Marshall, Minnesota 56258
6-17-02
During the 2001-2002 academic year, the SSU Professional Education Unit (Education Department and Department of Educator Development and Leadership) began to design systems of continuous review and development for the goal to provide quality teacher education that positively affects the learning of educators and their students. These systems are guided by local, state, and national standards. The Minnesota Board of Teaching (BOT) reviews teacher education programs every five years to assure that state standards are met. The next BOT visit to SSU is scheduled for the fall of 2003.
The Professional Education Unit at Southwest State University applied for the National Council for Accreditation of Teacher Education (NCATE) accreditation because it also supports the high quality education that is a part of the mission of SSU for undergraduate and graduate level programs. The “Intent to Seek Initial NCATE Accreditation” was submitted on February 23, 2001. The Preconditions Report was submitted February 1, 2002 with the intention of having a joint visit with NCATE and the BOT in the fall of 2003. While a great deal was accomplished this year, there is a great deal more that needs to be accomplished to align our programs to the national standards. Therefore it was decided to delay the initial NCATE visit until the following BOT visit (fall 2007, spring 2008, or fall 2008). The BOT and NCATE have a partnership and coordinate their visits.
The Professional Education Unit at Southwest State University accomplished the following during the 2001-2002 academic year:
1. Developed a vision, mission and philosophy
2. Developed a program model (conceptual framework) and description
3. Drafted a theoretical/research bibliography for the conceptual framework
4. Redesigned the undergraduate program outcomes and assessment tool
5. Drafted undergraduate and graduate dispositions
6. Drafted unit goals and a Map of the Future
7. Drafted a unit definition and governance outline
8. Described our current benchmark tools for assessment
9. Began a web page
10. Developed a listserv
The two primary departments responsible for Teacher Education at SSU (the Education Department and the Department of Educator Development and Leadership) began redesigning the Conceptual Framework (CF) with a two day retreat August 8-9, 2001, using an adapted flow chart received from Dean Gene Hall (UNLV) at the February 28, 2001 Partnerships for Excellence in Teacher Education (PETE) Project Workshop in Dallas, Texas. The Unit has been meeting regularly to advance the development of the CF since the August retreat. In January we began including the Minnesota Board of Teaching Standards in the process as well.
The first goal in the fall was to draft a mission and vision statement by the end of the two-day retreat at Shalom Hill Farm near Windom. We accomplished this goal with the assistance of outside facilitators. We next analyzed the philosophies of the two departments for similarities and differences. Focusing on the similarities we individually and collectively shared, we discussed our beliefs about learning and teaching. These were again analyzed for themes and we drafted a philosophy statement.
The Vision: The SSU Professional
Education Unit is a community of learners dedicated to the continuous
development of quality practice, personal/professional growth, and leadership.
The Mission: The mission of
Professional Education at SSU is to create communities of practice where each
learner is an active participant in the development of learning, teaching, and
leadership processes by engagement in inquiry, critical reflection, and study
of educational theory, research, and practice in pursuit of excellence..
Four primary goals for the Unit were developed.
As Professional Education Faculty at SSU we believe in caring communities and demonstrate this with the following goals to:
1. Develop state of the art programs that affect educators.
2. Develop a variety of delivery systems for courses and programs.
3. Continue collaborating with stakeholders.
4. Develop personally and professionally through Communities of Practice.
We shared resources that individuals identified as essential to our research base and developed a working bibliography to show key theories, research, wisdom of practice and educational policies of our Teacher Education Program. From these discussions various themes became evident. Two subgroups drafted a philosophical statement and a graphic metaphor based upon the vision, mission, beliefs, and standards. They were revised and discussed again. The social learning theory that has historically been a part of our program (Communities of Teachers and Learners) remained strong and we now decided to add a stronger message about investigation into learning and teaching. The title “Communities of Practice Investigating Learning and Teaching” was selected for our program conceptual framework, with seven core values (inquiry; human diversity; socio-cultural interactions; positive learning environments; belief, value, and knowledge structures; democracy; and leadership). After brainstorming, discussion, concept clarification, feedback from stakeholders, and several revisions, a modified Yin Yang symbol was selected to represent the philosophy and key elements of the conceptual framework. It is ready again for review and comment from our stakeholders.
The two departments have been reviewing their program outcomes/proficiencies and have made changes. Feedback from the Field Experience Advisory Committee and University Supervisors about the content was valuable. While change and renewal are not easy processes, the demand of contemporary schooling requires teacher educators to revisit their curriculum continuously (Darling-Hammond, Wise, & Klein, 1999). The undergraduate program outcomes are now directly aligned with the ten Minnesota Standards of Effective Practice (the SEP are the Interstate New Teacher Assessment and Support Consortium Standards). These Standards had previously been incorporated through four themes (Content and Lesson Design; The Teaching/Learning Environment; Teaching/Learning Strategies; and Professional Reflection and Communication). This change provides more clarity for candidates and other stakeholders who are required to explain knowledge, skills, and dispositions of beginning teachers in relation to Minnesota licensure standards. The local standards for Communities of Practice Investigating Learning and Teaching were aligned to the program outcomes/proficiencies.
The graduate programs are aligned with the National Board of Professional Teaching Standards. The off-campus program, which combines graduate study with professional development for school districts, also aligns its program with the National Partnership for Excellence and Accountability in Teaching (NPEAT) characteristics.
In December 2001 a consultant was brought to campus to assist us with identifying and assessing professional dispositions of teacher candidates. On January 14th the Education Department drafted a list of dispositions that are important in both undergraduate and graduate teacher education. A next step will be to refine them and to develop a written process for assessing them.
The Professional Education Unit described in chart form the current assessment system and drafted goals for improvement on January 23rd. All programs have been using portfolios as a primary means for assessment. However, all programs are exploring alternative ways of documenting student progress throughout courses of study. There is work to be done in this area.
While we have had many set backs beyond our control this year, we have managed
to make good progress toward redesigning our Conceptual Framework. (There were two accidental fires on campus,
a state employee strike that included secretarial staff, and a colleague and a
student were killed in separate vehicle accidents. The January 2nd fire resulted in the campus being
closed until January 24th.
The start of spring semester was delayed a week and began January 28th.) There has been good participation from Unit
members in the review and development process and the time is valued as
collective professional development in a “Community of Practice.” There were day long meetings planned each
month to continue to understand, explain and revise how courses, experiences,
the assessment system, programs, and governance structure contribute to the development
of learners/teachers who practice the knowledge, skills, and dispositions of
our organizing theme (Communities of Practice Investigating Learning and
Teaching).
Goals to address next year include:
1. Get the governance structure in place using guidelines of the IFO Contract
2. Develop the web site
3. Develop a flexible Strategic Plan for elements in the Conceptual Framework
4. Develop the Assessment System
5. Publish and publicize an Executive Summary of Progress
6. Publish and publicize the new Program Conceptual Framework (CF)
7. Design, develop, use, and report assessment data of graduates at undergraduate and graduate levels
8. Design, develop, use, and report assessment data of current students
9. Refine the research/theoretical base of the CF
10. Describe and implement how the CF is integrated/infused into programs
11. Refine all aspects of the CF
12. Monitor and update the web site
13. Draft Institutional Report for BOT
February 20, 2002 - MnSCU Award of Excellence in Curriculum Programming
received by SSU and MNWest (Worthington) for the 2 + 2
articulation agreement in Early Childhood Education
March 23, 2002 – Willmar Learning Community Conference
Keynote Speaker: John Taylor Gatto – The Dark Side of School
Organizations and School Structures: Extended Tutelage Equals
Extended Childhood
Action Research Projects of Graduate Students
April 20, 2002 – Sioux Falls Learning Communities 1, 2, 3, & 4 Conference
Keynote Speaker: Eric Jensen – Teaching with the Brain in Mind
Action Research Projects of Graduate Students
May 4, 2002 – Voices with Vision Conference at SSU
Keynote Speaker: Marylou Dantonio – Collegial Coaching
Action Research Projects of Undergraduate and Graduate Students