Eastern Kentucky University
|
Teacher Education Programs To teach, to learn, to
help others teach and learn.
Technical Education
Administration Option (Certification for
Vocational Education Supervision and Coordination/Vocational Principal) _____________________ 521 Lancaster Avenue Richmond, KY 40475-3102 859-622-3515 www.education.eku.edu May 1, 2002 |
Technical Education
Administration Option
In order to be effective as an educator, one must possess the knowledge, skills, and dispositions required to be effective as a person and member of society. In educators, these essential “effective person” characteristics must be extended and particularized to the specific educator role(s) selected by the individual. Professional education programs at Eastern Kentucky University are grounded in this belief. Students progressing through these programs are immersed in opportunities for inquiry, analysis, and reflection through which they grow as effective people and develop as educators. This concept is elaborated in the conceptual framework for professional education programs at Eastern and is embedded in all programs through curricula, courses, and experiences. Evidence of this can be found throughout this program review; it is reflected in program content, instruction, student portfolio development and review, and program assessment.
A. Conceptual Framework
The Master of Science Degree in Industrial Education is designed to provide advanced skills and knowledge for those who are seeking advancement in their chosen fields. It offers three (3) options: (1) Technology Education, (2) Occupational Training and Development, and (3) Technical Education Administration.
A core of courses (twelve semester hours) required in all three options includes a common body of knowledge in research, problem solving, evaluation and occupational information. The remaining eighteen semester hours provide support courses, as well as courses related to specific options.
To be admitted to this program, the student must present an undergraduate G.P.A. of 2.5 (4.0 scale) overall, as well as a minimum score of 1,000 on the Verbal, Quantitative, and Analytical portions of the Graduate Record Examination (GRE).
The Master of Science Degree in Industrial Education with an option in Technical Education Administration has been planned for those who are seeking certification and a graduate degree in Technical Education Administration. The resulting certification is entitled “Vocational/Technical Supervisor and Coordinator.” Upon successful completion of the prescribed Principal’s exam, certification as “Vocational/Technical Principal” will result. A GPA of 3.0 must be maintained for program/certification completion.
Those who choose this program must present a valid Kentucky Teachers Certificate in Technology Education or Vocational/Technical Education.
Completion of this program option results in Rank II certification for those in Technology Education and qualifies both those in Technology Education and Vocational Education to seek the Certification for Vocational/Technical Principal or the Certificate for Vocational/Technical Education Supervision or Coordination or both of these certifications as prescribed above.
The Knowledge Base is the foundation of this program with the research, problem solving, and practice that guides program goals. The success of the program is determined by Program Outcomes, Kentucky Performance Standards and the use of instructional technology for all certified programs, including National Program Standards. This program is overarched by the Mission of the College of Education to prepare education leaders.
The Technical Teacher Education program faculty believe that it is important to structure both integrated and discipline specific classes around the idea that learning is best when it is based on experience and context. Our aim is to explore the best of professional teacher practice and learning theory while never allowing students to lose sight of where and how they apply their technical and professional knowledge.
Throughout recent times, as business and industry expand to adapt to an increasingly diverse workforce and global customer base, technical teacher education faculty have likewise adapted their instructional experiences to prepare future technical leaders to excel in diverse globalize workplaces. As technologies become more important that future industrial education leaders are better prepared to help their students think across disciplinary lines and solve problems in new ways. Technical leaders must be effective communicators who are prepared to use core academic concepts in increasingly complex technical situations.
Technical Education administration coursework and experiences are designed to prepare educational leaders who are up to this challenge. Technical educational leaders must be prepared to work with students from diverse backgrounds and of diverse abilities
to not only learn new technological concepts but also expand their knowledge of mathematics, sciences, reading and writing. The program stresses the importance of effectively utilizing educational technology to facilitate thinking, learning, and problem solving. Life-long learning is stressed to further develop the field of technical education.
Teachers with appropriate Baccalaureate degrees are expected to demonstrate proficiency on Kentucky Experienced Teacher Standards. Upon completing this program educational leaders should demonstrate mastery of each of the Kentucky Experienced Teacher Standards, NCATE Themes, KERA Initiatives, and standards of the National Association of Industrial and Technical Teacher Educators. Faculty have credentials and teaching experience at both the secondary and post-secondary levels. The tables which follow, trace connections to standards and highlight opportunities for student to prepare appropriate portfolio entries. The Master of Science in Industrial Education-Technical Education Administration Option is a non-thesis program. Successful completion of an Oral Comprehensive Exam is required at the end of the program.
The Master of Science Degree in Industrial Education (all options) includes the following core of courses: EPY 869 – Research in Education, CTE 865 – Evaluation in Technical Education, CTE 888 – Occupational Information TEC 830 – Creative Problem Solving. Descriptions of the four core courses follows:
EPY 869 Research in Education. (3 semester hours)
Fundamental principles of educational research. Required of all candidates for the Master of Arts in Education degree who do not prepare a thesis. Should be taken early in the graduate program.
CTE 865 Evaluation in Technical Education. (3 semester hours)
Strategies and methods for evaluation in technical education; identification and analysis of context, input, process, and outcomes; preparations, use and analysis of measuring instruments.
CTE 888 Occupational Information. (3 semester hours)
Occupational
information associated with careers to include: Types of work performed,
qualifications, and preparation required, the type of organizations where
employment is available, work conditions, annual earnings, and employment
outlook.
TEC 830 Creative Problem Solving. (3 semester hours)
A review and analysis of basic and applied research in the development of creative behavior with emphasis on its application to teaching/training and industrial problem solving. Students will be expected to complete a term project showing their creative abilities. (This course is now offered as a Web-based EKU Online course)
The following matrix identifies specific courses through which appropriate standards are addressed.
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MATRIX I: The fusion of NCATE Themes, Experienced Teacher standards, KERA Initiatives, and NAITTE Program Standards in the Technical Education Administration Option of the Graduate Industrial Education Program. |
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Courses |
NCATE Themes |
ExperiencedTeacher Standards |
KERA Initiatives |
NAITTE |
|
EPY 869 |
1, 4, 6, 7 |
5, 7, 10 |
1,2 |
1,6 |
|
CTE 865 |
6,7 |
1,4,5,6,7,9 |
1,3 |
1,2,3,6 |
|
CTE 888 |
2,5 |
2 |
1 |
1,2,4 |
|
TEC 830 |
2,3,4 |
3,4,5,6,7,8,9 |
1 |
1,6 |
|
CTE 861 |
1,2,5,6 |
1,2,3,8,9 |
1,2 |
1,2,3 |
|
CTE 863 |
1,2,5,6 |
1,2,3,8,9 |
1,2 |
1,2,3 |
|
TTE 864 |
4 |
2,3,4 |
1 |
1,3,4 |
|
EAD 827 |
1,5,7 |
1,5 |
1,3 |
1,5 |
|
EAD 828 |
1,5,7 |
1,5 |
1,3 |
1,2 |
|
EAD 801 |
1,5,7 |
1,5,7 |
1,2 |
1,5 |
NCATE Themes
1. Conceptual Framework
2. Diversity
3. Intellectual Vitality
4. Technology
5. Professional Community
6. Performance Assessment
7. Evaluation
(Kentucky) Experienced Teacher
Standards
1.
Demonstrates Professional Leadership
2.
Demonstrates Knowledge of Content
3.
Designs/Plans Instruction
4.
Creates/Maintains Learning Climate
5.
Implements/Manages Instruction
6.
Assesses and Communicates Learning Results
7.
Reflects/Evaluates Teaching/Learning
8.
Collaborates with Colleagues/Parents/Others
9.
Engages in Professional Development
10.
Demonstrates Implementation of Technology
KERA
(Kentucky Education Reform Act) Initiatives
1. Learner Goals
2. Program of Studies, P-12
3. Core Content for Assessment/CATS
NAITTE Standards
1. Process
2. Professional Development
3. Instruction
4. Curriculum
5. Special Populations
6. Laboratory Organization and Management
7. Linkage with Stakeholders
8. Public Status and Image
Conceptual Framework – The technical educator as a decision-maker is a role-model for life-long learning. Continuous improvement in professional leadership is based upon critical thinking and problem solving on to discover new and more effective ways of facilitating learning and skill development.
Diversity – The purpose of the M.S. in Industrial Education program is to prepare people to succeed in an ever more diverse workplace. Today’s classroom mirrors the diversity that is occurring throughout our society. Student diversity includes linguistic, cultural, economic, gender, and ability levels, as well as exceptionalities related to physical, learning, and behavioral differences. The coursework and instructional content is selected with encouragement of educational leaders to value and appreciate the contributions and needs of all students in a globalize society.
Intellectual Vitality – The faculty involved in the M.S. in Industrial Education have a long history of publication, research, presentation, service endeavors, and has successfully obtained grants for many years. Faculty within this group are and active in the profession and are in frequent demand as consultants and advisors to education, business and education.
Technology – Program faculty demonstrate use of technology in teaching as well as in course content. Teachers demonstrate effective use of instructional technologies in professional courses and in technical courses.
Professional Community – The program faculty are committed to the concept of professional community both on our own campus and at the state and national levels. They work collaboratively to make the program successful. They are active leaders and officers in regional, state, and national technical and teacher organizations. They plan their instructional efforts to present the highest standards and they sponsor several regional teacher meetings and numerous student competitions/conferences.
Performance
Assessment – Performance assessment has been and continues to be a mainstay
in Industrial Education. Students should continuously demonstrate proficiency
in the Kentucky Experienced Teacher Standards and the standards for the
National Association of Industrial and Technical Teacher Educators. In
addition, student will be proficient in the technical content of their
disciplines, technical and professional courses and support courses that are
part of the program.
Evaluation – This program will continue to evolve and be refined as new courses are taught and modified and leaders/graduates in the field continue to provide feedback on their successes and needs in their own environments.
Standards of
Quality for the Preparation and Certification of
Trade and
Industrial (T&I) Education Teachers (1998)
1. The Process Standard – This standard frames a continuum of development for technical teachers. The standard acknowledges the diversity of individuals seeking qualification to teach technical subjects and offers a multilevel professional development program for continued growth and development of the teacher.
2. The Professional Development Standard – The professional development of a technical teacher should be a continuous process culminating in the completion of a formal degree program.
3. The Instruction Standard – Qualified technical teachers should be able to help all students become thinking, active worker-citizens by providing them with opportunities to observe, actively encounter and engage in, create, and experience meaningful learning.
4. The Curriculum Standard – Qualified technical teachers should be able to develop a course of study that helps them prepare students for active participation as citizens and workers in a postindustrial society.
5. The Special Populations of Students Standard – Qualified technical teachers should be able to adapt instructional strategies and assessment procedures to accommodate students with special needs, including persons with disabilities, students with academic or economic disadvantages, limited English proficient and other ethnic minority persons, displaced homemakers, incarcerated persons, and other nontraditional students, including gifted and talented individuals.
6. The Laboratory Organization and Management Standard – Qualified technical teachers should be able to organize and manage their laboratories to ensure that students are provided with an occupationally relevant, stimulating, and safe learning environment.
7. The Linkages With Stakeholder Groups Standard – Qualified technical teachers should be able to establish and maintain working relationships with appropriate stakeholder groups.
8. The Projection of a Positive Public Status and Image Standard – Qualified technical teachers should be able to implement (or should have already implemented) a systematic program that will demonstrate their professional competence and the positive value of their program to their school and community.
The Professional Education Continuous Assessment System (PECAS) evaluates the ability of the Professional Education Unit to train and educate pre- and in-service educators in the three major elements of the EKU Professional Education Conceptual Framework -- Knowledge, Pedagogical Skills, and Dispositions. It is the method by which all EKU Professional Education Unit programs are reviewed on an annual basis. Figure 1 graphically portrays the Assessment System. During the Spring semester data relevant to the efficient and effective operation of the assessment process are gathered at the university, college, and program levels by the Program Assessment Committees. These data come from all program levels including, professional education candidates, faculty and staff of the COE and other colleges in the professional education unit, cooperating teachers and principals, formal surveys
and interviews, standardized tests, other formal assessment results, and informal recommendations from the field. These data inputs are analyzed and consolidated by program, in the summer, and a formal report is drafted by each program PAC for distribution in the fall. The structure of the Annual Program Assessment Report (APAR) includes three sections-- Data gathered and analysis, Synthesis, and Change recommendations. The APAR is reviewed by the appropriate department assessment committee and the Teacher Education Assessment sub-committee. If a major change to course structure, content or philosophy is needed, this report is sent to the Teacher Education Committee where recommended changes are approved or disapproved and returned to the departments for corrective action beginning in the Spring following data collection. The Dean of the College of Education is the Chair of the Teacher Education Committee and it is in this capacity that h/she exercises approval authority for changes in the University Professional Education Unit. If the Fall Assessment report has no major change, recommendations that would be within the purview of the department, the report is sent directly to the Teacher Education Committee for review and dissemination. It is during the fall semester that the reports approved by the Teacher Education Committee will form the basis for revising each program, as well as making changes to the PECAS.
Assessment
System Structure
Figure 1: Professional Education Continuous Assessment System
Course syllabi indicate that students are assessed in both elective and required courses through a variety of techniques. Student completing this program must be knowledgeable of content in their courses as evidenced by the requirement of an average of 3.0 (4.0 scale) over all.
Student write papers, are formally and informally assessed, and must pass an oral or written examination prior to graduation.
To qualify to become a Vocational/Technical School Principal, students must pass The General Knowledge, Communications Skills, and Administration portions of the PRAXIS examination with minimum scores of 643 (General Knowledge), 646 (Communication Skills), 540 (Administration). Finally, students must pass The Kentucky Educational Administration Test at a level of 85% and successfully complete a one year internship.
IV. Program FacultyCOLLEGE
OF BUSINESS AND TECHNOLOGY |
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Davis, William |
Ph.D. |
Professional Education |
CTE 861, 863 |
2-2 |
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Fardo, Steve |
Ph.D |
Professional Education |
TEC 830, CTE 888 |
2-2 |
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Steinbach, Gary |
PhD |
Technology |
CTE 864, 865, 888 |
2-2 |
COLLEGE OF EDUCATION |
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Erickson, Paul |
PhD |
Research |
EPY 869 |
2-1 |
|
Austin, Jerry |
PhD |
Administration |
EAD 801, 827, 828 |
2-1 |
Relationship to Institution
1 Full-time to EKU and program
2 Full-time to EKU, part-time to program
2-1 Full time to EKU, full-time in the College of Education, part-time to program
2-2 Full-time to EKU, full-time to the college of the major, part-time to the program
