Council of Teacher Education
Minutes
October 17, 2011
3:30-5:00pm HUB 119
CALL TO ORDER Cucina
Present (Voting Members)
Irene Cucina (OTC), Mary Earick (Education), Jack Barry (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 Megan Birch (English), Mary Ann McGarry (Biology), Holly Oliver (Music, Theatre, Dance),), Jason Swift (Art), Alissa Raboin (Student Observer), Marianne True (Education), Gary Goodnough (School Councilor)
Present (Non voting members)
Mary Campbell (Undergraduate Studies), Judy Ciesielski (COGS), Kelsey Donnelly (OTC), Lynn Johnson (Health and Human Performances),Morgan O’Connell (Graduate Student Observer), Osama Taani (Mathematics), Elaine Allard (Library), Edith Partridge (Reading),Trish Lindberg (Education).
Absent (voting Members)
1.0 CALL TO ORDER Cucina
2.0 APPROVAL OF AGENDA WITH Add-ons & PERMISSION TO DEVIATE Cucina
2.01 Request for agenda add-ons (time permitted)
(Maker: Earick; Second: Birch)
MOTION APPROVED 11-0-0 (4 absent)
3.0 APPROVAL OF CONSENSUS ITEMS
3.01 Minutes from September 19, 2011 meeting Cucina
4.0 NEW BUSINESS
4.01 Creation of new program: M.Ed. in Social Studies Education (SSE) May
4.01.1 Motion to Take the M.Ed proposals off the table
(Maker: May; Second: Earick)
MOTION APPROVED 12-0-0 (3 absent)
4.01.2 Advanced Pedagogy in Social Studies
Addresses the challenges facing social studies educators in the 21st century with focus on advanced curriculum design and methods such as: facilitating classroom discussions, concept formation, classroom simulations, authentic intellectual work and social studies literacy. Special attention is given to design principles for instruction and the development of multiple forms of assessment. One of the critiques of the NCATE evaluation of the social studies teacher certification program was the need for Plymouth State University to better address the following areas of the curriculum: “integration, assessment, curriculum development and implementation.” This course is the essential entry point for students to develop professional and pedagogical dispositions for effective teaching. Students will learn how to design social studies curriculum aligned with standards (integration) and classroom management by engaging learners with different methods and approaches aimed to provide rigorous opportunities that support all learners (assessment, curriculum development and implementation).
4.01.3 Technology and New Media in Social Studies
To utilize new technologies effectively, teachers need proficient training in technology and to be versed in the effective integration of technology into their instruction. Students will develop projects to demonstrate how to best leverage technology to support pedagogical approaches in the social studies classroom. The content in the course involves a series of “Best Practices” workshops designed to support practitioners’ development of technology-based classroom approaches and methods to meet high standards. According to NCATE, training teachers and teacher candidates the pedagogical employment of technology in the classroom is essential in the 21st Century. The spine of the course is based on two sets of initiatives set forth to prepare students for a future of emergent technologies. One is the Partnership for 21st Century Skills, a collaborative effort between educators and business leaders to integrate technology into instruction to promote learning and innovation skills for the future including: creativity and innovation; critical thinking and problem solving; communication; collaboration; information literacy; media literacy; flexibility and adaptability; initiative and self-direction; social and cross-cultural skills; productivity and accountability; and, leadership and responsibility. In other words, teachers need to have opportunities to integrate technology in ways that promote student learning for future possibilities. The second set of initiatives are guidelines of a social studies-specific approach to promote the use of technology to extend learning beyond what could be done without technology; to include opportunities for students to study relationships among science, technology, and society; and, to foster the development of the skills, knowledge and participation as good citizens in a democratic society. Coupled with the first set of initiatives that promote skill development, the social studies-specific initiatives introduce technology in a context and integrate technology for the common good in a democratic society. This course strives to provide proficient training for in-service and future teachers to meet the technology needs of students, meet NCATE standards along with National Council for Social Studies and New Hampshire standards for social studies education.
4.01.4 Issues in Social Studies
Students will examine and apply common connections between multicultural and global education, needed to be successful in a culturally diverse society. The focus will be on developing global citizens through understanding underlying values and communication styles of cultural groups as well as on the interconnectedness of all individuals and groups and to understand how to develop interculturally competent global citizens. One of the recommendations of NCATE is to include a “Best Practices” to address diversity. The aim of the course is to help students successfully meet the challenges of – and benefit from – the diversity that characterizes the United States, global community, and schools. The primary goal of global education is to prepare students to be effective and responsible citizens in a global society. Toward this end, students need to practice real-life skills, gain knowledge of the world, and develop expertise in viewing events and issues from diverse global perspectives. Teachers need to develop dispositions and competencies to provide equitable opportunities to learn and to meet the high standard of preparing students as global citizens. This is no small task considering the ways boundaries, race, ethnicity, language, gender, sexual orientation, and social class interact. Teachers must be prepared with culturally sensitive techniques to foster the development of complex cognitive and social skills of all learners. Research points to four main strategies: multiple perspectives, global interconnectedness, global issues, and cross-cultural experiences – each one addressed in the course. This course strives to provide proficient training for in-service and future teachers to meet the global connections/education needs of students, meet NCATE standards along with National Council for Social Studies and New Hampshire standards for social studies education.
4.01.5 Social Studies Theory and Research
Focuses on current research in the field of social studies education. Particular attention will be given to research methodologies used by leading scholars in social studies education through critical review of exemplary research. Students will develop annotated bibliographies to produce a literature review and theoretical framework for future research. This course will focus on current research in the field of social studies education. Through course readings, discussions, and assignments candidates will increase their awareness and understanding of the major trends and critical issues surrounding social studies education in today’s classroom. At this time, a course with a focus on social studies specific research on theories and practice does not exist. Therefore it is crucial to provide students with an opportunity to understand the theoretical, philosophical, and research bases that support the “best practices” to improve student learning.
4.01.6 Guided Inquiry in Social Studies
Formally and systematically, students investigate the questions, interests, concerns, problems, and challenges in the production of a Masters Thesis. During the course, the student will prepare the questions, rationale, methods, findings, and implications of the study. At the end, students will develop a proposal for their individual study. One of the critiques of the NCATE evaluation of the social studies teacher certification program was the need for Plymouth State University to better address the following areas of the curriculum: “integration, assessment, curriculum development and implementation.” This course is the essential entry point for students to develop professional and pedagogical dispositions for effective teaching. Students will learn how to design social studies curriculum aligned with standards (integration) and classroom management by engaging learners with different methods and approaches aimed to provide rigorous opportunities that support all learners (assessment, curriculum development and implementation)
4.01.7 Master’s Thesis in Social Studies
Guides the student through the production of a Masters Thesis. During the course, the student will finalize a draft of the thesis comprised of questions, rationale, methods, findings, and implications of the study. Prepares students to defend their thesis. The M.Ed. in Social Studies Education should be offered as a professional degree for in-service practitioners looking to advance their classroom practices. As such, Plymouth State University is in a unique position, compared to other state institutions, to offer a program of study and courses for in-service practitioners to develop professional and pedagogical dispositions for inquiry to improve practice and effect student achievement.
(Maker: May; Second: Earick)
MOTION APPROVED 13-0-0 (2 absent)
4.02 Social Studies Education May
4.02.1 New Course: Teaching Lab I in Social Studies
Taken in conjunction with the pedagogy-centered course SSE 25XX, the one credit Teaching Lab designed to help students develop practices, strategies, and tools to enact in the classroom. The goal of the practice-centered Teaching Lab is to facilitate the development of high-leverage practices. Students will learn high-leverage practices that are research-based and have the potential to improve student achievement. The NCATE evaluation of the social studies teacher certification at Plymouth State University offered a series of recommendations to improve the program; one specific area was to provide students with more “classroom experience.” This course addresses the recommendation and moves toward a new vision of social studies teacher education by providing pre-service teachers an opportunity to learn principles for teaching, receive assisted practice, and learn to enact instructional routines through action and engagement rather than observation. The “Teaching Lab” provides an additional opportunity to address teaching as a complex task while enabling faculty to focus on key components with novice teachers (Principles + Assisted Practice + Learning to Enact Instructional Routines). Students will engage in a cycle of learning adapted from the Design Research Collective (2003) based on a process that involves: 1) the central goals of designing learning environments and developing theories of learning are intertwined; 2) development must take place through continuous cycles of design, enactment, analysis, and re-design.
4.02.2 New Course: Teaching Lab II in Social Studies
Taken in conjunction with pedagogy-centered course SSE 35XX: Diversity in Social Studies, the one credit Teaching Lab designed to help students develop practices, strategies, and tools to enact in the classroom. The goal of the practice-centered Teaching Lab is to facilitate the development of high-leverage practices. Students will learn high-leverage practices that are research-based and have the potential to improve student achievement. The NCATE evaluation of the social studies teacher certification at Plymouth State University offered a series of recommendations to improve the program; one specific area was to provide students with more “classroom experience” and a junior year course that focuses on “pedagogy and methods.” This course addresses the recommendation and moves toward a new vision of social studies teacher education by providing pre-service teachers an opportunity to learn principles for teaching, receive assisted practice, and learn to enact instructional routines through action and engagement rather than observation. The Teaching Lab provides an additional opportunity to address teaching as a complex task while enabling faculty to focus on key components with novice teachers (Principles + Assisted Practice + Learning to Enact Instructional Routines). Students will engage in a cycle of learning adapted from the Design Research Collective (2003) based on a process that involves: 1) the central goals of designing learning environments and developing theories of learning are intertwined; 2) development must take place through continuous cycles of design, enactment, analysis, and re-design.
4.02.3 New Course: Teaching Lab III in Social Studies
Taken in conjunction with pedagogy-centered course SSE 43XX, the one credit Teaching Lab designed to help students develop practices, strategies, and tools to enact in the classroom. The goal of the practice-centered Teaching Lab is to facilitate the development of high-leverage practices. Students will learn high-leverage practices that are research-based and have the potential to improve student achievement. The NCATE evaluation of the social studies teacher certification at Plymouth State University offered a series of recommendations to improve the program; one specific area was to provide students with more “classroom experience.” This course addresses the recommendation and moves toward a new vision of social studies teacher education by providing pre-service teachers an opportunity to learn principles for teaching, receive assisted practice, and learn to enact instructional routines through action and engagement rather than observation. The Teaching Lab provides an additional opportunity to address teaching as a complex task while enabling faculty to focus on key components with novice teachers (Principles + Assisted Practice + Learning to Enact Instructional Routines). Students will engage in a cycle of learning adapted from the Design Research Collective (2003) based on a process that involves: 1) the central goals of designing learning environments and developing theories of learning are intertwined; 2) development must take place through continuous cycles of design, enactment, analysis, and re-design.
4.02.4 Curriculum Change: new major program, BS Social Studies Education
To create a new major program, BS Social Studies Education (5-12) [SSE], to replace the existing BS Social Science, Social Studies Teacher Certification (5-12) Option [herein referred to as SSTC].
New Course: Planning and Management in Social Studies This program revision is based on feedback from NHDOE and NCATE accreditation processes and is designed to address weaknesses identified in those reports. This program will create a stronger subject-specific structure of professional pedagogy curriculum for the improved preparation of teacher candidates. Students will enter the pedagogy/professional component in the spring of their 2nd year, completing SSE courses in 4 straight semesters prior to student teaching. These four courses will continue to build on existing content knowledge foundation while providing students with opportunities to develop and exhibit skills of curriculum planning and effective teaching through three new Teaching Lab co-requisites. Within this 4-semester structure, students will have opportunities to expand their observation in local schools and apply knowledge and skills more effectively, culminating in a capstone experience of full-semester student teaching. A new 1-credit colloquium designed as a co-requisite of student teaching will also provide students a more structured and focused forum for reflective practice and collaborative development of their Impact on Student Learning project. The program will continue to provide students with a strong breadth of background throughout the social studies related disciplines, yet with greater flexibility of course selection. The Core course selections have been redesigned to allow students greater flexibility to choose areas of interest or needed strength. Students will also continue to gain depth through a single discipline concentration with a balance of both introductory and upper-level coursework. In addition, the program revision will reduce the graduation total credits to 120 while also allowing for 11-14 credits of open electives. This new major will now be housed in the department of History and Philosophy.
4.01.1 New Course: Theories of Learning and Assessment in Social Studies
Engages in critical inquiry to identify factors that contribute to student achievement. Analyzes essential skills and knowledge social studies teachers develop in the classroom from the perspectives of the learning sciences and educational psychology. Students will evaluate educational research, learn processes to analyze quantitative and qualitative data, and develop multiple forms of assessment. (QRCO). In the current social studies teacher certification program, there are no courses available for students to take during their junior year that are specific to social studies education and teacher development. One of the recommendations from the NCATE evaluation was to include a “Best Practices” course during the junior year to address “assessment.” This course is exceeds the recommendation for NCATE accreditation; more importantly it offers students a practice-centered approach to learning assessment. Social studies teachers need to know formal and informal assessment strategies along with methods for evaluating student learning. A course designed to explore different forms of formative and summative assessments provide students with a greater repertoire of options for curricular planning and to use during field placements. Students will learn procedures for data analysis, both quantitative (statistical tests) and qualitative (rubrics), to assess student learning, provide student feedback, and inform their own practice. In addition, the course prepares students for the Impact on Student Learning Project. This project, required for students’ education portfolio, allows students to design an assessment to evaluate student learning for a unit of instruction during their student teaching.
4.01.2 New Course: Diversity in Social Studies
Examines pre-service teachers’ beliefs and attitudes about diversity. Students will study the ways in which teachers are prepared for cultural diversity, working with English language learners, teaching exceptional children, and how those experiences impact their actual practice through analytical lenses in history, social psychology, and sociology. (DICO). In the current social studies teacher certification program, there are no courses available for students to take during their junior year that are specific to social studies education and teacher development. One of the recommendations from the NCATE evaluation was to include a “Best Practices” course during the junior year to address “differentiated instruction.” This course exceeds the recommendation for NCATE accreditation with respect to differentiation as the curriculum development paradigm of the course is inclusive education. More importantly, the aim of the course is to help students successfully meet the challenges of – and benefit from – the diversity that characterizes the United States and schools. Students need to develop dispositions and competencies to provide equitable opportunities to learn and to meet high standards. This is no small task considering the ways race, ethnicity, language, gender, sexual orientation, and social class interact to influence student behavior as future teachers must be prepared with culturally sensitive techniques to foster the development of complex cognitive and social skills of all learners. The variety of opportunities build professional practice repertoires for pre-service teachers to successfully engage students of diverse backgrounds in academic learning.
4.01.3 New Course: Advances in Social Studies Pedagogy and Learning
Students demonstrate professional and pedagogical responsibilities of teachers by involving students in critical inquiry of the history of social studies education, analyzing court cases and government decisions that define the legal rights and responsibilities of teachers, increasing students’ capacity to integrate technology for instruction, conducting original action research, and practicing advanced methods of instruction. (INCO). The content in the course specifically addresses two critically absent area in the current methods course: the pedagogical employment of technology and focus on literacy strategies in social studies. This past year, the NCATE evaluation of the social studies teacher certification program at Plymouth State offered specific recommendations for improvement. The first was a recommendation for stronger coordination to “utilize technology to prepare teacher candidates” and the second was to focus courses on “literacy, integration, curriculum development and implementation, and differentiated instruction.” This course exceeds the recommendations from NCATE. In addition, a goal of teacher education writ large is to develop practices that are research-based and have the potential to improve student achievement. The advanced methods in the course are strongly supported by research from several juried journals in the field of social studies education; as such, they are deemed “best practices” in social studies.
4.01.4 New Course: Economics of Educators
This course is designed to provide a foundation in basic economic theory and practice to prepare students for teaching economics in grades 5 through 12. Students will use an introductory-level economics textbook to analyze organization of fundamental concepts and develop lesson plans for middle or high school classes. The course is organized around the six Economics standards established by the NH Department of Education (NHDOE), and related thematic national social studies standards (NCSS). Course is being created to address a need for teaching-specific focus in Economics. Previously, students preparing to be teachers of Economics in high school were only required to complete one EC 2000 level course, which often provided focus on either micro or macro. This course will provide a broad base of content in addition to valuable pedagogy strategies for teaching economics. This limited audience (teacher certification majors only) and focused approach (essential concepts and specific pedagogy) will strengthen students’ preparation to be teachers of this essential subject.
4.01.5 New Course: Geography for Educators
This course is designed to provide students an opportunity to master the fundamental concepts and varied perspectives within the field of geography in preparation for teaching it at different grade levels (elementary, middle school, high school). The course will combine the foundations of geography traditions (physical geography, human geography, and area analysis) as well as an analysis of world regions. The course will utilize the NH Department of Education curriculum frameworks and NCSS standards to identify appropriate content and instruction methods within geography courses as well as in geographic connections within other content areas. This course provides Social Studies Education majors with a more focused content and targeted approach to the field of geography and the standards that drive its inclusion in the K-12 curriculum. Utilizing the structure of geography-specific state frameworks as well as inter-disciplinary national social studies standards will provide students with a direct link between course content and future instruction. The targeted audience will allow students to apply pedagogy knowledge and strategies from other courses in the design of unit and lesson plans, something that was not allowed within the previous curriculum structure. Finally, this course will be an appropriate GACO elective for students across teacher certification disciplines, providing them the opportunity to incorporate a geography-based global perspective in their teaching.
(Maker: May; Second: Earick)
MOTION APPROVED 13-0-1(1 absent)
The below requests were approved electronically:
4.01.6 New Course: Social Studies Student Teaching
This course replaces existing SS 4850 and is designed to fit as the capstone experience in the newly revised Social Studies Education program. The primary difference of this course is the co-requisite of the Colloquium experience which will further enhance student’s communication with full-time PSU faculty and other student teaching colleagues.
4.01.7 New Course: Social Studies Colloquium
This course has been designed in response to feedback of past students and accreditation reviewers. The course will accompany secondary Social Studies teacher candidates’ student teaching experience. In this seminar, teacher candidates will work collaboratively to create and modify social studies curriculum for implementation in their student teaching classrooms; discuss skills and strategies in classroom management; and develop instructional techniques, assessment strategies, and measures for tracking impact on student learning. Special attention will be paid to issues related to diversity, the application of the N.H. D.O.E. state frameworks and the NCSS national standards, district level competencies, fair grading practices, accommodating multiple learning styles, and the benefits of reflective practice.
(Maker: Birch; Second: True)
MOTION APPROVED Electronically15-0-0(0 absent)
4.02 Rename the Childhood Studies Teacher Certification Option True
4.02.1 Curriculum Change: Reinstate name of Elementary Education
Reinstate the name Elementary Education major for our Teacher Certification (K-8) program. (This was replaced by the name “Childhood Studies major with Teacher Certification (K-8) Option” in 1994.) Add to the renamed major an alternative requriement to ED4300 Elementary Student Teaching: CD4230 Childhood Studies Internship for 12 credits. A note in the catalog will state that to graduate with a “Bachelor’s degree in Elementary Education with Teacher Certification” and be eligible for teacher certification students must successfully complete ED4300; those who instead complete CD4230 will graduate with a “Bachelor’s degree in Elementary Education” but without elgibility for teacher certification. As explained in the Overview document, in 1994 there were reasons to stop using the label “Elementary Education major.” Those reasons no longer exist, and the current unusual lable “Childhood Studies major with Teacher Certification (K-8) Option ” is confusing both to prospective students and our accreditors. Addition of the alternative requirement to Elementary Student Teaching is to acknowledge the current practice for students who leave the teacher certiificiation (K-8) program during the senior year.
4.02.2 Curriculum Change: Change wording of ED4300
Change the course description and prerequisites for ERSE 3500, as follows:
Explores the relationship of special education services to the organization and function of the primary grades in elementary schools and how this relationship is constructed. Examines the knowledge and skills early childhood educators need to establish collaborative, reflective relationships with children, families, specialists, and paraprofessionals as well as the roles and responsibilities of each person supporting children’s learning needs. Emphasizes ways to create learning environments that are respectful and supportive of all children, ages 5 through 8. Prepares students to select, adapt and use instructional strategies and materials that support children with disabilities in the primary grades. Falls and Springs. Prerequisite(s): ERSE 2500 and Acceptance into Teacher Certification candidacy. Last year we made changes to the Early Childhood Teacher Certification Option that will take effect in fall 2012. The prerequisites change for this course is related to that change (we are removing a corequisite course that will no longer exist). The course description is being updated to reflect changes in the course.
4.02.3 Curriculum Change: Change name and course description for ED4500
Change title of the course ED4500 to Elementary Education Teaching Seminar, and change the first sentence of its course description to read, “Taken concurrently with ED4300 Elementary Student Teaching or CD4230 Childhood Studies Internship as a capstone experience in the Elementary Education major. Students participate in both on campus seminars and web-based discussions. Preparation and presentation of a professional (electronic) portfolio is the culminating experience. Falls and Springs. Corequisite: ED4300 or CD4230. The title change follows from the title change of the major. The course description has been made more general to acknowledge that some students in the course will take it in conjunction with an internship rather than student teaching. The listing of prerequisites has been removed as these are attached to and depend on the corequsite course.
4.02.4 Curriculum Change: Change course description for CD1000
Change the fourth sentence of the course description for CD1000 to read: “Introduces students to the Childhood Studies and Elementary Education majors and the Conceptual Framework for Teacher Education.” This is an editorial change that follows from the title change for the elementary education major.
4.02.5 Curriculum Change: Change prerequisite of CD2360
Change the Prerequisite(s) of CD2360 to read: Childhood Studies, Early Childhood Studies, and Elementary Education majors only. This is an editorial change that follows from the title change for the elementary education major.
4.02.6 Curriculum Change: Change credit limits for CS Internship (CD4230)
Change the variable credit limits for CD4230 Childhood Studies Internship from 3-9 to 3-12. In order to make this course an alternative requirement in the Elementary Education major to ED4300 Elementary Student Teaching, it needs to be available for the same number of credits: 12.
(Maker: True; Second: May)
MOTION APPROVED 14-0-0(0 absent)
4.03 Change the Teacher Cert (K-3) Option to Teacher Cert (PreK-3)
The NH State Certification for Early Childhood is N-3, or Nursery to Grade 3. The use of “Nursery” to describe preschool programs is basically obsolete, and there has been some effort at the state level to change the certification to Preschool-Grade 3 in title as well as in intent. Changing the title of our teacher certification option would put our program more in line with the national trend toward an early childhood continuum from preschool through third grade. Currently, all but 11 states (of which NH is one) offer some version of publicly funded preschool. Many of these states require that teachers in public preschools have an early childhood certification. Changing the name of our certification option will make it clear that our graduates are qualified for those positions.
This is a title change only and does not require any program changes. All of our students in the Teacher Certification Option currently complete a 135-hour supervised practicum in preschool or kindergarten, as well as a 15-week full-time student teaching experience in a public school. Therefore they would meet the requirements for supervised internships across the age range of PreK-Grade 3.
4.04 Change the Course Description and Prerequisites for ERSE 3500
Change the course description and prerequisites for ERSE 3500, as follows:
Explores the relationship of special education services to the organization and function of the primary grades in elementary schools and how this relationship is constructed. Examines the knowledge and skills early childhood educators need to establish collaborative, reflective relationships with children, families, specialists, and paraprofessionals as well as the roles and responsibilities of each person supporting children’s learning needs. Emphasizes ways to create learning environments that are respectful and supportive of all children, ages 5 through 8. Prepares students to select, adapt and use instructional strategies and materials that support children with disabilities in the primary grades. Falls and Springs. Prerequisite(s): ERSE 2500 and Acceptance into Teacher Certification candidacy. Last year we made changes to the Early Childhood Teacher Certification Option that will take effect in fall 2012. The prerequisites change for this course is related to that change (we are removing a corequisite course that will no longer exist). The course description is being updated to reflect changes in the course.
(Maker: Earick; Second: Birch)
MOTION APPROVED 13-0-0 (1 absent)
5.0 Old Business
5.01 Continue discussion on Diversity
5.02 Update from committees
5.02.1 Bylaws
The bylaws committee (Lynn Johnson, Irene Cucina, Judy Ciesielski , Morgan O’Connell, Jim Kuras) is reviewing ideas on how to incorporate advanced programs for school professionals into the current bylaws. They will propose the recommendations to the council soon. They recommend that the bylaws be reviewed annually by the CTE.
5.02.2 Dispositions
The disposition committee (Holly Oliver, Meg Petersen, Mary Earick, Kim Duncan) took all current disposition forms and reviewed them for similarities. They will have more of an update for the council soon.
Unit dispositions will be uniform constructs for everyone in the unit in initial teacher preparation and then each program will be able to add either onto the tool, or use a separate program specific dispositional tool for more in depth information about candidates.
6.0 ANNOUNCEMENTS
6.01 Advanced Programs Status in terms of admission
There are 46 programs under the purview of this unit, 36 are NCATE or KCREPT accredited, endorsed by the state of NH or by an external group. The other 10 are graduate programs at either the masters, CAGS or PhD of Ed. A new form of all of the programs will be sent out for all of those that got new approval as of Aug. 2011. We have to have unit assessments across both undergrad and grad and the graduate advanced programs have worked diligently on this discussion since last march. Judy and Jim on the committee:
Initial teacher prep programs, along with the advanced programs are looking at an alternate admissions process utilizing an essay. There will be a rubric that is currently being developed. An essay will be written again during capstone for ITP and advanced which allows for a pre-sample and a post, there will be middle sample from the programs. The rubric for that will be the COGS writing rubric. The focus of the essay will concentrate on 2 of the 5 hallmarks (leadership and advocacy; scholarship and action; reflection and innovation; professionalism and service; and global awareness and social responsibility).
6.02 COGS Update
There are currently two workgroups of program coordinators developing/discussing Unit Assessments for post baccalaureate programs: 1) Advanced Other School Personnel (OSP)* and graduate programs targeted to current teachers in the field**; 2) Initial Teacher Preparation Programs.
* OSP are endorsed by the state of NH and include: Reading/Writing Specialist and Teacher; Library Media Specialist; School counseling, School Psychology and Superintendent and Principal; Special Education Administrator; and Curriculum Administrator.
**The other programs listed under the Unit in the document shared with CTE members are programs targeted to currently employed teachers in the field and although not enrolled in a certification/endorsement program, NCATE classifies these programs as part of the UNIT.
Both groups are working diligently by selecting first the unit assessments and then they’re going back with their faculty to select key program assessments. President Steen should be receiving a certified letter this week from the NCATE Unit Accrediting Board (UAB) sharing their decision on our Unit Review last spring. The goal is to implement a pilot assessment system by March 1, 2012 in order to have data to present to NCATE for the potential Focus Visit that will occur in 2013.
6.03 News of Accreditation Cucina
6.03.1 NCATE update-
Reports are due 3/15/12 and material should be submitted by 02/1/12 so it can be posted and reviewed. The state will be reviewing 8 programs electronically on 2/1/12 and ending 3/16/11. The following programs need to be approved during this time or we will not have a teacher preparation at the graduate level: biology, life sciences, middle level science, computer tech post baccalaureate , English education post baccalaureate, special education administrator, curriculum administrator is a new program needs to be reviewed again for full approval an, chemistry education. The reviewers will have access to Mahara, and there will be a template ready soon for programs to review.
6.03.2 Update on TracDat
The university is currently waiting for the most current update on the TracDat software. TraDate training will be set up soon. Spreadsheets have been developed for each program’s rubrics that have been selected as key assessments. Once you gather the data, OTC will load it into TracDat so you can evaluate your strengths and weaknesses. This report will be run yearly.
6.04 Our Future, Our Teachers Cucina
A handout from the Federal Department of Education called ‘Our Future, Our Teachers’ was emailed out to the council for review. The implications of this will be discussed at the November CTE meeting.
6.05 Coaching minor Johnson
There is currently a 21.5 credit coaching minor. If students can’t do the whole minor they can still take courses like coaching effectiveness, which allows them to take the test to become certified for coaching which is required in some states. Question can be directed to Pam in D&M.
6.06 Announcements
6.06.1 The English department is hosting 4 presentations. The firts is a PSU
alumni and Holderness teacher of the year Angie Miller, who will talk about “What are you teaching for?” on November 3rd. The other three dates are to be determined.
6.06.2 The NH Council for Social Studies Day Conference is 10/27 and there are 98 volunteers coming. Of those, 54 are Plymouth state students
6.0 MOTION TO ADJOURN Cucina
Obscured. Fog. Temperature: 56; Wind: Calm; Conditions as of Mon May 20 at 11:00 PM EDT