Office of Teacher Certification

 

Council of Teacher Education
Minutes

September 19, 2011

3:30-5:00pm HUB 119

 

1.0       CALL TO ORDER                                                                                                    Cucina

Present (Voting Members)

Irene Cucina (OTC), Mary Earick (Education), Shawn Hackshaw (Math), Kim Duncan (Chemistry), Barbara Lopez Mayhew (Languages and Linguistics), James Kuras (College of Graduate Studies), Patrick May (Social Science), Louise McCormack (Health and Human Performances), Mary Ann McGarry (Biology), Holly Oliver (Music, Theatre, Dance), Meg Petersen (English), Jason Swift (Art), Alissa Raboin (Student Observer), Marianne True (Education), Gary Goodnough (School Councilor)

 

            Present (Non voting members)

Megan Birch (English), Mary Campbell (Undergraduate Studies), Judy Ciesielski (COGS), Kelsey Donnelly (OTC), Lynn Johnson (Health and Human Performances), Michael Kopish (Social Science), Kristine Leven (Faculty Observer), Deb Mardin (OTC), Morgan O’Connell (Graduate Student Observer), Susan Shapiro-Barnard (COGS Education), Osama Taani (Mathematics), Kathy Vestal (OTC)

 

            Absent (voting Members)

                   

            Guest Speaker

            Gail Mears (Dean of College of Education, Health & Human Svcs.)

 

2.0       APPROVAL OF AGENDA WITH Add-ons & PERMISSION TO DEVIATE    Cucina

2.01     Request for agenda add-ons (time permitted)

(Maker: May; Second: Earick)

                                                            MOTION APPROVED 13-0-0 (1 absent)

 

3.0       APPROVAL OF CONSENSUS ITEMS

3.01          Minutes from April 18, 2011 meeting                                                            Cucina

Minutes Accepted as amended.

 

3.02          Counselor Ed/School Psych’s Grade Format Course Changes                       Goodnough

3.02.1    Practicum I:  Assessment, Intervention and Consultation (SY6700)

Grade format change.  We are proposing changing Practicum I from

a letter graded course to a pass/fail course. The faculty feels that it

is more accurate and clear grading to report that a student passes or

fails this experience.

3.02.2    Seminar and Internship in School Counseling k-12

We are proposing changing Seminar and Internship from a letter

graded course to a pass/fail course. The faculty feels that it is more

accurate and clear grading to report that a student passes or fails

this experience.

3.02.3    School Psychology Internship and Seminar (SY6800)

We are proposing changing Seminar and Internship from a letter graded course to a pass/fail course. The faculty feels that it is more accurate and clear grading to report that a student passes or fails this experience.

 

3.02.4    Practicum II:  Integration and Case Studies

Grade format change.  We are proposing changing Practicum II

from a letter graded course to a pass/fail course. The faculty feels

that it is more accurate and clear grading to report that a student

passes or fails this experience.

 

 

(Maker: Goodnough; Second: Earick

ABOVE MOTIONS APPROVED 12-0-0 (2 absent-one voting member left early)

 

 

3.03Counselor Education & School Psychology New Course Proposal                    Goodnough

3.03.1    Interpersonal Conflict Resolution

This course is designed to familiarize students with the nature of conflict and conflict resolution strategies. Students will be provided with opportunities to learn about interpersonal conflict as it exists in dyads and among groups. They will also learn how culture, beliefs, attitudes, and behaviors impact conflict and conflict resolution. Furthermore, students will identify conflict styles and practice communication skills that aid in resolving conflict. Through greater self-awareness and enhanced mediation skills, students will learn to recognize and resolve conflict in their daily surroundings.

Justification:
Conflict is an inevitable aspect of life. On university campuses, students are often expected to live amongst their peers – a situation that can be rewarding but also challenging. Because of this, members of the university staff have advocated for more training in conflict resolution. This course would address the issue of conflict and help students develop the necessary skills to navigate conflict appropriately. Additionally, a course in conflict resolution fills a void in the current general education course offerings.

 

 

3.04Creation of new program:  M.Ed. in Social Studies Education (SSE)              May

3.04.1     Advanced Pedagogy in Social Studies

3.04.2     Literacy in Social Studies

3.04.3    Technology and New Media

3.04.4     Issues in Social Studies

3.04.5     Special Topics in Social Studies

3.04.6     Social Studies Theory and Research

                       

                                    Motion:  To approve 3.04.1-3.04.6 as a package

(Maker: May; Second: Raboin

                                                            MOTION APPROVED 12-0-0 (2 absent)

 

Mike Kopish is creating this new M.Ed. in Social Studies Education.  Currently there is a MED in heritage studies, but the department would like to pull the Social Studies option out of Heritage Studies and give it its own program.  The national trends of Social Studies are strongly focusing on the common core.  It is going to be focusing on diversity, technology and literacy, civics, historical aspects, economics, and anthropology.  There is a push for reading and critical thinking, within this they are also looking about special topics. How would you teach students about social topics, and civic engagements with youth; what does a teacher need to be successful in classroom; do they have the skillset to draw from and research base to use as a resource….etc.

 

Other departments were interested in the process, and the new courses, and would like to discuss further how to integrate other curriculums into the new proposed courses with hopes of combining efforts.

 

It was mentioned that this program needs to develop and share the syllabi that is aligned with the ED 6:12’s or NCATE for each proposed course.

 

MOTION:  To table the proposal until the next council meeting.

(Maker: McGarry; Second: Lopez-Mayhew)

                                                            MOTION APPROVED 12-0-0 (2 absent)

 

 

4.0       Old Business                                                                                                               True

4.01     Unit Dispositions

AFI : The unit does not have a uniform process for candidate evaluation of faculty instruction that ensures consistency and fairness across all departments in the unit in order to facilitate the use of data for program improvement or professional development. (ITP, ADV)

                       

The childhood studies program had a subcommittee review dispositional feedback from the students.  It used to be done intermittently, but not consistently.  They have created a document with dispositional growth indicators, which more aligned with the programs that the students can relate to. HHP has a dispositional tool they use as well as Early Childhood studies, that has been shared with the CTE.  Currently art, health, PE, music, Childhood Studies, Early Childhood Studies, and Social Science all use some sort of dispositional tool. The goal is to have one universal tool that will make it easier to aggregate and disaggregate data as needed for institutional reviews.  It needs to be aligned with CHECK and NCATE (the NHDOE will use NCATE materials moving forward). Programs must decide what classes to utilize this form in, and it will be the student’s responsibility to discuss it with their advisor. There will be a way this could be computerized through TracDat.

 

Thank you to Susan Shapiro, Kim Duncan, Meg Petersen, Mary Earick and Holly Oliver for volunteering to serve on the Unit Disposition Committee! J

4.02     Welcome by the Deans of CEHHS and CAS                                                Mears/Vascak

Gail Mears introduced herself and mentioned that her and Cynthia Vascak work closely with Irene and meet regularly to identify roadblocks, or resources needed.  Gail requested that any council member needing assistance, to please contact either herself or Cynthia, as they are there to advocate if needed.  They will periodically be attending the CTE, and they think it is great that the initial teacher preparation and advanced preparation programs have pulled together as now we group can start implementing the unit assessments.

4.03     Diversity Chart                                                                                   Kuras/Vestal

AFI: Field experiences and clinical practice do not assure that candidates have opportunities to interact with or develop and assess the effectiveness of different teaching strategies for culturally diverse students. AFI Rationale: Candidates’ opportunities to work with culturally diverse students are contingent upon the location of the school for their field experiences and clinical practice.

 

Kathy and Jim shared a process developed to classify the school districts where our student teachers have been placed since 2004.  This included four areas: 1) Number of ethnically diverse learners; 2) Number of ESOL Students; 3) Number of students on reduced lunch plan; and  4) Number of students on IEP

 

Discussion ensued:  key questions included:

• How does PSU define diversity?
• Are we as a unit able to define diversity differently?
• How will this data be used? (purpose of this key assessment)
• Concerns were raised on the liability of sending teacher candidates to school systems

further than thirty miles from campus.

 

• It was decided that SAU numbers will be added to the list, and a pilot of this key assessment will beginning in Spring 2012.
• Jim and Kathy will review the diversity rubric and change the raw scores to percentages

4.04     Request for volunteers to serve on CTE Bylaws Committee                         Cucina

AFI : The unit does not effectively manage or coordinate all programs for the preparation of education professionals. (ADV) 

 

AFI Rationale: Advanced programs for teachers and advanced programs for other

school professionals are not represented on the unit’s Council for Teacher Education.

Looking for a committee to review the CTE bylaws and amend them to reflect that we are a committee of 45 programs.

 

Thank you to: Jim Kuras, Irene Cucina, Lynn Johson, Judy Ciesielski and Morgan O’Connell for volunteering to serve on the Bylaws Committee. J

5.0              ANNOUNCEMENTS

5.01     Taxable Travel Stipend

Full time faculty who supervise students will complete the same travel form as they always have done. Adjunct clinical faculty will complete a mileage reimbursement form and will receive a taxable stipend for that travel. This is mandated by the IRS and USNH policies. It was questioned whether there were other ways PSU could help supplement expenses.

 

5.02     Update on Professional Development Schools – deferred to October meeting

5.03     COGS Update – deferred to October meeting

5.04     Retreat Dates

This year’s retreat will be on Jan 3, 2012 and May 21, 2012.

RETREAT ITEMS:  The January retreat will focus on the discussion of overlapping programs as well as diversity and dispositions.

 

5.05     News of Accreditation

5.05.1  NCATE update – emails were sent to all programs needing to resubmit.

5.05.2  Update on TracDat

This will be discussed at the October CTE meeting.

 

5.06     Highlights on Webpage – deferred to October meeting

5.07     Current Programs – deferred to October meeting

5.08     Misc. Announcements

• The PRAXIS II test for Social Studies has changed.  All programs should check to make sure no other amendments have occurred.

 

• Mary Earick recommended the CTE look into the diversity web conference being offered.

 

• Mary Ann McGarry discussed a ten day spring break travel study course that is being offered to students.  Please contact her for more information.

 

 

6.0              MOTION TO ADJOURN                                                                                         Cucina

5:15pm