Teacher Education: Undergraduate
Results of Assessment
2007-2008 (submitted 01/15/09)
Department Mission Statement: Weber State University teacher educators prepare practitioners for a diverse society. Graduates of our programs reflect on practice, engage students in learning and collaborate for professional development. They demonstrate the knowledge, dispositions, and performances of INTASC standards for entry-level teachers.
We assess our goals by:
- Reviewing our goals at the administrative level annually.
- Collecting data with student outcomes assessments at the end of each level.
- Collecting data from graduating seniors during senior synthesis.
- Obtaining information on faculty and student activities.
|WSU GOALS||RELATED COE GOALS||RELATED DEPARTMENT GOALS||ASSESSMENT PROCEDURES/RESULTS|
|1. To create an outstanding, learner-centered experience in a multi-campus environment.||• support departments in providing learning opportunities for students through a variety of instructional methodologies in multiple settings
||• insure that teacher education programs are based on State and National standards;||• WSU Teacher Education Department (TED) programs received accreditation from the National Council for Accreditation of Teacher Education (NCATE) in October 2006.|
|• ensure that individual departments have identified essential knowledge and skills for their students||• prepare teacher candidates to demonstrate effective pedagogy, mastery of subject-area material, and professional dispositions;||• All TED programs are designed to meet the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. Individual programs (e.g., Special Education) are designed to meet specialized professional association (SPA) standards (e.g., Council for Exceptional Children).
• Critical Performance Indicators (CPIs) have been identified and are assessed in each level.
|• ensure that individual departments assess students' knowledge and skills for student evaluation and program improvement||• collect and disseminate data about the progress of teacher candidates for program evaluation and renewal||• Data are collected at the end of each Elementary level, Secondary Core, and Clinical Practice semesters to assess students' knowledge, skills and dispositions.
• Portfolios: All candidates compile a portfolio to demonstrate mastery of the 10 INTASC standards. Portfolios are evaluated at the end of each level.
• Data are reviewed by the TED faculty annually for program evaluation and renewal. Data for the 2007-08 academic year will be reviewed at the 2008 fall retreat in August.
• 2006-07 data indicated the following:
• Knowledge and Skills:
• Summary of 2007-08 Graduates:
|2. To support students, faculty and the community through technology, administrative systems, outstanding service and the physical campus.||• ensure that college administrative structures enhance advisement, program delivery, faculty scholarship and growth, and community connection
||• see Goal 3 below;
• Develop online courses;
|• See Goal 3 below.
• 6 faculty were supported to develop online versions of their courses.
|• provide appropriate technologies in order for faculty, staff ad students to access, gather, organize, and present information relative to their discipline||• provide appropriate technologies in order for faculty, staff, and students to access, gather, organize, and present information;||• 9 faculty and staff received computer upgrades.
• TED assumed responsibility for administering and maintaining the MAC lab. On an average day around 35 to 40 students are served. During the midterm and finals weeks 70 or more students use the lab.
|• ensure that buildings are properly maintained for optimal educational environment||• provide safe, clean, and comfortable classrooms that promote learning||• New whiteboards and other upgrades were made to room 330 to facilitate the consolidation of level 3E classes.
• New cabinets and other upgrades were made to room 317 to facilitate the consolidation of level 3E classes.
• Upgrades were made to room 320 to provide a more comfortable space for meetings.
• 300 chairs were replaced with new ones.
|3. To develop a campus environment of support and engagement for students, faculty and staff.||• providing appropriate, accurate, and timely advisement for students within its programs||• provide appropriate, accurate, and timely advisement for students;||• The Advising Coordinator had formal appointments with approximately 15-25 students, 5-10 drop-ins, 25-30 emails and 25-30 phone calls each week. These meetings included students inquiring about the programs, students in the programs, students preparing for graduation/licensure, and other questions such as transferring course work. Monthly, the Advising Coordinator handled approximately 60-100 appointments, 20-40 drop-ins, 100-200 e-mail inquiries, and 100-200 telephone inquiries.
• A search was conducted, and a new Admissions/Licensure Specialist was hired.
|• assisting and supporting faculty and staff professional development and research||• assist and support faculty and staff professional development and research;||• TED supported 18 faculty or staff to attend and/or present at a total of 34 state, national, or international conferences.
• One faculty member had a full year sabbatical, and one took a sabbatical during the spring semester.
|• encourage and support undergraduate research efforts;
||• 3 undergraduate students were supported in a research project under the guidance of Dr. Williams.|
|• providing student orientation to community/campus support services
||• provide student orientation to community/campus support services;||• Elementary and Secondary programs conducted student orientations during the first week of each semester.|
|• encouraging and supporting student organizations related to college programs||• support student organizations related to department programs||• TED supports several student organizations, including the International Reading Association (IRA) and the Council for Exceptional Children (CEC). Ten students were supported to attend the Utah CEC Education and Wellness Fair.|
|4. To foster connections and support with/from external communities.||• assist and encourage faculty and staff to develop collaborative relationships with other professionals.||• work with other academic departments in the arts and sciences to coordinate efforts and to ensure candidates' mastery of content knowledge and pedagogy;||• The University Council for Teacher Education (UCTE) serves as the coordinating committee for shared teacher education licensure programs university-wide. UCTE approves curriculum and program related policies for the shared licensing programs; its members are liaisons to their colleges and departments regarding information related to teacher education. UCTE is as an administrative standing committee under the Office of Academic Affairs. Members are selected from teacher education faculty in colleges offering teacher education licensure programs. The UCTE meets each month during the academic year.|
|• enter into agreements with local school districts for the identification of sites and the placement of candidates in clinical settings where teacher candidates will work with quality teachers, work and interact with community members, and be mentored into the profession;
||• The TED student teaching coordinator works with district representatives to facilitate the placement of approximately 100-120 student teachers each semester.
• Level 3 Elementary continued its partnership with Polk Elementary and T.O. Smith Elementary schools in the Ogden District.
|• encourage faculty in scholarship and grant writing||• work with local school districts to identify and pursue grant opportunities to support the cost of professional development;||• Project PRIME was funded for a second year by the Utah State Office of Education (USOE) to support outreach efforts to recruit cohorts of paraprofessionals or teachers working on emergency Letters of Authorization who serve students with mild-moderate high-incidence disabilities in Northern Utah.|
|• provide funding for faculty, staff and students in professional growth and scholarship related activities||• See Goal 3 above|
|5. To enhance the campus environment through inclusion and diversity.||• encourage the recruitment and support of students from diverse backgrounds||• recruit and support students from diverse backgrounds;||• The Teacher Assistant's Pathway to Teaching (TAPT) program actively recruited and supported students from diverse and nontraditional backgrounds to enter and successfully complete the teacher education program.
• In collaboration with the Davis School District and Student Success Alliance Recruitment Committee, TED supported the delivery of EDUC 1010 Exploring Teaching as a concurrent enrollment course. Over 100 high school students participated in the first offering of the course during the spring 2008 semester.
|• encourage the recruitment and support of faculty from diverse backgrounds
||• recruit faculty from diverse backgrounds;||• TED makes an active effort to attract qualified candidates for all faculty and staff positions.|
|• support activities, programs and policies that encourage appropriate dispositions with regard to professional behavior, ethics, diversity and respect for self and others||• prepare teacher candidates to effectively work with all students in an increasingly pluralistic society||• TED assesses student dispositions at the end of each level. Moreover, specific courses (e.g., 3200, 3260) and practica are designed to prepare candidates to work effectively with individuals from diverse backgrounds.
• TED conducted a faculty search and hired a new faculty member at the assistant professor level to teach ESL courses and to coordinate the ESL endorsement program.
GOALS FOR 2008-09
- Revise the Elementary Education program from a 1-6 to a k-6 licensure program.
- Obtain approval for a new Pre-Elementary Education Associates (A.S./A.A.) program.
- Obtain approval from the Board of Regents to implement the new Special Education Mild-Moderate Bachelor's degree program.
- Continue and expand partnerships with local districts in offering EDUC 1010 Exploring Teaching as a concurrent enrollment course.
- Explore possibility of having the EDUC 1010 Exploring Teaching course designated as a general education course.
- Continue and expand recruitment efforts with Moyes College of Education Recruitment Coordinator and SSA Recruitment Committee.
- Continue the accreditation process and data collection efforts.
- Expand current programs and seek opportunities for growth.