| |
2004 NCATE Annual Report
(Part C of the AACTE Annual Report)
[Printable Version] |
Section 1 - Institutional Information:
| NCATE ID: |
11098 |
| AACTE SID: |
3065 |
| Institution: |
Miami University |
| Unit: |
School of Education |
| Next Accreditation Visit: |
S08 |
| Last Accreditation Visit |
S02 |
| Deadline to Submit Final Version of Part C: |
03/04/2005 |
Section 2 - Individual Contact Information
| Unit Head Name: |
Sally Lloyd |
| Unit Head Email: |
|
| Unit Head Phone: |
(513) 529-6418 |
| Unit Head Fax: |
(513) 529-7270 |
| Institution Unit Phone: |
(513) 529-6418 |
| 1st NCATE Coordinator: |
Raymond Witte |
| 1st Coordinator Title: |
|
| 1st Coordinator Phone: |
(513) 529-7270 |
| 1st Coordinator Fax: |
(513) 529-6611 |
| 1st Coordinator Email: |
witter@muohio.edu |
| 2nd NCATE Coordinator: |
Teresa McGowan |
| 2nd Coordinator Title: |
|
| 2nd Coordinator Phone: |
(513) 529-1685 |
| 2nd Coordinator Fax: |
(513) 529-7270 |
| 2nd Coordinator Email: |
mcgowat@muohio.edu |
| CEO: |
James C. Garland |
| CEO Phone: |
(513) 529-2345 |
| CEO Fax: |
(513) 529-7270 |
| CEO Email: |
garlanjc@muohio.edu |
| Is the information above accurate? |
No - Please enter corrections below |
| Corrected Unit Head: |
|
| Corrected Title of Unit Head |
|
| Corrected Unit Head Email: |
lloydsa@muohio.edu |
| Corrected Unit Head Phone: |
513-529-2357 |
| Corrected Unit Head Fax: |
513-529-1763 |
| Corrected 2nd Unit Head: |
|
| Corrected Title of 2nd Unit Head |
|
| Corrected 2nd Unit Head Email: |
|
| Corrected 2nd Unit Head Fax: |
|
Corrected Institution Unit Phone:
|
|
| Corrected 1st NCATE Coordinator: |
Teresa McGowan |
| Corrected 1st Coordinator Title |
NCATE Coordinator |
| Corrected 1st Coordinator Phone: |
513-529-1685 |
| Corrected 1st Coordinator Fax: |
513-529-1763 |
| Corrected 1st Coordinator Email: |
mcgowat@muohio.edu |
| Corrected 2nd NCATE Coordinator: |
Ray Witte |
| Corrected 2nd Coordinator Title: |
Associate Dean |
| Corrected 2nd Coordinator Phone: |
513-529-6611 |
| Corrected 2nd Coordinator Fax: |
513-529-1763 |
| Corrected 2nd Coordinator Email: |
witter@muohio.edu |
| Corrected CEO Full Name: |
|
| Corrected CEO Phone: |
|
| Corrected CEO Fax: |
|
| Corrected CEO Email: |
|
Section 3 - NCATE Standards Categories & Weaknesses Section
Section A. Conceptual Framework(s)
The conceptual framework(s) establishes the shared vision for a unit's efforts in preparing educators to work effectively in P-12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. The conceptual framework(s) is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated.
Please indicate evaluations of and changes made to the unit's conceptual framework (if any) during this year:
| During the 2003-2004 academic year, no changes were made to the Conceptual Framework. Miami's Conceptual Framework is in full alignment and compliance with the NCATE 2000 Standards. As programs continue to work to develop/revise key assessments, aligning Miami's institutional standards to SPA standards and to INTASC/Praxis standards is part of the process. We have also restructured our advisory council. We have restructured it because the nature of the work is evolving into a broader mission-that of ensuring that all candidates in licensure and non-licensure programs are provided with the best possible preparation at Miami University. Our advisory body now consists of a steering committee of seven members and three subcommittees: Assessment, Partnership, and Diversity. The Assessment subcommittee has primary responsibility for meeting NCATE requirements. However, critical connections exist with the Diversity and Partnership subcommittees. The Assessment committee is further broken down into working groups. The job of one of these groups is to review the Conceptual Framework and to then share recommendations with the other subcommittees and the steering committee for final revisions if any are necessary. This working group is scheduled to meet in March 2005. |
Conceptual framework Areas for Improvement cited as a result of the last NCATE review:
Section B. Candidate Performance
Standard 1 . Candidate Knowledge, Skills, and Dispositions
Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.
Please describe the unit's plans for and progress in meeting this standard.
With NCATE's transition to the new template for SPA reports, our work has been focused on designing and implementing the 6-8 key assessments required to meet SPA standards. All programs, including those who are not directly accredited by NCATE i.e. art education and music education, are designing/revising authentic assessments, creating/revising rubrics that are effective --established validity and reliability--, and collecting/aggregating data on those assessments. All programs have established 4-5 benchmarks that serve as gates to indicate students' progress as they work toward graduation/licensure. Each benchmark outlines key indicators which include the 6-8 key assessments.
Over the past year, we have implemented a unit wide assessment to measure our candidates' effect on P-12 student learning. This assessment is completed during student teaching. We are in our third round of having students complete this assignment. During the first two rounds, the assignment and the rubric were revised and further enhanced. Data from this assessment is being tracked and shared with faculty to guide the review of their programs. |
Areas for Improvement related to Standard 1 cited as a result of the last NCATE review:
| Programs do not collect consistent and systematic data to assess candidates' effects on student learning. |
Please indicate how the unit has addressed these Areas for Improvement (Optional) .
| Please see entries for Section B: Standards 1 and 2. |
Standard 2. Assessment System and Unit Evaluation
The unit has an assessment system that collects and analyzes data on the applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs.
Please describe the unit's plans for and progress in meeting this standard.
| As was outlined in our Part C report last year, we continue to work to develop our data tracking system. We have finished the first phase of our transition to electronic tracking of our candidates as they meet the requirements for each of the benchmarks of their programs. We are now in phase 2 of the pilot and hope to be fully operational, for several of the licensure programs, at the start of the 2005-2006 academic year. Inherent in this process is the review of information collected for instructional effectiveness, student responsiveness, as well as ease of implementation. In addition, data from focus groups, interviews, and surveys continues to be gathered and reviewed relative to program effectiveness. |
Areas for Improvement related to Standard 2 cited as a result of the last NCATE review:
Please indicate how the unit has addressed these Areas for Improvement (Optional) .
Section C. Unit capacity
Standard 3. Field Experiences and Clinical Practice.
The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.
Please indicate any significant evaluations, changes and/or improvements related to Standard 3 that occurred in your unit this year:
Student field work is coordinated across eight blocked course semesters in the curriculum and all of the field experiences are coordinated through the Office of Student Teaching and Field Experiences under the supervision of the Outreach Director. For the fall semester, 2004, 345 student teachers were placed in area schools, 10 students were placed in the Department of Defense Dependents Schools (DoDDS) schools in Europe, and 5 students were placed out of the area in public schools. In the spring semester, 2005, 195 student teachers were placed in area schools and 2 students were placed out of the area. All students --100%-- have been placed in their area/s of concentration/licensure and have been supervised by university faculty qualified in those corresponding licensure areas. In addition, all supervisors have been Pathwise trained and all of the school sites have Pathwise-trained faculty.
The Student Teaching in Europe Program --S.T.E.P.-- was reintroduced in the fall semester, 2004. Ten students were selected to participate in the program and were placed in Department of Defense Dependents Schools in Europe. The program provided two on-site student teaching supervisors trained in the various content areas/licensure of the students they supervised. Seminars are conducted in the spring semester of each year to prepare students for this international experience. The goal is to ensure that our students who participate in the international programs are prepared academically and socially for this cultural experience. Currently 17 students are preparing to participate in the STEP program for fall 2005. In addition, sites in New Zealand and Australia are being evaluated for future student teaching abroad programs. |
Areas for Improvement related to Standard 3 cited as a result of the last NCATE review:
Please indicate how the unit has addressed these Areas for Improvement (Optional) .
Standard 4. Diversity
The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse students in P-12 schools.
Please indicate any significant evaluations, changes and/or improvements related to Standard 4 that occurred in your unit this year:
The Division has continued all previous initiatives. The Study Circle process this year is being held at the department level and has focused on efforts to recruit students and faculty from diverse populations. Each department is reviewing and changing admission criteria to include consideration of criteria other than just GPA or ACT scores. Essays, interviews, recommendations, and previous service to students in diverse settings will also be included in the admission committee's deliberations. This process is seen as expanding the pool of applicants and open access to a much more diverse population.
We are designing an urban cohort program intended to achieve two ends. First, we want to recruit students from diverse populations. Many of the students in the cohort will be drawn from schools in Hamilton City, Middletown City, Dayton City and Cincinnati City School Districts. We have established a summer (2005) bridge program with juniors and seniors from these communities to bring them to campus to introduce them to the university and the programs in our division. The second goal is to develop deeper relationships with schools in the urban core of the four communities and provide greater depth of experience, curriculum, and interactions for all of our pre-service students in the schools and community agencies in these neighborhoods.
We have a second bridge program with Shroder Paideia in Cincinnati Public. We will bring a group of 20 freshmen to campus this summer (2005) who have expressed an interest in education or one of our Allied Professions. The student will spend a week experiencing campus life, a sampling of college curricular expectations, and an exploration of career options in education and allied profession fields. This group will come back next summer for two weeks, a third summer for three weeks and for a month in their senior year. During the final summer they will be afforded an opportunity to earn college credits before they begin their first full semester.
We have established a Student Diversity Committee that provides direction, helps to define critical issues, and gives input to the Special Assistant to the Dean for Diversity Initiatives on curricular, advisement and other diversity related needs of students in the division.
There is a Faculty Learning Community made up of 11 faculty members from the Teacher Education and Educational Leadership Departments. They are writing an edited book on diversity that is to be used in teacher preparation programs and staff development activities for existing teachers. |
Areas for Improvement related to Standard 4 cited as a result of the last NCATE review:
Please indicate how the unit has addressed these Areas for Improvement (Optional) .
Standard 5. Faculty Qualifications, Performance, and Development.
Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance. They also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.
Please indicate any significant evaluations, changes and/or improvements related to Standard 5 that occurred in your unit this year:
For the 2003-2004 academic year, the School of Eduation and Allied Professions -EAP-- faculty generated 17 books; 31 book chapters; 85 refereed journal articles; 163 refereed presentations at international, national, regional, and state conferences; 72 invited presentations; 6 editorships; 63 editorial boards; and, 43 performances choreographed and directed.
Several EAP faculty distinguished themselves:
- Nancy Humbach -Teacher Education-received the Nelson Brooks Award for the Teaching of Culture from the American Council on the Teaching of Foreign Languages.
- Terry McCollum -Teacher Education- received the 2003-2004 Friend of Science Award from the Science Education Council of Ohio.
- Mary McDonald -Physical Education, Health, and Sport Sciences- was elected President-Elect of the North American Society for the Sociology of Sport.
- Robin Vealey-Physical Education, Health, and Sport Sciences-was elected as Fellow of the American Academy of Kinesiology and Physical Education.
- Jeffrey Potteiger -Physical Education, Health, and Sport Sciences- was elected to the Board of Trustees for the American College of Sports Medicine.
- Alex Thomas -Educational Psychology- received an Honorary Lifetime Membership Award from National Association of School Psychologists and Ohio School Psychologists Association.
- Melissa Chase -Physical Education, Health, and Sport Sciences- was awarded tenure and promotion to the rank of Associate Professor and Michael Dantley (EDL) was awarded tenure.
EAP faculty received 15 grants from external agencies totaling $817,386 and submitted 18 grant applications during the first three quarters of FY 04. |
Areas for Improvement related to Standard 5 cited as a result of the last NCATE review:
| (Initial Teacher Preparation) Not all secondary supervisors are licensed or have experience in the subject areas that they are supervising. |
Please indicate how the unit has addressed these Areas for Improvement (Optional) .
| Please see entry for Section C, Standard 3. |
Standard 6. Unit Governance and Resources.
The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.
Please indicate any significant evaluations, changes and/or improvements related to Standard 6 that occurred in your unit this year:
Upon the departure of Dr. Barbara Schirmer as Dean in July of 2004, Dr. Sally Lloyd accepted the position of Interim Dean. She then appointed Dr. Michael Dantley as Interim Associate Dean. His primary responsibility is the development of partnerships between the School of Education and Allied Professions and appropriate K-12 schools and community agencies. Dr. Dantley's appointment rounds out the Dean's staff to six administrators, each responsible for varying tasks essential to the productive operation of the School of Education and Allied Professions.
The first phase of renovation for McGuffey Hall has been completed. This phase of renovation included all office space. The second phase is in progress. During this phase, the remaining side of the building which houses all classrooms will be completed, including classroom technology upgrades should be completed by January 2006. |
Areas for Improvement related to Standard 6 cited as a result of the last NCATE review:
Please indicate how the unit has addressed these Areas for Improvement (Optional) .
Section 4 - Program Completers
The total number of candidates who completed education programs within NCATE's scope (intial & advanced) during the 2003-2004 academic year- 436
Enter the Name of the Person Filling Out the Report: Teresa McGowan
|
|
