Coyer and her students use dialogues, tapes, and other activities in signs that
are related to the different topics that are discussed while the classes are in
session during the semester. The class is
taught primarily without voice.
Expressive, receptive, and affective skills are the primary foci, with
the major emphasis geared toward receptive skills. Throughout the semester, learning takes place
through visual communication rather than auditory. In
Foundations
of Reading/ Language Arts, ELE/EMG 445, Jo Anna Dickey models reading aloud
and story telling. Bo McCreary in COU
804,
Psychology of Individual Differences:
Counseling Diverse Populations promotes appropriate dispositions by
requiring her students to complete a self-evaluation. In addition, faculty members require candidates
to complete performance-based activities that demonstrate the concept of an
effective educator in the P-12 classroom.
These performance-based activities are a major type of candidate
assessment and are evidenced by candidates’
Teacher
Education Portfolios, which are reviewed for admission to teacher
education, admission to student teaching, and the student teaching exit
interview. Examples of these projects
include a mentoring project summary and reflection required in EDF 203,
Schooling
and Society, a sign story project required in SED 240,
Communications
Skills for Hearing Impaired and a music bulletin board group project in ELE
362,
Music
Education for the Classroom Teacher .
Professional education faculty integrate technology in their instruction to enhance
learning opportunities for candidates.
Many faculty members subscribe their students to appropriate LISTSERVs to facilitate communication among candidates,
faculty and other professionals in their fields. These courses include EME 873,
Research
Based Reading Instruction: The Kentucky Reading
Project, and LIB 701,
Literature
and Related Materials for Transescents. Two examples of LISTSERVs
that are used are The Michigan Literacy Connection and Literacy and Community. Approximately
ninety courses in the
All these teaching practices
demonstrate our mission of “to teach, to learn, to help others teach and
learn.”
5.3 Modeling Best Professional Practices in
Scholarship
Faculty
members in the Professional Education Unit demonstrate scholarly work related
to teaching and learning in their fields of specialization. As indicated in the
College of Education
merit
awards guidelines, all faculty members are expected to stay current in
their field by reading professional journals and books and attending professional meetings to upgrade professional
content, pedagogy and professional dispositions. Over 78 % of the faculty
have participated in all the meritorious categories of scholarship as
evidenced in a recent
faculty survey. The categories that are considered
meritorious are publishing scholarly writings,
presenting papers and/or addresses at professional meetings, serving as editor
or reviewer for professional works, engaging in additional course work and/or
training to enhance expertise in the discipline, completing creative
achievements including inventions or technical achievements, developing and
completing a research study, and producing grant proposals that are designed to
generate funds.
Several faculty members have won a
number of awards for their research and scholarship over the past five
years. For example,
Connie
Callahan received the Special Merit Award from The Education Journal for her research
on Project Innovation. Since the
research was related to multicultural counseling, this project is directly
related to her role as a counselor educator.
Patricia
Stevens received a Fulbright Scholarship in 1997 to
the University Kebangsaan
Results
from a faculty survey indicate that 41% of the faculty have
demonstrated meritorious scholarship through numerous publications in state,
regional, national and international refereed professional journals. Examples include
Jerry
Austin’s publications in Education,
Marjorie
Pappas' writings in School Library Media
Activities Monthly, publications in Language, Speech and Hearing
Services in the School by
Kathryn
Polmanteer and
Larry
Sexton's writings in Journal of Instructional Psychology.
Another area that 78% of
the faculty participate in according to a recent
faculty
survey is presenting at local, state, national and international
professional meetings. Examples include
Krista
Althauser,
Forty one percent of faculty responding to the
survey
indicated that they their scholarship by securing
grants
that enable them to explore, analyze, and evaluate best practices. During
fiscal year 2001, faculty members were awarded grants totaling $4,477,709. The amount of these grants represents a
significant increase over the previous fiscal years. These funds support
research and training for a wide variety of purposes. For example, Leonard
Burns
received $17,500 for School Based Decision Making Research. This work is directly related to his role in
educational administrator education.
Dorothy
Combs, a middle level educator received $400,000 for the Center for Middle School Academic Achievement
(see description in Section 5.4) and $174,000 for middle school academies.
Shirley
Long secured $67,000 for the Kentucky Reading Project. This funding comes
through projects such as the
Collaborative
Center for Literacy Development supporting research on Early Reading
Incentive Grants and the Kentucky Reading Project. The
Interpreter Training Programs through the direction of
Laurence
Hayes have received grants from a variety of agencies including
Kentucky Department
of Education for $163,984; KY State Department of Vocational Rehabilitation for
$807,939; South East Regional Interpreter Training Consortium (University of
Tennessee) for $7,000; Postsecondary Education Consortium (University of
Tennessee) for $40,000; Technology Opportunities Program (U.S. Department of
Commerce) for $300,000; and Student Technology Fee Grant (Eastern Kentucky
University) for $8,600. These grants
total $1,327,523.
These examples of scholarly work demonstrate that the faculty actively increase their knowledge in the areas of
content, pedagogy and dispositions to enhance our candidates’ knowledge in
those areas.
5.4 Modeling Best Professional Practices in
Service
The guidelines for
merit awards
for faculty
indicate that all faculty members are expected to serve on departmental,
college and university committees when appointed to committee service, belong
to professional organizations related to field of expertise; work cooperatively
with colleagues; and work cooperatively with administrators. More than
eighty-six
percent of the
faculty engaged in meritorious categories of service as indicated in the
faculty survey. Meritorious categories
of service include providing consultation and professional development
services; providing support services to schools; providing services to the
community; making contributions on departmental, college and university
committees; serving as an active advisor to student groups; providing service
to the profession; and providing service to educational or other agencies.
There are many examples of faculty accepting
and fulfilling leadership roles/responsibilities in professional
organizations. These include
Julie
Bucknam (secondary art educator) who
served as the President of the Kentucky Art Education Association; Kim
Naugle (counselor
educator) who served as the President for the Association of Assessment in
Counseling in Kentucky and the Kentucky Mental Health Counseling Association;
and
Qaisar
Sultana (special educator) who served in various leadership roles
including the United Nations Consultant to the Department of Special Education,
University of Karachi, Advisory Board Member for the Learning Disability
Association of America, and is Vice President Elect for the Mid-South
Educational Research Association. This
service is directly related to the faculty member’s responsibilities at the
University.
Faculty members have also served as editors for various professional journals. Examples include Connie Callahan, counselor educator, who edits the