Frostburg State University

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1 Frostburg State University Professional Education Unit 101 Braddock Road Frostburg, Maryland INSTITUTIONAL REPORT NCATE/MSDE Continued Accreditation Visit April 21 25, 2007 Contacts Kenneth D. Witmer, Jr., Ph.D. Unit Head/Interim Dean College of Education Doris Santamaria-Makang, Ed.D. NCATE Coordinator

2 TABLE OF CONTENTS I. INTRODUCTION... 1 Overview of Frostburg State University... 1 University Mission... 1 The Unit... 2 II. OVERVIEW OF THE CONCEPTUAL FRAMEWORK... 4 Evidence of the Conceptual Framework... 8 III. EVIDENCE FOR MEETING THE STANDARDS...12 Standard 1: Candidate Knowledge, Skills, and Dispositions...12 Content Knowledge for Teacher Candidates...18 Content Knowledge for Other Professional School Personnel...24 Pedagogical Content Knowledge for Teacher Candidates...27 Professional and Pedagogical Knowledge and Skills for Teacher Candidates...32 Professional Knowledge and Skills for Other School Personnel...37 Dispositions for All Candidates...39 Student Learning for Teacher Candidates...42 Student Learning for Other Professional School Personnel...46 Standard 2: Assessment System and Unit Evaluation...47 Assessment System...47 Data Collection, Analysis, and Evaluation...52 Use of Data for Program Improvement...54 Standard 3: Field Experiences and Clinical Practice...63 Collaboration between Unit and School Partners...63 Design, Implementation, and Evaluation of Field Experiences and Clinical Practice...66 Candidates Development and Demonstration of Knowledge, Skills, and Dispositions to Help All Students Learn...73 Standard 4: Diversity...75 Design, Implementation, and Evaluation of Curriculum and Experiences...76 Experiences Working with Diverse Faculty...80 Experiences Working with Diverse Candidates...83 Experiences Working with Diverse Students in PreK-12 Schools...85 Standard 5: Faculty Qualifications, Performance, and Development...87 Qualified Faculty...87 Modeling Best Professional Practices in Teaching...87 Modeling Best Professional Practices in Scholarship...89 Modeling Best Professional Practices in Service...91 Collaboration...92 Unit Evaluation of Professional Education Faculty Performance...93 Unit Facilitation of Professional Development...95 NCATE Institutional Report, Frostburg State University i

3 Standard 6: Unit Governance and Resources...96 Unit Leadership and Authority...96 Unit Budget...97 Personnel...98 Unit Facilities Unit Resources Including Technology NCATE Institutional Report, Frostburg State University ii

4 TABLE AND CHART INDEX LIST I. INTRODUCTION Table I.1: Table I.2: Table I.3: Full-Time Faculty by Rank and Tenure Status, Administrators, and Graduate Teaching Assistants in the Professional Education Unit... 3 Alignment of the Unit s Conceptual Framework with Maryland Redesign of Teacher Education Components, INTASC Standards, and NCATE Standards...10 Education Unit Program Information/Status of SPA Reports...11 II. RESPONSE TO STANDARDS Standard 1: Candidate Knowledge, Skills, and Dispositions Table 1.1: Table 1.2: Table 1.3: Table 1.4: Comparison of SAT Scores for Education and University Freshmen...13 Praxis I Mean Scores for Initial Education Program Candidates...14 Mean Admit Undergraduate GPA of MAT Program Applicants in Summer 2005 and Summer Praxis I/PPST Mean Scores for Candidates Accepted in the MAT Program in Summer 2005 Summer Praxis I/CBT Mean Scores for Candidates Accepted in MAT Secondary in Summer Table 1.5: Mean Admit GPA for Advanced Programs Applicants Fall Fall Table 1.6: Praxis II Mean Scores for Graduates from Initial Programs in Fall 2005 Fall Table 1.7: Mean Scores for Items Related to Content Knowledge from the Teaching Internship Evaluation Instrument...19 Table 1.8: Portfolio Mean Scores for Undergraduate Initial Teaching Preparation Programs for Spring and Fall Table 1.9: Mean Ratings of Content Knowledge Items of Initial Programs from 2005 Follow-Up Study ( Graduates and Principals) Table 1.11: Mean Degree GPA for the Masters of Arts in Teaching Programs...22 Table 1.13: Mean Ratings of Content Knowledge Related Items of Advanced Teaching Programs from Graduate Follow-Up Study...23 Table 1.15: Mean Degree GPA for the Advanced Teaching Programs...24 Table 1.17: Mean Ratings of Content Knowledge Related Items of Other School Personnel Programs from Graduate Follow-Up Studies...25 Table 1.19: Mean Degree GPA for Other School Personnel Programs Graduates 2005 and NCATE Institutional Report, Frostburg State University iii

5 Table 1.20: Mean Ratings for Selected Pedagogical Content Knowledge Items from the Teaching Internship Evaluation Instrument...27 Table 1.21: Mean Ratings of Pedagogical Content Knowledge Items of Initial Candidates from Graduate and Principal Follow-Up Studies...30 Table 1.24: Mean Ratings of Pedagogical Content Knowledge Related Items of Advanced Teaching Programs from Graduate Follow-Up Studies...32 Table 1.25: Supervisor and Mentor Mean Scores for Selected Professional and Pedagogical Knowledge and Skills from the Teaching Internship Evaluation Instrument...33/34 Table 1.26: Mean Ratings of Professional and Pedagogical Knowledge and Skills Items of Initial Candidates from Graduate and Principal Follow-Up Studies...35 Table 1.27: Mean Ratings of Professional and Pedagogical Knowledge and Skills Related Items for Advanced Teaching Programs from Graduate Follow-Up Studies...36 Table 1.29: Professional Knowledge and Skills Demonstrated by Candidates in Other School Personnel Programs in Field Experience Activities...37 Table 1.30: Professional Knowledge and Skills Mean Ratings for Other School Personnel Programs from Graduate Follow-Up Surveys...38 Table 1.31: Mean Scores for Selected Items Related to Dispositions from the Teaching Internship Evaluation Instrument...39 Table 1.32: Mean Ratings of Dispositions Items of Initial Candidates from Graduate and Principal Follow-Up Studies...40 Table 1.34: Dispositions Mean Ratings for Advanced Programs from Graduate Follow-Up Surveys...41 Table 1.35: Plans for Improvement Related to Dispositions Recommended by Focus Groups for Advanced Programs...42 Table 1.36: Mean Scores for Selected Items Related to Student Learning from the Intern Evaluation Instrument...43 Table 1.37: Portfolio Mean Ratings for Student Learning of Undergraduate Initial Teaching Preparation Candidates for Spring and Fall Table 1.38: Mean Ratings of Impact on Student Learning Items of Initial Candidates from Graduate and Principal Follow-Up Studies...45 Table 1.40: Mean Ratings of Student Learning Items for Advanced Teaching Programs form Graduate Follow-Up Studies...46 Table 1.41: Student Learning in Other School Personnel Programs in Field Experience Activities...46 Table 1.42: Mean Ratings of Student Learning Items for Other Professional School Personnel from Graduate Follow-Up Studies...47 NCATE Institutional Report, Frostburg State University iv

6 Standard 2: Assessment System and Unit Evaluation Table 2.1: Program Data Collection Points: Initial Certification Candidates, Undergraduate Elementary, Elementary/Early Childhood, Secondary, and PreK Table 2.2: Program Data Collection Points: MAT (Elementary and Secondary) Table 2.3: Program Data Collection Points: Advanced Programs...60 Table 2.4: Data Collection Timeline...61 Chart 2.1: Unit Assessment Cycle...62 Standard 3: Field Experiences and Clinical Practice Table 3.7: Initial Certification Undergraduate and Graduate Field Experience and Clinical Practice...71 Table 3.8: Graduate Programs Field Experiences and Clinical Practice...73 Table 3.9: Undergraduate Program...73 Table 3.12: Graduate Programs...74 Table 3.13: Advanced Graduate Programs...75 Standard 4: Diversity Table 4.1: Table of Required Courses in Diversity by Program...76 Table 4.2: Conceptual Framework s Diversity Outcomes and Indicators...77 Table 4.4: Scores on Diversity Experience Essay, Spring and Fall Table 4.5: Common Diversity Experiences in Advanced Programs Matching Diversity Clusters...79 Table 4.6: Sample Experiences in Advanced Courses Matching Diversity Clusters...80 Table 4.7: Numbers of Hires and Percentage Minority, Table 4.8: Race/Ethnicity and Gender of Institutional Faculty from Fall 2005 to Fall Table 4.9: Race/Ethnicity and Gender of Unit Faculty from Fall 2005 to Fall Table 4.10: Data from Faculty Diversity Survey...82 Table 4.11: Racial and Ethnic Data by Gender, Undergraduate Enrollment at FSU, Table 4.12: Racial and Ethnic Data by Gender, Graduate Enrollment at FSU, Table 4.13: Racial and Ethnic Data by Gender, Undergraduate Candidates Table 4.14: Racial and Ethnic Data by Gender, Graduate Candidates NCATE Institutional Report, Frostburg State University v

7 Table 4.15: Gender and Minority Statistics for FSU PDS Schools...85 Table 4.16: Assessments from Adapting Instruction for Diverse Learners Standard 5: Faculty Qualifications, Performance, and Development Table 5.5: Table 5.6: Standard 6: Chart 6.1: Table 6.1: Table 6.2: Table 6.3: Examples of Service Involvement of the Professional Educational Faculty at the University and Unit Levels (2006) Student Evaluation Means by College from 2003 to 2006 and High/Low Mean Found Among Departments in Each College...94 Unit Governance and Resources Chart of the College of Education Administrative Structure...97 College of Education Budget and Student Enrollment Compared to Other Colleges...98 Percent of Total University Full-Time Tenure/Tenure Track Faculty (PINs) by College...99 Full-Time Faculty in the Professional Education Unit by Rank and Tenure Status...99 NCATE Institutional Report, Frostburg State University vi

8 INTRODUCTION I. OVERVIEW OF FROSTBURG STATE UNIVERSITY This accreditation self-study is being undertaken during a critical time of transition in the University s history. In June 2006, the University s President, Dr. Catherine R. Gira, retired after serving as president for fifteen years. After a semester long national search, Dr. Jonathan Gibralter, former President of Farmingdale State University of the State University of New York (SUNY) system, was appointed president beginning July 1, During 2005, the University underwent a reform of its undergraduate education program. The changes reflected an increased understanding by the university community that assessment is a key component in the process of teaching, learning, and curricular reform. At the level of the Professional Education Unit, the former Dean of the College of Education, retired in February The associate dean was appointed interim dean of the College on March 1, 2006 and has served in that capacity since that time. Under the new leadership, the Professional Education Unit is undergoing preparation for a National Council for Accreditation of Teacher Education (NCATE)/Maryland State Department of Education (MSDE) continued accreditation visit, a restructuring of the Professional Development School (PDS) model, a refinement of the diversity initiatives within the Unit, and the development of a Unit-wide core of the professional Dispositions that align with the Conceptual Framework in a manner consistent with the Education Unit s philosophy of professional education. University Mission The current official mission statement that defines the essence of Frostburg State University (FSU) was approved by both the University System of Maryland (USM) Board of Regents and the Maryland Higher Education Commission in 2005 Frostburg State University has provided paths to success for students for over 100 years. Founded in 1898 to prepare teachers, the institution today is a public, comprehensive, largely residential regional university offering a wide array of affordable programs at the undergraduate and graduate levels. The only four-year institution of the University System of Maryland west of the Baltimore-Washington corridor, the University serves as the premier educational and cultural center for western Maryland. At the same time, it draws its student population from all counties in Maryland, as well as from numerous other states and foreign countries, thereby creating a campus experience that prepares students to live and work in a culturally diverse world. The University is distinguished by a scenic campus encircled by mountains, its excellent academic programs, its nationally acclaimed community service programs, and its vital role in regional economic development initiatives. As a result, it holds the distinction of being one of the University System institutions most closely woven into the fabric of the surrounding area. Frostburg State University is, first and foremost, a teaching institution in which students are guided and nurtured by dedicated, highly qualified faculty and staff. Faculty engage in wide-ranging research and scholarly activity with the ultimate goal of enhancing student learning. The academic experience of undergraduates includes a rigorous general education program in the liberal arts and sciences, including development of core skills. Major areas of specialization are offered in education, business, science and technology, the creative and performing arts, and selected programs in the humanities and social sciences. The University provides numerous opportunities for students to engage in community service, leadership development activities, undergraduate research, and internships. These activities serve as experiential laboratories in which students apply what they have learned in the classroom to NCATE Institutional Report, Frostburg State University 1

9 real-world situations. Graduate programs provide specialized instruction for students involved in or preparing for professional careers. Frostburg State University continues to define its core mission as providing pathways to success in careers, in further education, and in life for all of its graduates. Institutional Identity and Characteristics With both a culturally and ethnically diverse student population, faculty, and staff, FSU provides unique programs and a stimulating learning environment to the entire state. Students are afforded a supportive environment in which to expand their knowledge, understanding, communication skills, and appreciation for cultural diversity. Couched within a liberal arts tradition, academic programs promote intellectual growth with a diverse learning environment that equips learners with critical thinking abilities essential to effecting civic responsibility, developing global understanding, and leading to constructive change. The Unit Mission The Professional Education Unit is committed to preparing professionals who provide excellent instruction, service, and leadership to a diverse and global community. Vision The vision of the Professional Education Unit at Frostburg State University is to build upon its rich history of teacher education and position itself as a national exemplar of quality professional preparation programs. Profile Students: Candidates in the Unit are drawn primarily (84%) from Maryland, followed by Pennsylvania (10%), West Virginia (4%), New Jersey (1%), and Virginia (1%). Candidates in Maryland are drawn mainly from the Allegany (24%), Anne Arundel (4%), Baltimore (3%), Carroll (3%), Frederick (6%), Garrett (8%), Montgomery (7%), Washington (16%), and Prince Georges (3%) counties. 10% of our candidates come from other counties in the state. (Office of Information Services) In fall 2006, 516 undergraduate candidates and 395 graduate candidates were enrolled in all programs in the Education Unit. The Unit has a student-to-faculty ratio (in relation to internships) of 60 to 12 for an average of 5 per supervisor. The average class size is This year 100 percent (100%) of the PreK-8 teacher candidates will complete an extensive internship experience in Professional Development Schools. (Source: Office of Field and Clinical Placement) Faculty: In the fall 2006, the Professional Education Unit consists of sixty two (62) faculty members. (This figure represents full-time, part-time, tenured, and non-tenured faculty members within the Unit.) Of these, forty four percent (43.5%) are male and fifty six percent (56.5%) female. Ninety three percent (93.5%) are white, with three percent (3.2%) African/African American, one percent (1.6%) Hispanic, and one percent (1.6%) Asian. Of the full-time faculty in the Unit, eighty one percent (81%) hold doctorates, and 15% are in advanced stages of their doctoral work. Of the sixty two faculty members, four (4) are housed in the College of Liberal Arts and Sciences, and the rest are in the College of Education. Table I.1, below, presents the figures for full-time faculty members. All faculty members are highly qualified in the areas in which they provide leadership and instruction. Most members of the faculty have many years of PreK-12 classroom experience, and most hold terminal degrees. NCATE Institutional Report, Frostburg State University 2

10 Table I.1: Full-Time Faculty by Rank and Tenure Status, Administrators, and Graduate Teaching Assistants in the Professional Education Unit Academic Rank Number of Tenured Faculty Number of Non-Tenured Faculty On Tenure Track Not on Tenure Track Fall 2006 Fall 2006 Fall 2006 Professors Associate Professors Assistant Professors Instructors Lectures Graduate Teaching Assistants 25 Administrators 4 Programs (on-campus and off-campus) The programs offered in the Professional Education Unit by the College of Education are outlined in Table I.3, below in this section. The Professional Education Unit extends beyond the main campus to offer M.Ed. and MAT programs at the University System of Maryland in Hagerstown (USMH). Additionally, the undergraduate Early Childhood and Elementary Education interns have the option of completing their internships in the Professional Development Schools (PDS) located in Washington and Frederick Counties. The off-campus programs and individual courses are identical in content and structure as their counterparts on main campus. The courses are taught by a combination of on-campus faculty, FSU Educational Professions faculty located in the USMH, qualified PDS faculty, and adjuncts. Faculties at both locations often use distance learning, blended (combined face-to-face and online courses), and online supported technologies to facilitate dialogs between main campus and off-campus candidates. The Master of Education programs have a long tradition in Hagerstown. Beginning with the Curriculum & Instruction program in 1989 in the former FSU Hagerstown Center, M.Ed. programs grew to include courses in Reading, Administration & Supervision, and Special Education. By the time the programs moved into the USMH building in January 2005, all courses in each of the following programs were offered: Curriculum & Instruction, Special Education, and Administration & Supervision. Reading offered all courses except the clinic. These programs continue to grow at USMH. The MAT Elementary and Secondary programs are offered at the USMH location. The MAT Elementary program began in 1999 and continues to offer the complete program only in Hagerstown. The Secondary program began in 2003 on the Frostburg campus; and it was initiated in Hagerstown in Technology is a critical part of the delivery strategies for off-campus programs. Several courses, such as: EDUC-640, CUIN-660, and REED-620 & 637consistently use distance learning. With the advent of blended courses, instructors have utilized blended instruction for the following courses: EDUC-590 Special Topics in Education for the A& S program, SPED-601/603, CUIN-614/615/618, and 621. The REED-617, CUIN 615, and SPED 561/602 courses are occasionally offered through complete online delivery. Additionally, both MAT programs rely heavily on web-enhanced instruction (Blackboard) to continue communication and delivery when candidates are working in their PDSs. Major Changes Other institutional changes occurred over the past several years that have impacted the Professional Education Unit. Among the most significant is the declining enrollment of students throughout the entire University. Many feel the lack of marketing and failure to maintain active relationships with feeder institutions has had a negative impact on the number of students applying to NCATE Institutional Report, Frostburg State University 3

11 the institution. The new president and the new Professional Education Unit Head are both actively working to reverse the recent decline in enrollments. Several traditional predictors of enrollments seem to indicate the beginnings of a change in the positive direction. A new Associate Vice President of Enrollment Management has been hired who will provide leadership in areas of enrollment and retention. A Vice President of Marketing and Media Relations position has been created, and a search for a highly qualified professional is underway. The individual accepting the latter position will offer leadership in raising the visibility and image of the institution. At the Unit level, the Master of Arts in Secondary Education program was created since our last accreditation visit to provide pedagogical and professional preparation for career changers and students who are in secondary majors with large content credit hour requirements. This major currently is available to prospective secondary school teachers wishing to teach English, Social Studies, Mathematics, Physics, Biology, Earth Science, Chemistry, Art, or Foreign Language. In the fall of 2006, the Faculty Senate approved offering the Early Childhood Education program at the USM in Hagerstown Center. Cohorts to this program are expected to be candidates from the local area that for one reason or another cannot travel away from the region. The first group of candidates will begin coursework in the fall of Finally, the Department of Health, Physical Education, and Recreation is being reorganized to make Recreation into its own department. Presently, the two areas are being administered by cochairs, one for Health /Physical Education (HPE) and one for Recreation, as we transition into the new configuration. The main purpose for this division is to give both HPE and recreation their own identity which will support the different missions of the two departments. II. OVERVIEW OF THE CONCEPTUAL FRAMEWORK The theme of our conceptual framework Linked Hands, Heads, and Hearts: Building Powerful Learning Communities has not changed since the last NCATE visit. The Unit conceptual framework, first drafted in January 1999, was approved by the Unit faculty and Steering Committee in September University and Education faculty, and PreK-12 faculty reviewed the document in July 2000, which resulted in minor revisions and changes in wording of indicators under the Unit outcomes of the conceptual framework. After final revisions, the conceptual framework was approved by the Steering Committee and Unit faculty in October The Unit has a single conceptual framework for initial and advanced programs. The Interstate New Teacher Assessment and Support Consortium (INTASC) principles and the Institutional Performance Criteria of the Maryland Redesign of Teacher Education were considered and incorporated. Mission and Vision Consistent with and guided by the University and Unit mission statements, as well as the newly created Institutional Learning Goals, the Unit outcomes associated with the Conceptual Framework clearly and consistently communicates its committed to preparing professionals dedicated to success, capable of providing leadership in the classroom, committed to continually assess and reflect on their own practices, motivated to collaborate with their professional communities, and driven to advocate for their profession; and who can positively impact the education profession and improve the learning of PreK-12 students. Philosophy and Goals Professional programs are designed to reflect the current knowledge base that supports each program content and effective practices, based on national standards and research that meet the needs of the state and the region. The program development process fosters the building and enhancement of collaborations with the professional community, including the faculty in liberal arts and NCATE Institutional Report, Frostburg State University 4

12 sciences. Program implementation requires the necessary administrative support to enable candidates, college, and Unit faculty to accomplish outcomes and to enhance learning/scholarly opportunities for candidates, graduate assistants, faculty, and staff. Program delivery promotes the implementation of technology plans that lead to technological fluency for students in all programs. A general assumption is that the Education graduates are skilled practitioners who are prepared with essential knowledge, skills, and dispositions in their fields of specialization and commit themselves to serve the cause of social justice. Knowledge Base and Candidate Proficiencies The Professional Education Unit believes that students deserve teachers who are totally committed to the profession and who display advocacy for children and their communities. We believe that these totally dedicated teachers link the resources of home, school, and community to build powerful classroom learning environments. The conceptual framework is much like a metaphor that expresses the major attributes knowledge, skills, and dispositions that our graduates should exhibit. These attributes represent the six outcomes described in the Conceptual Framework, and that the Unit expects its graduates to demonstrate in their professional fields. They are: I. Dedicated Professional II. Instructional Leader III. Continuous Assessor IV. Educational Advocate V. Collaborative Bridge Builder VI. Reflective Decision-Maker. I. Dedicated Professional Indicators: I.1 exhibits a solid base of content and professional knowledge and continues to build upon that base as a life-long learner I.2 possesses a sound knowledge of curriculum as influenced by local, state, and national standards I.3 exhibits professional dispositions (e.g. caring, ethical, passionate, and responsible) I.4 communicates effectively in spoken, written, visual, and technology-assisted forms of expression I.5 adheres to professional codes of ethics and strives toward professional leadership The dedicated professional candidate is knowledgeable, ethical, committed, passionate, responsible, caring, and a life-long learner. This person possesses the knowledge, skills, and dispositions necessary to practice at a high quality level; acts on a set of principles that result in positive interactions with others; makes long-term promises and keeps them; can be counted on to make a worthwhile contribution to his or her learning community; accepts and uses new data, and continually seeks new knowledge and develops new skills and dispositions. II. Instructional Leader Indicators: II.1 promotes active learning II.2 communicates high expectations for all students II.3 creates effective learning environments II.4 manages student behavior appropriately II.5 accommodates for a range of differences in culture, developmental levels, and learning styles II.6 models innovation and creativity in teaching II.7 uses a variety of instructional/educational strategies II.8 develops activities which promote problem-solving and critical thinking II.9 uses technology appropriately to promote learning NCATE Institutional Report, Frostburg State University 5

13 II.10 exhibits skills in long-range and short-range planning II.11 uses a variety of questioning strategies An instructional leader maintains an energetic process of getting others to understand, contribute to, and commit fully to meet agreed-upon outcomes. Instructional leaders can be students, teachers, parents, and other members within and outside of the educational environment. All members of the school community become leaders in some way. III. Continuous Assessor Indicators: III.1 demonstrates understanding of the concepts, purposes, strategies, and best practices of assessment III.2 uses curriculum standards as indicators of student learning to create or select appropriate assessments III.3 uses various assessment strategies to accommodate all learners III.4 creates and/or uses multiple assessment measures that are authentic to real world situations III.5 uses technology to facilitate the collection and interpretation of data III.6 collects, analyzes, and uses assessment data to improve instruction/learning III.7 demonstrates understanding of how classroom assessment contributes to the process and purpose of educational research III.8 monitors and reports student/school progress effectively and professionally As continuous assessors, candidates are expected to effectively use formal and informal methods within the classroom and school to measure student learning. These assessment strategies may take the form of very objective instruments or more authentic, real life tasks. Candidates also are expected to aggregate, analyze, and use results of performance data to inform their instruction. IV. Educational Advocate Indicators: IV.1 embraces the belief that all students have the right and the ability to learn IV.2 exhibits enthusiasm for the subject matter he/she teaches IV.3 participates in organizations that promote the professions of education IV.4 is committed to equal access to quality public education for all students IV.5 encourages programs that work to ensure safe school, home, and community environments IV.6 supports initiatives to make schools technologically rich environments for learning IV.7 values the increasingly diverse nature of current and emerging school populations Graduates of all Professional Education Unit programs are expected to be actively engaged in activities that improve and enhance the lives of all those in the educational community. Throughout the undergraduate and graduate programs, candidates are encouraged to become actively involved in change that will increase everyone's right to learn, lead to enhanced subject matter development, add to the development of all educational professions, strengthen public education, enrich their communities, assure the benefits of education to all, and seek ways in which technology can enhance learning through constructivist teaching. V. Collaborative Bridge Builder Indicators: V.1 promotes cooperative learning opportunities V.2 links subject matter within and across disciplines and grade/school levels V.3 builds effective school/home/community partnerships V.4 creates powerful learning communities within and beyond the classroom and the school V.5 treats all students and members of the educational community equitably and respectfully NCATE Institutional Report, Frostburg State University 6

14 To be successful, teachers must work collaboratively with others within the school and throughout the larger community. For the education of the child to be effective, a team of school teachers, support staff, and administrators along with parents and members of the community need to be involved. VI. Reflective Decision-Maker Indicators: VI.1 views classroom instruction as a continuous set of decision-making opportunities VI.2 exhibits ability to identify and analyze classroom/school problems VI.3 monitors effectiveness of one s own practices/decisions VI.4 strives for continuous self-improvement as measured by learner success data VI.5 encourages students to engage in thoughtful, productive self-criticism VI.6 analyzes results of research-based best practices for planning curriculum, instruction, and assessment All educators are involved in making decisions as part of the educational community in which they operate. In order to ensure that these decisions are not thoughtless and reactive, educators need to spend quality time reflecting on those decisions and their effect on the learner and other members of the community. Educators who are reflective decision-makers will see their world and their work through multiple lenses; they will value self-reflection and strive to support reflection among their colleagues. Conceptual Framework Revision and Changes The Conceptual Framework at Frostburg State University has provided the underlying philosophy and goals for all programs in the Unit since its inception in Developed through surveys and consensus work, the Conceptual Framework became part of program handbooks, syllabi, and Unit assessments such as student intern evaluation forms. In addition, it became the structural organization of the candidates required initial certification portfolios. Candidates are introduced to the Conceptual Framework (including the expected outcomes of the Conceptual Framework) at the beginning of their program coursework and build upon that knowledge throughout the program. As the Conceptual Framework became more the driving force of the Unit, several issues arose: With the demands of No Child Left Behind, more assessment became included in teacher responsibilities. Therefore, additional modifications were needed under the area of the Continuous Assessor section of our Conceptual Framework to ensure candidates knowledge, skills, and dispositions. A Unit-wide committee was formed and worked to propose a new set of indicators. The Educational Professions Department and the Health and Physical Education and Recreation Department subsequently approved the changes and intern forms will reflect the changes in spring2007. The current conceptual framework was modeled on the initial teacher education programs, and does not adequately reflect the graduate programs. To update and revise the Conceptual Framework and create more applicable indicators for advanced programs, the Conceptual Framework committee was formed with representation from undergraduate and graduate program stakeholders. The revision work began in the spring 2006 semester. The revision process covers the review of the mission, vision, purposes, and components of the conceptual framework. The committee has solicited feedback from all faculty in the Unit as well as stakeholders in the public schools, examined models from other institutions, compiled the input gathered, and analyzed the results. The committee is ready to circulate drafts of new Vision and Mission Statements to the Unit members for their review and study. The goal is to keep the conceptual framework as an evolving structure that reflects the development of programs in the Unit. At the time of the writing of this report, the conceptual framework revision is a work in progress. NCATE Institutional Report, Frostburg State University 7

15 Assessment of Candidate Performance All programs within the Unit have identified learning goals that relate to professional standards, state content standards, and student learning outcomes. Programs utilize a variety of assessments to measure outcomes: standardized tests, comprehensive exams, internship evaluations, entrance and exit interviews, creation of integrated and concept units, service learning projects, and developmental and showcase portfolios. The Unit has a comprehensive system to assess candidate knowledge, skills, and dispositions. The sequence of the Unit s system for all candidates includes admission to the University, and decision points that are program-specific and determine the movement of candidates through the program. The assessment system also describes the process for data collection, tabulation, and analysis; program changes/improvement; evaluation of Unit operation and checking for evidence of fairness, accuracy, consistency, and non-bias. The Unit conducts follow-up studies and focus groups to evaluate the preparation of its graduates. The follow-up surveys and focus groups enable the Unit to seek suggestions and recommendations to improve programs, to demonstrate how well practices follow the conceptual framework and Unit outcomes, and to share aggregated results with leadership teams and advisory councils. EVIDENCE OF THE CONCEPTUAL FRAMEWORK Shared Vision The Unit s conceptual framework, designed with the assistance and participation of the College of Liberal Arts and Sciences faculty and Pre-K-12 representatives, conveys a vision for the preparation of quality educators. This framework supports and guides planning and instruction. It also serves as a guide for assessment of the knowledge, skills, and dispositions of teacher candidates and other school professionals in the Unit. This conceptual framework is based on faculty beliefs about those attributes that were already evident in excellent students completing the professional education program and what additional attributes and outcomes would make already strong students into excellent professionals. The Conceptual Framework reflects a collective professional judgment about what graduates should know, be able to do, and be disposed to do in order to insure the positive impact on the students with whom they will work. Coherence The Conceptual Framework has been consistently used by faculty members in the professional education programs as a guide for redesigning the programs, syllabi, assessments, and early field and intern evaluation forms. Major course assignments and assessments across programs provide evidence that all candidates can demonstrate each of the six attributes included in the Conceptual Framework. All course syllabi within programs of the Unit follow a specific format. This ensures uniformity in the communication of student learning outcomes, congruence with the conceptual framework, and assessments of each course outcome. Rubrics are utilized for a majority of course assessments. Course assessment data and course/faculty evaluations are continually utilized to revise syllabi. Professional Commitments and Dispositions The Conceptual Framework itself incorporates the knowledge, skills, dispositions that Unit faculty value. The Unit s professional commitments to knowledge, teaching competence, and student learning are evident in the Building Powerful Learning Communities section of our theme, in the listed outcomes and in the indicators under each outcome. In addition, the Linking Heads, Hands, and Hearts component of our theme provides the basis for the six outcomes which incorporate professional dispositions. NCATE Institutional Report, Frostburg State University 8

16 Different indicators under all six outcomes emphasize the importance of initial and advanced candidates being proficient in the knowledge and skills of their specialties, and being reflective practitioners to secure effective learning environments for their students. The alignment of programs and performance assessments with the conceptual framework further validates the Unit s commitments to knowledge, teaching competence, and student learning. Also, the numbered items under the outcomes provide the foundation for the knowledge, skills, and dispositions found in the syllabi. Revisions and Changes During the past two years, the Unit s desire to assess a core set of the professional dispositions led to the creation of the Professional Dispositions committee in the spring of This committee charge is to analyze, assess, and monitor the knowledge base and skill development of professional dispositions common to all programs. The committee s revision process includes review of research, assessment strategies, programs, and models that would help in the design of a Unit set of professional dispositions. The Unit is examining the key formative assessments within each program to determine their approach for measuring their candidates growth at critical points in their development. The goal is to design a disposition assessment model that evaluates candidates development of professional dispositions as they move through the programs. These formative data also allows for the evaluation of the Unit and programs effectiveness in helping candidates develop appropriate professional dispositions. (A detailed description of the revision process is filed in the documents room.) Commitment to Diversity The Unit s commitment to diversity is immersed in the context of the University s commitment to diversity. The University s program of general education requires that each student enroll in a course that explores issues of identity and difference. Opportunities for individual exploration in issues of identity and difference are offered in the courses listed under the General Education Program in the undergraduate catalog. The concept of diversity is woven throughout the Conceptual Framework. The Unit s Conceptual Framework provides a basis for conceptual understanding of how knowledge, skills, and dispositions related to diversity are integrated across the curriculum, instruction, field experiences, clinical practice, assessments, and evaluations. This is confirmed at the initial and advanced levels through course syllabi that document an emphasis on diversity, required field experience and practicum settings with diverse student populations, the intern evaluation instrument, and other assessments that evaluate candidates ability to work with and assist all students, and disposition assessments that rate candidates respect for cultural and individual differences. Detailed accounts of how candidates in the initial and advanced programs demonstrate the expected dispositions are described throughout this report. In addition, Diversity, defined as the College of Education s commitment to serve and advance the cause of social justice, is one of the four focus areas for assisting candidates in achieving the goals described in the three-year Strategic Plan for the College of Education, (2005 College of Education 2005 Strategic Plan) Commitment to Technology The Unit recognizes that technology plays a crucial role in teaching and learning. Our commitment to technology is infused into outcomes I, II, and III of the Conceptual Framework. Technology is used in the preparation and delivery of instruction, communications, management of instruction, assessment, and data management. Initial certification candidates are required to demonstrate their skills in using technology by meeting the Maryland Teacher Technology Standards (MTTS). They are evaluated on technology knowledge, skills, and dispositions throughout their coursework and their internships. Advanced program candidates are required to use technology appropriately in their disciplines in coursework and clinical experiences. Candidates in initial NCATE Institutional Report, Frostburg State University 9

17 certification programs use TaskStream, an electronic assessment management system, for lesson planning, design of websites, and submission of major program assessments. Through TaskStream, faculty can grade assessments, and data from these assessments can be aggregated. Candidate Proficiencies Aligned with Professional and State Standards All programs and syllabi reflect the conceptual framework and appropriate professional program standards. The following table depicts the alignment of the Unit s Conceptual Framework with the NCATE Standards and the Maryland Redesign of Teacher Education Components. Table I.2: Conceptual Framework I. Dedicated Professional II. Instructional Leader III. Continuous Assessor Alignment of the Unit s Conceptual Framework with Maryland Redesign of Teacher Education Components, INTASC Standards, and NCATE Standards INTASC Standards Principle 1 Understands concepts and structures of the disciplines (content Knowledge) and creates meaningful learning experiences Principle 6 Uses knowledge of effective communication techniques Principle 1 Understands concepts and structures of the disciplines (content Knowledge) and creates meaningful learning experiences Principle 2 Provide learning opportunities that support development Principle 3 Creates opportunities adapted to diverse learners Principle 4 Encourages development of critical thinking Principle 5 Uses understanding of motivation and behavior to encourage active engagement in learning Principle 7 Plans instruction Principle 3 Creates opportunities adapted to diverse learners Principle 8 Understands and uses assessment strategies NCATE Standards Standard 1 Content Knowledge, Skills, and Dispositions 1.1, 1.2, 1.3, 1.4,1.5, 1.6 Standard 1 Content Knowledge, Skills, and Dispositions 1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8 Standard 3 Field Experiences and Clinical Practice 3.3 Standard 4 Diversity; 4.1, 4.2, 4.3, 4.4 Standard 1 Content Knowledge, Skills, and Dispositions 1.7, 1.8 Standard 3 Field Experiences and Clinical Practice 3.3 Maryland Redesign Components Component I Strong academic background Component IV Linkage with PreK-12: technology, reading Component II Extensive Internship: diverse setting, professional development Component IV Linkage with PreK-12: technology, reading, diverse student populations Component IV Linkage with PreK-12: assessment and accountability, diverse student populations IV. Educational Advocate V. Collaborative Bridge Builder VI. Reflective Decision- Maker Principle 10 Fosters relationships in the community Principle 5 Uses understanding of motivation and behavior to encourage active engagement in learning Principle 10 Fosters relationships in the community Principle 9 Continually evaluates effects of his choices and seeks to grow professionally Standard 4 Diversity 4.4 Standard 1 Content Knowledge, Skills, and Dispositions 1.4, 1.5, 1.6 Standard 4 Diversity 4.4 Standard 1 Content Knowledge, Skills, and Dispositions 1.4, 1.5, 1.6, 1.8 Standard 4 Diversity 4.3 Standard 3 Field Experiences and Clinical Practice 3.3 Standard 4 Diversity 4.4 Component II Extensive internship: professional development Component II Extensive internship: collaboration, community Component II Extensive internship: professional development NCATE Institutional Report, Frostburg State University 10

18 Program Name Table I.3: Education Unit Program Information / Status of SPA Reports Award Level Program Level (Initial or Advanced) No. of Candidates Fall 2006 No. of Hours in Education Initial Teacher Certification Programs Undergraduate Total No. of Hours (2005 Catalog) Agency/Association Reviewing Program (State / SPA/ Other) National Program Review Program Reports Current Status (Initia Submitted Review, Rejoining, (Yes or No) Complete) * Elementary Early Childhood / Elementary BS Initial NAEYC / ACEI Yes NR Elementary BS Initial ACEI Yes NR Secondary Biology BS Initial NSTA Yes IP Chemistry BS Initial NSTA Yes IP Earth Science BS Initial NSTA Yes IP English BS Initial NCTE Yes IP Foreign Language BS Initial No Mathematics BS Initial NCTM Yes NR Physics BS Initial NSTA Yes IP Social Science BS Initial NCSS Yes NR PreK-12 Art BFA Initial No Health BS Initial NASPE / AAHE Yes IP Physical Education 57 NASPE / AAHE Yes NR Music BS Initial No Graduate MAT Elementary MAT Initial ACEI Yes IP MAT Secondary: MAT Initial Science 14 NSTA Yes IP English 7 NCTE Yes IP Foreign Language 1 No Mathematics 2 NCTM Yes NR Social Science 16 NCSS Yes NR Art 4 No Advanced Programs Advanced Programs for Teachers Special Education M Ed Advanced CEC Yes NR Curriculum & Instruction M Ed Advanced NBPTS No IP Other School Personnel Programs Administration & Supervision (Elem. & Sec.) M Ed Advanced ELCC Yes IP Reading M Ed Advanced IRA Yes IP School Counseling M Ed Advanced CACREP No IP * NR Nationally Recognized IP In Progress NCATE Institutional Report, Frostburg State University 11

19 III. EVIDENCE FOR MEETING THE STANDARDS STANDARD 1: CANDIDATE KNOWLEDGE, SKILLS, AND DISPOSITIONS Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards. Frostburg State University (FSU) holds as its primary function the provision of high-quality education at both the undergraduate and graduate levels. The University and the Professional Education Unit recognize that preparing educators is a university-wide effort, and they are committed to the education of teachers and other school professionals who know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. The Professional Education Unit candidate s content knowledge, skills, and dispositions are developed through general education coursework, professional and pedagogical coursework, content coursework, and field experiences. The knowledge base of all programs in the Unit is guided by a shared understanding of the Conceptual Framework s theme of developing powerful learning communities, and a common perception of comprehensive assessment. The Unit s programmatic features identify its uniqueness and lead to the success of its candidates. For instance: programs are based on proven national and state standards, candidates must have a strong background in content areas; teaching skills are developed in multiple field experiences using the Professional Development Schools model; candidates develop instructional strategies to maximize the learning for all students, including those of diverse backgrounds and those with special needs; candidates are helped to develop or enhance dispositions that are consistent with codes of ethics and professionalism; and all programs use technology to improve instruction and teach candidates to apply technology to their own professional practice. Currently, all programs in the Education Unit at FSU are nationally recognized by the National Council for Accreditation of Teacher Education (NCATE) and approved by the Maryland State Department of Education (MSDE). For the upcoming cycle of accreditation and approval by NCATE and MSDE, respectively, programs are at different stages of review by the Specialty Professional Associations (SPAs). A summary of the SPA reports status is provided in the Table I.3 Education Unit Program Information/Status of SPA Reports in the Introduction chapter of this report. For this standard, we present data on all programs as approved in the previous State/NCATE accreditation. Initial Teacher Certification Programs The initial teacher education programs and assessments are aligned with the Unit Conceptual Framework, the recognized professional education and content standards, and the Institutional Performance Criteria of the Maryland Redesign of Teacher Education. The Interstate New Teachers Assessment and Support Consortium (INTASC) principles are incorporated into the knowledge base that serves as the foundation for the Conceptual Framework. All course syllabi have been formatted to show the relationship with the Conceptual Framework outcomes. Initial level preparation programs at FSU include undergraduate and graduate programs. The initial undergraduate programs are: an Early Childhood/Elementary major leading to eligibility for certification in PreK through grade 8; an Elementary Education major leading to eligibility for certification in grades 1-8; Secondary Education programs in Biology, Chemistry, English, Foreign Language Spanish and French, Earth Science, Mathematics, Physics, and Social Studies leading to eligibility for certification in grades 7-12; and PreK-12 Education in Art, Music, Health and Physical Education. NCATE Institutional Report, Frostburg State University 12

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