| WSU
GOALS |
RELATED COE GOALS |
RELATED DEPARTMENT GOALS |
ASSESSMENT PROCEDURES/RESULTS |
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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
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• 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. |
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• 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.
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• 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:
○ Most elementary students performed
at desired levels on CPIs. When Level 2E students performed less
than desired on their CPIs, the following areas tended to be
identified: reflection, media enhancement, and learning theory.
○ The vast majority of secondary students met CPI requirements.
• Dispositions
○ The vast majority of our students
met defined dispositions. When students received low dispositional
rankings (generally in Level 1E) they tended to be in the most
crucial dispositional areas for teacher success:
ethical/responsible, teachable, positive.
• Summary of 2007-08 Graduates:
○ Early Childhood = 1
○ EC/Elementary = 9
○ Elementary Sp. Ed. = 12
○ Elementary = 36
○ Secondary = 90
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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
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• see Goal 3 below;
• Develop online courses;
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• See Goal 3 below.
• 6 faculty were supported to develop online
versions of their courses. |
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• 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.
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• 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.
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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.
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• 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.
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• encourage and support undergraduate
research efforts;
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• 3 undergraduate students were supported in
a research project under the guidance of Dr. Williams. |
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• providing student orientation to
community/campus support services
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• provide student orientation to
community/campus support services; |
• Elementary and Secondary programs
conducted student orientations during the first week of each semester. |
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• 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.
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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.
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• 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;
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• 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. |
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• 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.
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• provide funding for faculty, staff and
students in professional growth and scholarship related activities |
• See Goal 3 above |
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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.
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• encourage the recruitment and support of
faculty from diverse backgrounds
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• recruit faculty from diverse backgrounds; |
• TED makes an active effort to attract
qualified candidates for all faculty and staff positions. |
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• 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. |
