Educational Policies Committee

Tuesday, April 5, 2005

 

Members Present: Corinne Winter, David O’Connell, Ragene Gwin, Bill Hixon, Tom Hill, Martin Hansen, Mara Adams, Barb Wiese, Kari Rogers, Lori Rodriguez-Fisher, Jeremy Burke, Dan Zeimet

 

Excused: Kim Bennett

 

Guests: Bob Ristow, Lew Sanborne, Paul Koch, Barbara Muenster

 

1. Approval of Minutes

 

Motion to approve the minutes of March 22, 2005: T. Hill; Second: D. O’Connell

J. Burke indicated receiving the additional material that was requested from the Computer and Information Sciences Department.

Correction noted:  Mark McGinn’s name spelling

Minutes approved with correction and addition.

 

 

2. New Masters of Education in Teaching Proposal

 

Motion to approve: B. Hixon; Second: D. O’Connell

 

(Highlights of the new program as submitted in writing to EPC.)

Introduction:

The Department of Secondary Education is proposing an accelerated Masters degree in Education with an emphasis in National Board for Professional Teaching Standards (NBPTS) influenced by the Iowa Quality Teaching Standards (IQTS). The NBPTS is the major national organization that provides national certification to professional educators who complete a specified set of standards. These standards center around five core propositions: 1. Teachers are committed to students and their learning, 2. Teachers know the subjects they teach and how to teach those subjects to students, 3. Teachers are responsible for managing and monitoring student learning, 4. Teachers think systematically about their practice and learn from experience, and 5. Teachers are members of learning communities.

The IQTS are standards for professionally licensed teachers that are linked to the teacher induction and mentoring program. These eight standards as identified below fit nicely into the NBPTS model and can be intertwined throughout the curriculum. The eight standards are: 1. Demonstrates ability to enhance academic performance and support for implementation of the school district achievement goals (NBPTS #1), 2. demonstrates competence in content knowledge appropriate to teaching position (NBPTS # 2), 3. Demonstrates competence in planning and preparing for instruction (NBPTS # 2 & 4), 4. Uses strategies to deliver instruction that meets the multiple learning needs of students (NBPTS # 1), 5. Uses a variety of methods to monitor student learning (NBPTS # 3), 6. Demonstrates competence in classroom management (NBPTS # 3), 7. Engages in professional growth (NBPTS # 4), 8. Fulfills professional responsibilities established by the school district (NBPTS # 5).

 

Mission

            The mission of the Masters Program in Teaching is to enhance the skills, knowledge and dispositions of licensed teachers through the delivery of standards based curriculum that focuses on professional teaching outcomes as identified by the Iowa Quality Teaching Standards and the National Board for Professional Teaching Standards.

 

Goals:

The goals of the M.Ed. in Teaching program are based on the Iowa Teaching Quality Standards and cross-referenced with the National board for Professional Teaching Standards.

 

  1. Demonstrates ability to enhance academic performance and support for implementation of the school district achievement goals (NBPTS #1).
  2. Demonstrates competence in content knowledge appropriate to teaching position (NBPTS # 2).
  3. Demonstrates competence in planning and preparing for instruction (NBPTS # 2 & 4).
  4. Uses strategies to deliver instruction that meets the multiple learning needs of students (NBPTS # 1).
  5. Uses a variety of methods to monitor student learning (NBPTS # 3).
  6. Demonstrates competence in classroom management (NBPTS # 3).
  7. Engages in professional growth (NBPTS # 4).
  8. Fulfills professional responsibilities established by the school district

(NBPTS # 5).

 

Curriculum

      The curriculum will represent a very practical, pedagogical-based approach. It will integrate the NBTS five broad goals with the ITQS standards. Because teachers must have three years of experience prior to applying for National boards, the integration of the Iowa standards is essential. First and second year teachers must complete a portfolio addressing these standards and be recommended by a licensed evaluator. The proposed curriculum will not only focus on assisting these individuals to meet their goals of moving from a provisional license to a standard license but will also provide them the skills and resources needed to make application for national boards during their third year of teaching. In addition, teachers with more than three years experience will be provided the skills and resources to make application for national boards during their second year in the program thus providing a graduate degree and national board license.

 

The curriculum will involve a 32-semester hour graduate program delivered in an accelerated format of eight-week courses through the College for Professional Studies.

 

 

 

Year 1

                                                Su                    F                      Sp                     

                                                Educ 600 (5)    Educ 601 (2)    MOL 710(3)               

                                                                        Educ 602 (3)    Educ 603(2)    

 

Year 2

                                                Su                    F                      Sp

                                                Educ 710(3)     Educ 604(3)     elective (3)

                                                Educ 715(3)     Educ 605(3)     Educ 606(2)

 

Following is a list of the required courses, credit hours and course description. Course

Fact sheets can be found in Appendix A of this report. Syllabi for the first three courses

can be found in Appendix C. The remaining syllabi will be developed and submitted to

EPC during the fall and spring semesters of the 2005-2006 academic year. No course will

be offered without approval of the syllabi from EPC.

 

Educ 600 – Summer Writing Institute – 5 credits (currently exists)        

Educ 601 – Teaching in the 21st Century – 2 credits 

Educ 602 – Assessing Student Growth – 3 credits

Educ 603 – School/Community Partnerships – 2 credits

Educ 604 – Content Teaching – 3 credits

Educ 605 – Reflective teaching – 3 credits

Educ 606 – Integrating Reading into Content – 2 credits

Educ 710 – Educational Research and Statistics  - 3 credits (currently exists)

Educ 715 – Teaching Diverse Students – 3 credits (an adjustment of the current 715 to make it more inclusive on all types of diversity)

MOL 710 – Ethics, Integrity, and Social Responsibility – 3 credits (currently exists)

 

Electives:  Students will choose one from the following:

Educ 607 – Advanced content for Math and Science Teachers – 3 credits

Educ 608 – Advance content for English and Language Arts Teachers – 3 credits 

Educ 609 – Advanced content for Social Science Teacher – 3 credits

 

                        Outcomes:

                        Each student enrolled in the program will provide evidence that they have met the eight

                        goals and subsequent outcomes.  Each of the competencies listed below are cross-

                        referenced with the NBPTS core propositions.

 

1.      Demonstrates ability to enhance academic performance and support for implementation of the school district achievement goals (NBPTS #1).

2.      Demonstrates competence in content knowledge appropriate to teaching position (NBPTS # 2).

3.      Demonstrates competence in planning and preparing for instruction (NBPTS # 2 & 4).

4.      Uses strategies to deliver instruction that meets the multiple learning needs of students (NBPTS # 1).

5.      Uses a variety of methods to monitor student learning (NBPTS # 3).

6.      Demonstrates competence in classroom management (NBPTS # 3).

7.      Engages in professional growth (NBPTS # 4).

8.      Fulfills professional responsibilities established by the school district (NBPTS # 5).

 

NBPTS Propositions

 

1.                  Teachers are Committed to Students and Their Learning

2.                  Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students

3.                  Teachers are Responsible for Managing and Monitoring Student Learning

4.                  Teachers are Members of Learning Communities

 

Assessment:

                        The assessment plan for the M.Ed. program will involve both student and program

                        assessment.

 

                        Student Assessment:

                        The first assessment benchmark will occur in the Educ 603 course during the students

                        first spring semester. At this time each student’s portfolio will be assessed by the

                        instructor of the 603 course.

 

                        The second assessment benchmark will occur in the Educ 650 class where student are

                        asked to reflect on their teaching. At this time a committee of teachers from the

                        program will assess each portfolio, scored in relation to the rubric (to be developed).

 

                        In addition to the above benchmarks, the success of the curriculum will also be assessed

                        through the following indicators:

 

1.      Number of students applying for and becoming board certified teachers.

2.      Number of teachers moving from provisional to standard license and quality of their portfolios.

3.      Surveys of graduates relative to the curriculum.

4.      Surveys of employers relative to the performance of the graduates.

5.      Aggregated student data collected from graduates relative to the academic growth of their students (needs to be in a non-identifiable format).

 

Program Assessment:

The overall program will be assessed through the use of student course evaluations and

follow-along surveys of graduates. These assessments will contain assessments of the individual outcomes presented earlier. The matrix presented in Appendix B provides a guide for which courses address which outcomes. Course syllabi will reflect, at a minimum, these outcomes as well as how each is measured.

 

In addition, an advisory committee will be formed to discuss the programs needs relative

to curriculum revisions.

                       

                                            Program Entry and continuation requirements

 

Entry Requirements:

1.      Undergraduate GPA during last two years of a 2.75

2.      A personal essay specifically addressing the NBTS goals and the ITQS.

3.      Two Recommendations from administrators or fellow teachers.

4.      Personal interview with an admissions committee

 

                        Continuation Requirements:

1.      Maintain a minimum of a “B” average in all coursework.

2.      No more than one “C” grade offset by an “A” grade.

 

Transfer

Students can transfer a maximum of nine credits from another accredited institution providing these credits are approved by the program director are not more than five years old.

(End of written submission.)

 

Letter of Approval from Dean Ristow was handed out to committee members.

B. Ristow gave a history of the proposed program.  He began talking about it when he was Chair of the Education Department.  He continued working on this proposal as an initiative for the new Secondary Education Department when he became Dean. B. Muenster became involved when she joined the Department as Chair. An Advisory Board was created and ACCEL became involved.  The proposal is based on National Board Standards.  It went to the SAU Officers and received planning approval.  All of the course fact sheets are completed, but not all of the syllabi created.  A search is currently being conducted for a director, who will develop the rest of the syllabi.  No courses will be offered before those syllabi have been completed and approved by EPC.  These syllabi could be turned in to EPC by 12/05.

L. Rodriguez-Fisher mentioned the need for this program being offered on the Iowa side of the river.  B. Ristow added that there is no regional center for National Board certification from Illinois State west.  We could consider trying to achieve this in the future.  School districts place great value on hiring teachers who are National Board Certified.  It helps them with quality and sometimes in achieving grants.  We would be one of 52 universities (out of 3000 nationally) approved for National Board.

 

Questions from the Committee and responses follow:

  • EDUC 600 is correct on the course fact sheet.  It is mistakenly listed as EDUC 610 on the syllabus.
  • A question for clarity about the differing terms relating to teacher licensure was raised.  Response: The State requires new teachers to put together a portfolio during their 1st two years of teaching to move from an initial to a standard license.  This is separate from the National Board portfolio requirements within the program. 
  • When can you enter the program?  Response: Anytime after getting a license.  Suggestion to add having a valid teaching license as a requirement for entering the program was accepted.
  • EDUC 715 will be a 3-credit course focusing on diversity.  It is no longer used for the Graduate Special Education program.  The new syllabus is yet to be developed.
  • EDUC 710 is used for Graduate Special Education and will be used for this Masters program as well.  Ethics is a critical component for National Board.
  • R. Ristow:  The writing courses are included in this program because studies show that teachers who are strong writers will do better on the National Board exams.
  • A question was raised about EDUC 604 - Content Teaching.  Isn’t all teaching content based?  B. Ristow: This involves interdisciplinary teaching across content areas.  Also, NCLB emphasizes highly qualified teachers and their expertise in their particular content area.  This program will emphasize the teacher’s particular subject area. The outcomes relating to content will be included in the syllabi yet to be developed.
  • How are PE teachers included in this program?  B. Ristow:  We don’t currently have a plan in place for PE, Art, or Music.  We may have to look at developing this later.  This will be worked out when a director is hired.
  • Will all instructors be National Board Certified.  B. Ristow: Our goal is to have the core classes relating to portfolio development for Board Certification taught by Certified Teachers.  Mentoring of National Board folks is critical.  We may have to bring in other mentors. 
  • How will you insure that enough people are available to teach and mentor?  B. Ristow:  We only need to hire 2 more instructors for the first year besides the director.  After that we hope to attract some of our graduates to teach.
  • The director and instructors will be non-tenure track faculty.
  • In the Assessment section, shouldn’t what is called Student Assessment be Program Assessment? B. Ristow: Yes. We will be very happy if 80% of the program graduates apply for and make National Board. Those who don’t pass will still have a Masters Degree.  B. Muenster: Board certification is for 10 years.  After that we will see if we need to offer additional courses for updating purposes.
  • What about requiring candidates to hold a current teaching position.  B. Ristow: The need to have a classroom of your own is built into the other entry requirements. When a director is hired, we could look at revisiting all entry requirements.
  • Could we approve this once all of the syllabi are approved?  B. Ristow:  We would need approval now, with other courses without syllabi being approved by EPC before the courses are taught.  P. Koch:  EPC is being asked to approve the curriculum as designed. 
  • Spring schedules are put together in early fall.  Would EPC need syllabi by September?  B. Ristow:  The new director could develop them by then.

 

The motion was clarified:

Approve everything that has been submitted to include Curriculum, all course fact sheets, and syllabi for EDUC 610, EDUC 601, EDUC 602, EDUC 710, and MOL 710, with the proviso that other syllabi will be submitted for approval prior to those courses being offered. Submission for these syllabi will be made by October 15th, 2005.

 

Motion approved

 

 

3. General Education Proposal

 

Motion to approve: R. Gwin; Second: B. Hixon

 

(Highlights of the written submission to EPC.)

Based on the results of the Core Component Survey that was sent out to the faculty in October of 2004, it is evident that 50% of the respondents identified particular goals and objectives from each of the general educational content areas that they felt were essential.   Thus, the Director of General Education is submitting a proposal that all courses seeking general education designation or currently listed as general education must teach to those goals and objectives that the faculty have identified as essential for each of the four content areas.  

 

Essential Goals and Objectives for the Humanities:

 

1. recognize the humanities as ways of knowing that critically and analytically examine, interpret, and reflect on the human condition and experience

 

2. understand the diverse methods of inquiry, including reason, scholarly use of evidence, historical analysis, reflection, faith experience, and aesthetic sense, that characterize the humanities

 

3. understand and use the materials of the humanities, and recognize how these materials shape, and are shaped by their cultural contexts

 

Essential Goals and Objectives for the Creative Arts:

 

1. understand the tools of expression used in an artistic medium, and the use of those tools in design/structural form

2. demonstrate creative use of the tools of expression in writing, visual, or performing art

3. achieve personal expression through an artistic medium

 

Essential Goals and Objectives for the Social Sciences:

 

1. recognize that the basis for knowledge in the social sciences is grounded in the application of the scientific method to behavior

 

2. apply moral and ethical standards to human relationships and develop personal standards of behavior

 

3. identify and compare various theories of human behavior and the application of these theories to society

 

4. analyze problems of human behavior and offer potential solutions

 

5. identify current and past ways in which humans deal with social problems and discover and evaluate strengths and weaknesses

 

Essential Goals and Objectives for the Natural Sciences:

 

1. explain the goals of science, and both describe and apply the methodology scientists use in their work

3. communicate scientific concepts and facts that explain the functioning of the natural world

 

(End of written submission.)

 

Discussion:

  • J. Burke gave 3 reasons for the proposal
    • Provide information to professors who are developing new courses.
    • General Education Director’s clarification
    • Assessment purposes

 

  • P. Koch: Survey results are reflected in these new goals and objectives for general education.  The intent is not to change but to clarify.
  • L. Rodrigez-Fisher has not yet received any letters of interest for the General Education Director position.
  • P. Koch clarified the numbers summarized on the data pages. The intent was to have everyone respond to all types or areas even if they don’t teach a class in that area.  About 1/3 of the faculty responded (approximately 50).  The idea is that all faculty own general education.  We didn’t want this to break down into “turf” battles by subject areas.  When determining assessment, strong input will be obtained from particular departments.
  • Implementation for this will begin in the fall of 2005.

 

Motion to approve the proposal for establishing the minimum requirements for General Education.

 

Motion approved

 

4. Next meeting – April 12th

Agenda: Women’s Studies 5-Year Review (with add-on from Irish Studies)

              Approval of 3 History courses

 

Motion to adjourn: B. Hixon; Second: R.Gwin

 

Approved.

 

Adjournment: 4:20

 

Submitted by Barb Wiese