OUR STRENGTHS, THE REALIZATION OF CHALLENGES, AND THE PURSUIT OF OPPORTUNITIES

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1 Southern Connecticut State University School of Education Dr. Stephen Hegedus Dean Davis Hall SouthernCT.edu/education SouthernCT.edu

2 MISSION We are a passionate educational community committed to excellence, impact, and continuous improvement through life-long learning in our local and global society. VISION We will be a premier leader in education recognized for its commitment to diversity, innovation, identity, professional leadership, and dedication to access for each and every learner. Our ambition is driven by the pursuit of knowledge, respecting experience, and realizing new forms of engagement.

3 The reality of a vision is to build on evolving strengths in a timely way, to maximize our impact in ways we have not done before, and to optimize opportunities that benefit our school and the wider community that we presently reach and beyond. OUR STRENGTHS, THE REALIZATION OF CHALLENGES, AND THE PURSUIT OF OPPORTUNITIES Southern Connecticut State University is a leader in educator preparation and professional development. For over 100 years, Southern has, and continues to have, an impact on teachers, school leaders, educational professionals, and students in our state. Founded as a teachers college in 1893, Southern has evolved over the past century into a comprehensive university offering various graduate and undergraduate programs. The School of Education is committed to an educational mission of continuous improvement that adapts, expands and leads in the ever-changing social and economic climate of the early 21st century. We are proud of our alumni and the various pathways in life that they have chosen as products of their time in Friends were something I definitely expected to make at SCSU, but family was a pleasant surprise. Southern has done so much to support me and my educational endeavors; I really couldn t imagine what my life would have been like had I gone anywhere else. - Jessica Meyers Elementary Education Program our education programs. We thank them and those who continue to give back to support and advance our mission. Today, our faculty and staff are focused on putting students at the center of the learning environment both inside and outside the classroom. We are examining our advising mechanisms in order that students will receive - School of Education dean, Dr. Stephen Hegedus timely and coherent guidance throughout their program of study. We are committed to ensuring that our students develop the necessary attitudes and dispositions required in the various education professions through a broad variety of experiences. We hire expert faculty who are engaged in a wide variety of creative activities and are continuously looking to share and expand the impact of their work both locally and globally. We are also committed to supporting faculty development within the academy and beyond and to creating new knowledge and disseminating its impact across the broader practitioner sphere. We recognize that such commitment involves openness to change and willingness to be innovative. Becoming a secondary mathematics teacher at SCSU has provided me with an unparalleled experience. I can take comfort in the fact that SCSU has given me a strong foundation for my pedagogical career." Alexander Audet Secondary Education Program Collaboration within and across departments is critical, and we are seeking new forms of cross-disciplinary initiatives that move beyond traditional departmental and programmatic structures. To this aim we seek new opportunities to continuously improve our programs, establish effective and streamlined plans of study for our students and seek new avenues that ensure their academic achievement in a timely manner establishing pathways for success in a wide variety of educational Earning a Doctorate Degree has been a professional goal of mine for many years. The Ed.D Program offered at SCSU in Educational Leadership and Policy Studies has afforded me the opportunity to achieve my goal as well as to make a contribution in the field of education. - Carla Armistead Ed.D. in Educational Leadership professions. The need for enhanced communication across all departments related to education programs across the University as well as with our local partners is essential. We are committed to investing in technologybased environments for faculty and students that enhance processes for collaborating and learning, transform traditional teaching methods, and enable us to collect and utilize data in an iterative and informative manner. Our programs are founded on strong professional and pedagogical content knowledge, culturallyresponsive instruction, research-informed curriculum, diverse field experiences, and flexible course offerings. Rigorous performance-based assessments allow our students to continuously receive critical feedback, demonstrate their abilities, and provide evidence of meeting the State and National Standards established by our accreditation agencies. The challenges of education are complex, and our commitment to diversity involves experiencing such complexity and not just reading about it. Embracing such complexity, we offer field experiences and internships in all our initial and advanced programs, whether we are preparing teachers, education The reality of a vision is to be mindful and realistic to the present and future challenges of internal and external events; to address the challenges and needs we face in a strategic and collaborative effort that is proactive and determined. - School of Education dean, Dr. Stephen Hegedus professionals, or educational leaders. Students have access to diverse field placements that focus their education and prepare them for diversity in their careers. We are committed to recruiting a diverse student population at the undergraduate and graduate levels both locally and internationally. Various initiatives actualize our commitment to establishing pathways for a wide array of students who may not have considered a career in education. Finally, our commitment to the local community is a priority. We have several initiatives that aim to impact a wide variety of educational issues that are challenges in our global society. In establishing opportunities for all students, faculty and staff in the School of Education, we can commit to being part of the change necessary in our society today to ensure access and equity for each and every learner. We will continue to address the many opportunities for developing and solidifying new partnerships with school districts, broader educational entities, and local and global communities. We will broaden our role and measure impact in consistent and valued ways. My education experience at SCSU has been beyond exceptional. My professors exhibit true southern hospitality and go above and beyond to assure that all of their students leave Southern feeling supported, confident, and successful. Ashley Okwuazi Graduate Reading Program We thank you for your interest in the School of Education at Southern Connecticut State University and look forward to your feedback and collaborative support to advance our mission and attain our vision in this strategic plan. 2 SCHOOL OF EDUCATION STRATEGIC PLAN Southern Connecticut State University Southern Connecticut State University SCHOOL OF EDUCATION STRATEGIC PLAN

4 GOAL ONE PROVIDE AN ENGAGING, RELEVANT, HIGH-QUALITY ACADEMIC EXPERIENCE GOAL TWO DEVELOP ENVIRONMENTS, SYSTEMS, AND RESOURCES THAT SUPPORT CREATIVITY, INNOVATION, RESEARCH, AND SCHOLARSHIP OBJECTIVE 1 Provide all students with a high quality academic experience within their academic courses and classrooms 1 Create safe opportunities for dialog between students and faculty about the quality of the learning environment 2 Collect student course feedback in a manner that allows instructors to improve future students experiences 3 Provide coursework that is current and relevant 4 Create opportunities for students to become critical consumers of research 5 Implement coursework and classroom strategies that are relevant and demonstrate investment in student academic and professional growth 6 Identify and implement instructional strategies that respect and value diverse opinions OBJECTIVE 2 Provide all students with a high-quality academic experience outside the classroom 1 Establish facilities and resources to meet students specific academic needs 2 Provide support for faculty to assure that students receive timely and appropriate advising to complete their program in a timely manner 3 Develop and maintain effective communication systems between the School of Education and academic programs and support systems within the University 4 Develop strategies for assuring students receive clear, consistent, program-related communication 5 Develop resources to support students career and professional development 6 Establish opportunities for students to participate as leaders in the University community OBJECTIVE 3 Provide all students with a high-quality academic experience in their field and clinical experiences 1 Provide resources and supports so that students can secure placements in a timely and efficient manner 2 Ensure mentors and SCSU instructors/supervisors provide critical feedback to each student that supports their development 3 Establish opportunities for students to complete placements in settings offering both demographic and pedagogical diversity 4 Provide placements that expose students to current professional methodologies and high quality experiences with competent mentors 5 Provide opportunities for students to evaluate their field site mentors/supervisors and share their evaluations with SCSU faculty OBJECTIVE 1 Create conditions, opportunities, and programs that foster faculty innovations and creative activities 1 Establish a School Creative Activity Committee (or Task Force) to facilitate best practices, synergies, and efficiencies that support faculty innovation, research and other creative activity 2 Provide faculty development opportunities that promote and support creative activity 3 Develop a faculty mentor program 4 Advance financial, administrative, and logistical support for faculty grant writing, research, scholarship, and other creative activity OBJECTIVE 2 Facilitate and support faculty collaboration in creative activities within departments, across the School of Education, and beyond 1 Create the conditions for faculty to develop creative activity networks and partnerships 2 Provide forums for faculty to share their interests and successes in the area of creative activity 3 Support the development of partnerships OBJECTIVE 3 Provide systematic supports and resources to enable faculty, student, and staff participation in creative activities to ensure productivity and contributions to the field 1 Improve support structures to reduce demands on faculty time and allow more time for creative activity 2 Provide more equitable distribution of reassigned time for faculty creative activity 3 Work through governance structures on campus to increase funding for creative activity 4 Provide centralized communication for grant opportunities 5 Expand technology supports and use for creative activity endeavors OBJECTIVE 4 Develop opportunities for student engagement in intellectual activity and inquiry 1 Provide workshops for faculty on involving students in creative activities 2 Offer research opportunities for graduate and undergraduate students 3 Provide information for students about research opportunities within their departments 4 Seek support for increased external funding for graduate research fellowships, graduate assistantships, and undergraduate research experiences 5 Provide greater opportunities for student/faculty collaborations 4 SCHOOL OF EDUCATION STRATEGIC PLAN Southern Connecticut State University Southern Connecticut State University SCHOOL OF EDUCATION STRATEGIC PLAN

5 GOAL THREE BUILD COLLABORATIVE SYNERGIES WITH SCHOOLS, LEARNING CENTERS, AND AGENCIES GOAL FOUR ESTABLISH EFFICIENT, EFFECTIVE, AND WELL-MANAGED SYSTEMS TO MAXIMIZE FISCAL, HUMAN, AND PHYSICAL RESOURCES OBJECTIVE 1 Advance interdepartmental communication and collaboration regarding community events and projects 1 Maintain a current, interactive web and social media presence 2 Advance opportunities for interdepartmental collaboration 3 Explore possibilities for interdisciplinary professional space 4 Incentivize faculty and staff to encourage interdepartmental collaboration 5 Conduct regular surveys regarding current community engagement to inform communication and enhance collaboration OBJECTIVE 2 Develop an infrastructure that connects with local schools and community agencies to mutually share knowledge and expertise 1 Create a dedicated professionally-staffed video production unit with opportunities for student internships 2 Establish a professional resource center to design and create social media, websites, and other media that support faculty/student endeavors and expand community involvement 3 Provide campus workshops for faculty, staff, and community use of technology 4 Provide an aesthetically pleasing, dedicated, professional workspace to foster community engagement and partnerships 5 Utilize dedicated space with access to technology including current in-house technology in the Buley Library 6 Explore transportation opportunities OBJECTIVE 3 Increase student involvement in relevant community engagement 1 Expand the Dean s Student Leadership Group to promote School of Education activities to the larger community and act as an information conduit for expanded involvement 2 Advance our social media presence with students 3 Create systems for sharing opportunities for students to participate in collaborative initiatives with communities, schools, and agencies 4 Inspire students to encourage participation in community engagement OBJECTIVE 4 Establish infrastructure to enable engaged community partners 1 Establish a professional development and resource center within a dedicated School of Education space 2 Prioritize resources to support cross-cultural communication within the university and community 3 Establish focused outreach and collaborative efforts with alumni through research, professional development, and related professional activities OBJECTIVE #1 Increase staff contributions to the support of programs, faculty, and students 1 Conduct assessment of departments and School office s support staffing needs 2 Adjust staffing levels as indicated by needs assessments 3 Develop clear guidelines for department chairs regarding their role in the supervision, evaluation, and professional development of support staff in consultation with the Union 4 Provide support and training for department chairs to effectively fulfill their role in staff supervision, evaluation, and professional development in consultation with the Union 5 Advance professional development opportunities for staff in areas of identified need for improvement 6 Explore opportunities for recognition of significant staff contributions OBJECTIVE #2 Improve the organizational structure of, and make strategic faculty hires for, the School of Education in order to best utilize faculty expertise, encourage collaborations, increase efficiencies, and maximize enrollment 1 Conduct assessment of programs needs across the School 2 Identify potential interdepartmental and interdisciplinary synergies across the School and University 3 Explore alternate organizational structures for the School of Education across the University 4 Share and/or reallocate faculty to best utilize their expertise 5 Prioritize future hiring decisions based on potential for program expansion 6 Delineate roles between department chairs and program coordinators OBJECTIVE #3 Brand the School of Education 1 Develop, align, and consistently utilize a School of Education brand in keeping with the CALL conceptual framework 2 Develop and maintain a consistent web presence 3 Standardize design features of print and digital communications for marketing and communication of all programs, Center activities, and initiatives OBJECTIVE #4 Optimize the use of department and School of Education budgets 1 Increase budgetary transparency 2 Conduct cost/benefit analyses of off-site teaching OBJECTIVE #5 Improve the physical space for teaching and learning 1 Improve and maximize the use of current physical structures 2 Conduct needs assessments to identify and prioritize improvements 3 Upgrade facilities to support on-ground, online, and blended learning 6 SCHOOL OF EDUCATION STRATEGIC PLAN Southern Connecticut State University Southern Connecticut State University SCHOOL OF EDUCATION STRATEGIC PLAN

6 CORE VALUES: OUR CONCEPTUAL FRAMEWORK A conceptual framework is a set of guiding principles that are shared by students, faculty, administrators, and staff in the School of Education Unit. The School of Education programs, secondary education programs, and the PK-12 Art program in the School of Arts and Sciences, and the Communication Disorders and PK-12 Physical Education programs in the School of Health and Human Services represent a diverse array of individual programs. Thus, the Conceptual Framework gives structure and consistency to the ideals of all. CALL, the School of Education Conceptual Framework, reflects the work that our students, faculty, administrators, and staff do daily as they apply their professional capacities in service of promoting the learning and development of youth and adults as well as making the world and the world of education, professional practice, and health care a better place. Each letter of CALL represents a different construct of the Conceptual Framework. Together, they call all of us in the School of Education Unit to be mindful of the significance of what we do. COLLABORATING WITHIN AND ACROSS DIVERSE CONTEXTS Our faculty, students, administrators and staff demonstrate the skills, experience, and mindsets (professional dispositions) to work within and across the multicultural and increasingly technological contexts of the 21st century global society. Our faculty, students, administrators, and staff work collaboratively within and across diverse communities at the university as well as locally, nationally, and internationally. As a matter of equity and social justice, they conduct their work in a professional, fair, and ethical manner to promote the learning, health, and development of all students and clients. APPLYING SKILLS TO IMPACT LEARNING AND DEVELOPMENT Our faculty, students, administrators, and staff demonstrate well-developed content knowledge and skills specific to their individual professions. They draw on both their knowledge and skills to positively impact the learning and development of all children in schools, individuals within agencies and higher education, and/or clients and patients receiving health care or counseling. Faculty and students demonstrate the ability and willingness to: engage in effective planning; develop measurable outcomes; thoughtfully differentiate instruction/care; personalize professional practice; appropriately assess for understanding and growth; interpret data accurately and use findings in decision-making; reflect on practice; and, embrace and readily employ emerging technologies. LEADING FOR EXCELLENCE Our faculty, administrators, and staff model to students the values, attitudes, and skills necessary to act ethically and effectively as leaders in their professions. Our students exhibit and encourage communication excellence, professional dispositions, and positive pro-social behaviors. Our students demonstrate competency in evidence-based decision making. They can articulate how people work and interact together within an organization and identify the ways in which individual actions impact different systems. Faculty, administrators, staff, and students lead for excellence by advocating and engaging in actions that help guide children, clients, patients, other professionals, and the broader community. Students continually pursue excellence in foundational and more advanced skills so they, too, can become leaders for their profession. LEARNING THROUGH INQUIRY, EXPERIENCE, AND REFLECTION Our faculty, students, administrators, and staff are learners who value, and strive for, pedagogical, professional, and scholarly practice that is premised on research-based evidence, personal reflection, and authentic experience in their professions. They are fluent in their professional knowledge and skills, and they exhibit the characteristics of learners who are continually and constructively curious. Moreover, they are able to recognize and communicate connections that exist with other disciplines. Their behavior, habits, and speech are respectful and supportive of the knowledge, activities, circumstances, and experiences of those they work with and serve. Above: GEAR UP New Haven Summer 2015 students. Below: Ed.D. In Educational Leadership commencement, Spring SCHOOL OF EDUCATION STRATEGIC PLAN Southern Connecticut State University